Revised Belief about Technology

My belief about technology in education is that it should be utilized by teachers and students. Technology is an evergrowing element that students are experiencing everyday. It is our job as teachers to take the concept of supporting education with technology and use it with our students to help enhance the concepts being taught. I believe that technology is a wonderful addition to our education system and should be used and embraced by teachers whenever possible throughout the day in our schools.

Chapter 10

Assessing Meaningful Learning: Authentic and Performance Assessment
Authentic assessment forces teachers to rethink assessments. It makes teachers align activities and what is being assessed. Performance assessment is when a teacher asks a student to perform a certain skill. I think both of these assessments are used in classrooms today. Many teachers are aware and sometimes not aware that they are using these types of assessment. What’s important about these two types of assessment is that they assess meaningful learning which is what should be happening in the classroom. Both of these types of assessment can be done with paper and pencil or through different types of technologies. This chapter does an excellent job in presenting different technologies that can be used to achieve the purposes of assessments. In the future I will use both of these assessments in the classroom, whether it is through the clicker system, computer tests, or portfolios online.

Technology-Based Assessments
Teachers who combine assessment and technology can make data easier to manage and a little easier to prepare and give. This type of assessment allows teachers to see if students understand the material right away and it also takes a lot of the hard work out of grading students’ tests. The only downfall I see with using only technology-based assessments is that students will not be able to expound on their answers as much. Most of the time these types of assessments will only ask students to choose the right answer instead of asking them to describe how or why they got the answer they did. Teachers need to be aware that in order to fully understand whether students understand what they have learned they must also be assessed by explaining and using their knowledge in other contexts.
Do you think teachers should only use technology-based assessments or something else?

Assessing Growth over Time with Electronic Portfolios
After reading this section I knew that I really wanted to use this in my future classroom. This type of assessment is so creative and something that students would really enjoy working on and seeing over time. E-portfolios are very similar to paper portfolios in that they are some sort of “folder” or “file” that keeps work over a certain period of time for students to see their progress. Instead of paper copies of things, e-portfolios keep electronic artifacts and documents. A huge benefit with using this is that students will be able to see their progress over time and can see how well they have improved on different projects. E-portfolios can be used through websites on the internet. A website that students and teachers could use is Microsoft Front Page. This website is very useful and user-friendly for both the teacher and students. These types of portfolios are called working portfolios, but there are also in standards-based portfolios and external evaluation portfolios. In the future I will definitely use this type of assessment in my classroom. This will help to promote meaningful learning with students. I will use portfolios over a year long period with important projects. I will also use this with different content-based projects that might last a couple of weeks. Not only can the teacher and students benefit from using this type of technology but also this can be used for parents to check on students’ work and see what is happening in the classroom. Teachers can give assess to students parents and guardians to see what is happening in the classroom.
http://www.eportfolio.org/

Assessing Performance with Technology-Based Rubrics
Rubrics are so important for both students and teachers. Teachers need to have guidelines on how to grade and students need guidelines on how to complete the assignment. This section of the reading was a bit new to me. I was aware of using rubrics in the classroom but was not aware of the options that teachers had to choose a rubric to use in the classroom. The first option for teachers to use is using a rubric bank. In this teachers will find a rubric that has already been made and change their activity to fit this rubric. This option is great on teachers because it will save teachers time by finding and using an already used rubric. Another option for using rubric is using a program to make your own rubric to match your activity. This can be a bit more time consuming but can be useful because it was made for the activity. A program or website that can be used to help make a rubric is Rubric Processor. This has a step-by-step process to help teachers through the process of making a rubric. In the future I will use both of these options in my classroom. I know that there will be times when I have projects that are new and creative and won’t have a rubric, so I will have to make one. I will also use rubrics that have been used for projects. The good thing about this is that I will extra time to devote to something else, because we all know that teachers are pressed for time.
http://ide.ed.psu.edu/ITSC/RubrProc/H_rubric.htm
http://www.uwstout.edu/soe/profdev/rubrics.shtml

Clicker Assessment Tools
This is not the first time I have heard about clickers. In college I have used these in many of my classes. We used them for quizzes, attendance, and questions during lessons. This concept of using this in the classroom is one that I will definitely consider in the future. By using this I can see if students understand right away and can get students actively involved in learning. Students will love to use these because they are actively participating in the lesson by giving their input. I also like to hear that these devices allow for students to be intrinsically motivated. A main goal of teachers is to encourage and get students to be intrinsically motivated to do something. Sometimes this can be difficult and if a teacher could use something as inexpensive as this they should. In the future I will uses these for pre-tests before I begin a lesson, for attendance at the beginning of the day (like an interesting question at the beginning of the day for the students to think about), or during the lesson for a discussion. By using this during the lesson, I will be able to see if students have comprehended the concepts and also allow for discussion among students.
In what ways could clickers be used in the classroom?

Assessing Learning with Computer-Based Tests and Surveys
This section was a bit unfamiliar for me. I have heard of this but didn’t know to what extend this could be used in the classroom. These types of tests can be useful for the teacher because they can get results faster. The problem that I see with using these with student is that it doesn’t seem motivating or interesting to the student. An application that can help with this is called computerized adaptive testing or CAT. This was interesting to learn about because this application can adapt to the student that is taking it. The level of the questions can change so that the students are challenged but don’t get frustrated when answering. This is very interesting to me and seems to be useful. The only downfall is this is very expensive to use. Other assessments that are computer-based are surveys and polls like survey monkey. This can also be used to assess students understanding while still getting them involved. I will definitely use this assessment survey in my classroom. I would use it during class and after class. I can use this for homework, and students will have to answer the questions after school to see if comprehension and understand took place from the lesson.
http://www.surveymonkey.com/
http://www.polleverywhere.com/
http://echo.edres.org:8080/scripts/cat/catdemo.htm

Chapter 9

Visualizing Scientific Idea with Computers
In all aspects of science, the use of computers and computer tools is essential. Without such tools students will not be able to visualize and better understand difficult concepts. In school chemistry can be a hard subject to understand. If teachers can use computer programs and websites to help students reference this material and supplement what is taught in the classroom then students will be able to visualize these complex processes. Two programs that could be useful in teaching chemistry to students are eChem and Molecular Workbench. Both of these programs do an excellent job in helping students visualize concepts. These also help with students who have alternate misconceptions and extra things to help show and clarify what is happening with the concept. Not only does Chemistry need material to help students understand material but also geography. So many computer systems can be used to help with geography. A good way to use computers in the classroom to help with geography is when the teacher wants to use the computer to help with retrieving, displaying, analyzing, and manipulating data. I truly think that geography is one of those subjects that need computer and computer programs to help students visualize. With maps and other materials students and actively participate and gain knowledge by using it. A popular software program that helps support geography is GIS. This program allows students to actively construct maps, charts, tables, and search for other information they might be looking for. In my future class I plan on using the computer to help supplement for my teaching. Students will benefit from using the computer to better visualize things within science and concepts within geography.
http://workbench.concord.org/
http://www.gis.com/
http://maps.google.com/
In what ways can students use the computer to help with other subjects?

Visualizing Mathematical Ideas with Technologies
Another important subject to use technology in is math. Using technology along with what is being taught is almost a must when dealing with mathematical concepts. Visualizing what is happening when students are learning math is essential and beneficial to the student. In our other college math class, the concepts of visualization and math concepts go hand in hand, whether it is through a hands-on manipulative or computer programs and technology. Since math is so abstract, teachers in the classroom need to come up with new programs and ideas to help students understand the concepts. A couple programs that students in would enjoy using is Mathematica and MathLab. Both of these programs help students to manipulatives and help them to visualize what is happening with certain mathematical problems. Another common technology that students use to help support math in the classroom is by the use of graphing calculators. Although this is mostly used in higher grades, teachers in lower elementary grades can use the graphing calculator to help show students graphs with results of projects or other activities in class. I remember as a student using a graphing calculator in high school. It saved a lot of time and also helped me to see how equations went to graphs. I would say this is a very helpful technology used in the math. Other important skills in math are data analysis and interpretation. This type of skill is important for students to understand. A program that helps with this, especially for grade fourth through eighth, is TinkerPlots. This program focuses on data from questions those students want answered. In my classroom I would use this to this to predict and find out data from actual issues that students in the class might have. Geometry is a math subject that needs technology to help students understand it. From my own experience I have had a hard time with learning geometry. I would have definitely benefited from the use of the different programs mentioned in the book. The visualization tool, Geometric Supposer, is an excellent tool for students to use to play with geometric objects and explore the relationships between the objects. I truly think that students have a hard time with visualizing these skills and a computer program like this one would be helpful.
http://www.wolfram.com/
http://www.mymathlab.com/
http://www.ecalc.com/calculator/scientific


Visualizing with Digital Cameras and Mobile Phones
When thinking about using camera and phones to help visualize concepts in the classroom, I would have not thought that these types of technologies could be used. Using cameras in the classroom can allow for creativity. A popular program used for this is Photoshop. Teachers can allow students to use this program in the classroom to edit and manipulate photos taken. These tools can be used for students to make documentaries. This is a way for students to be involved in society and make projects that involve issues and controversies. I feel like younger students can participate with cameras. The only fall back with using cameras is money. Many schools don’t have the money to buys cameras for all the students to use. Using these kinds of things will allow for students to be actively involved in technology. Most of the time students enjoy doing these sorts of things instead of projects and assignments with paper and pencil. In the future if my school will allow for each student to have a camera or use cell phones, then I will definitely incorporate this into my curriculum. An example would be during a science lesson about plants, I can assign the students to go around the school and find plants that they are learning about.
Websites:
http://www.picnik.com/
http://picasa.google.com/
https://www.photoshop.com/

Visualizing with Video
Camcorders and video production is another popular technology that can be incorporated in the classroom. I enjoyed reading about using this in the classroom. Like the use of cameras, camcorders also allow for students to exhibit creativity. It also allows students to be active, instructive, and cooperative. When students produce and edit videos they are thinking critically. When students complete these sorts of projects they feel accomplished. I don’t know if this is appropriate for younger students but for older ones. This type of skill involves knowledge of the use of the video production process which may or may not be present with elementary school students. I think if I was to teach older students I would use this in my classroom. As the teacher I would assign students to create a digital story whether it is from a history project or something like a novel project. I think students would love to use this and would learn a lot by using this type of technology. Not only does video production involve the actual making of the video but it also involves editing. A popular program for this is iMovie.
http://www.sonycreativesoftware.com/moviestudio/videoediting
http://www.apple.com/ilife/imovie/

Video Modeling and Feedback
When working with videos, it is very important for students to see video modeling and feedback about their video. In our science class this semester we will be videotaping ourselves teaching and having to watch it and reflect on our performance. I think that this is a good idea when working with students. The only thing that is important when doing this is to make sure students positively reflect on their own experiences. I would use this in my classroom when students (especially older students) are giving presentations in front of the class. I think this would help with students having confidence when speaking in front of the class.
If students take a negative affect from this feedback, what can teachers do to reverse this?

Chapter 8

Drawing Designs Ideas with Computer-Aided Design Software
Using computer-aided design software can be beneficial to students in the classroom. Teachers can use the CAD programs to help students think of ideas and design them using this software. A way that this can be incorporated into the classroom is by using this as a supplementary material when teaching science and math. The only problem I see with these types of programs is that is can be hard to work with and students might have trouble creating. If students are going to probably have trouble with these sorts of things then the teacher must know how to use it so that she/he can help students use it. I also feel like this can be more useful for older students rather than the younger students. If I was in a high school classroom I would use these types of programs in to help students design ideas in which they have thought of. Students can also design models of things that they already know about but can reinforce their knowledge by recreating it.

Testing Designs and Building Mental Models with Simulation Software
In this section, the book explains how to use simulations to support learning. When we learned about simulations earlier I knew that I would use this type of technology in my future classroom. Simulations do an excellent job in showing students why and how something works. So often students have trouble visualizing how something works. If teachers use some sort of simulation then students can better understand concepts. The Trebuchet simulation is a good example of a simulation that students can actively use in the classroom. Students can use this to better understand concepts in physics. Although I feel like this should be used for older students younger students could somewhat use this. A place in my classroom where I would use this program and other simulation programs would be at a computer center. Students can participate at these centers and explore through simulation on their own time and at their own pace.

In what ways can simulations be brought into curriculum?

Developing Programming Skills while Designing in the Media Arts
Before this class, I probably couldn’t tell you what programming skills consisted of. Since the last couple of weeks and after reading this section I have learned a lot about programming. Although it was a bit frustrating at the beginning, I think students would enjoy working with programming. The one programming program mentioned in the book is Scratch. I would use this in my classroom for students to make their own programs. Programming could be linked with projects and big concepts. Students could incorporate a game or activity to show that they comprehend and know the material. Another fun program that could be used in the classroom with younger students is iStopMotion. This program allows students to actively create movies and recordings. As a student I would have loved to have used this type of software to create different programs and projects. This is good because it can be incorporated into all subjects and can incorporate a technology aspect with what they are learning.

Designing Music with Composition Software
When I thought about incorporating music programs into my curriculum I would have thought that there wouldn’t be many things that could be done. After reading this section I realized that using music software can be an interactive way for students to enjoy and get involved with technology. A way that I would incorporate music and programs to create music would be when students are giving a presentation. I would require them to use music to help enhance the presentation and give it another element. Students will be able to make their own music or use something they already have. A program that students might enjoy using would be Impromptu. Students can use this to take pieces out of different music or create their own. Not only are music programs useful for creating music but also for voice recording. As a teacher I can require my students to have a voice element as well in their presentation or project. Most music programs are useful for students who need to record something. Another fun program that the book suggests for young students is Musical Sketch Pad. Students would enjoy playing with music and composing their own work. If this doesn’t fit into the curriculum, teacher could definitely use this during center time and students can CREATIVELY participate in making their own music.

What other ways can music and music programs be used in the classroom? Do you think students would enjoy using these types of programs?

The Very Hungry Caterpillar Book Talk

Chapter 7

Exchanging Ideas Asynchronously With Discussion Boards
This section discusses using technology that involves communication not in real time. This section was very familiar to me because throughout the years I have been using this kind of technology in many of my classes. Overall I feel like it is affective and students can benefit from using it. The only problem that comes to mind when dealing with discussion boards is that students can’t use things like tone of voice, accents, dialects, that would normally be heard when talking in real time. But with this also comes an advantage. Students might speak what they actually feel because they can complete this on their own time and not in front of other people. Not only does this help with allowing students to speak freely but it also works when people don’t see each other on a normal basis. Students and teachers who are far apart can work through discussion boards. Another thing that really stuck out to me in this section is that asynchronous discussion boards are an excellent way to support second-language learners in the classroom. This is such a challenge for many teachers today and having a form of technology that can help will be beneficial for both the student and the teacher. EPals seems to be an excellent resource to use with all aged children. It seems to be very user friendly while helping all students. I will definitely use discussion boards in my classroom whether it is for an actual discussion on a topic, extensions to classwork, or to see how others feel on an important topic or concept.

Exchanging Ideas Synchronously With Interactive Chats and Messaging
The next section hit on the opposite of the section before. This section was about learning environment that happens in real time or synchronously. When I first started reading this, the first though that came to mind was instant messaging. I think with this generation, instant messaging is something that is very common among almost all ages. Some of the common messaging systems are Yahoo Messenger, AOL Instant Messenger, and Skype. Since students are so familiar with this type of technology, I think that teachers should utilize this and try and incorporate this into curriculum. The more you incorporate things that are familiar with students the more students will enjoy participating in the activity. In the future I definitely will use instant messaging and chatting with my students.

Making Connections through Videoconferencing
Before reading this section I never thought videoconferencing could be used in the classroom with instruction. After reading this section I realized that this type of technology can be useful when used in the classroom. I remember a while ago my professor used Skype to connect with another classroom in southern Florida to discuss educational issues. I remember thinking about cool it was to be able to connect with other students meeting in a different place far away. I think that my students will definitely benefit and enjoy using this type of technology. A different type of videoconferencing that can be incorporated into curriculum is interactive videoconferencing with experts that could share knowledge with students. This might be time consuming and teaching might have to get training to use this but I think students will learn a lot from using this. Because of time constraints and budget issues many teachers can’t bring in guest lecturers, but by using videoconferencing teachers can allow students to have the face-to-face interaction through the computer.

Would videoconferencing with experts on certain topics be beneficial for students, instead of the teacher presenting the information?

Broadcasts with Podcasts and Internet Radio
I got excited when I began to read this section because this is my topic for my inquiry project. Podcasts and Internet Radio is something that is new to me. I wasn’t familiar with using these things in the classroom. The one thing that I thought of that would be a little more difficult to incorporate this type of technology in the classroom financial issues. An MP3 Player is something that is common for viewing Podcasts. But having enough of those to accommodate all students in the classroom would be harder for teachers to do. On the other hand teachers can use the computer to view Podcasts just as well as MP3 players. In the future I want to be able to create a class-created Podcasts. It can be from all kinds of things. I could incorporate this into book reports or projects that students could each have a part and have to complete for the Podcast. I think students would enjoy finishing their projects with this type of genre. I didn’t really see a benefit in using the Internet Radio in the classroom. I think that Podcasting would be more beneficial for students and the teacher.

How would you use Internet Radio in the classroom?

Chapter 6

Knowledge Building with Knowledge Forum
When I first started reading this section I realized I knew what the author was talking about. The words, “Knowledge Forum” threw me off a little, but as I read through it I realized exactly what this was. A Knowledge Forum is a place where students can comment, ask questions, and gain knowledge from a particular subject or topic. The one thing that I like about this form of technology is that it required students to be actively engaged in learning. I will definitely use this in my future classroom. I think that students will benefit from other students’ thoughts as well as contributing their own thoughts. A discussion board can be used as knowledge forum. The teacher can start off the discussion with a topic or question and students can contribute on their own to the teacher’s question or other students’ questions. I know from my own experience I have used a discussion board and have benefited from using it. As a teacher I will post questions to help students with projects, review, questions to help study for a test, or just general discussion question to see where students are in terms of what they have learned.

Co-constructing Knowledge with Wikis
Wikis are very similar to the knowledge forum. In my opinion wikis seem to be more intense and more involved. I have always wondered what “wiki” meant and now I know…”quickly”. I find this interesting because wikis are quick and usually are the place to find information the quickest. Over the year I have become familiar with Wikipedia. The only downfall with this website and others that contain wikis are that they can be changed by other people, so the information cannot be taken to be true all of the time. I don’t think that me as a teacher will encourage students to use only wikis to find and gain information. I do think that it is an excellent starting point for students to use in order to find which direction to go in order to find the information that are looking for. I also feel like wikis are mainly for older students to use in and out of the classroom. I don’t think I will be using this form of technology very often in my classroom.

Finding Colleagues with Interactive Blogs
This section was very familiar to me. Blogs are an excellent resource to use in the classroom. I have always thought that blogs are personal diaries and thoughts of people. But after reading this section I realized that blogs can be used by the teacher, an expert, and by the student. In the future I will definitely use all of these different ways in the classroom. National Geographic is an excellent source to use for students to participate in expert blogs that are already laid out for them. This is a good place for students to think on their own and still learn in an interactive way. I also will use a class blog for students and their parents to use. I can use this to help challenge students with new thought and also inform parents on things happening in the classroom. If I was to teach older students I would use personal blogs for students to share and read others. Blogs are an excellent ways of communication as well as sharing information with others. A good blog website is blogspot.com, which I have learned to use in this class and have enjoyed using it. Another blogging website is livejournal.com.
What are some ways that teachers can incorporate personal blogs with elementary aged students?

Building International Communities
Learning circle can be an excellent tool for students to use to understand different values and goals. This is nice to use because students can see that others have the same values and goals. They can also see the way they are striving towards those goals or practicing the values. I might use this in my future classroom. I could assign students projects or an online activity along with students somewhere else. As for global schoolhouse, I would agree that students learn best when students have to measure, collect, evaluate, write, read, publish, simulate, hypothesize, compare, debate, examine, investigate, organize, share and report. I enjoyed reading this section because I was able to read about good examples of projects that students can complete and learn from. International communities are similar to community circles but students can see a worldwide view of students working on collaborative projects. After reading this section, I will probably not use this type of technology as much in the classroom.

Building Professional Teacher Communities
It is very important as teachers to learn from one another. As a teacher I plan on participating in a teacher community, so that I can learn and get ideas from other educators. I think that I will definitely be using TeacherTalk. I think that I will be able to get lesson plan ideas, teaching styles, and most importantly support from other educators doing the same thing as me.

Usernet and NetNews Groups
This section was new to me. NetNews and Usernets are two central locations for people to find messages that have been sent to a mass of people. These two things can most often not be appropriate for students and teachers need to be aware of what they would be using. I am really confused to how this is used in the classroom or how it relates to students. I don’t see this form of technology to be as useful as the other mentioned in this chapter.
How can this be used in the classroom?

Overall this chapter was interesting to read. I will take most of the information presented and use it in my future classroom. I think students will gain knowledge by using these forms of technology and will also enjoy using them

Chapter 5: Modeling with Technologies

Learning by Building Models
I have learned over time that I learn better by using “models”. These models can include databases, concepts, maps, spreadsheets, microworlds, expert systems, and other tools. In my future classroom I hope to teach and model these models to help students learn and remember information. This will not only help students with their own knowledge but also with conceptual understanding. This chapter does an excellent job in defining different methods and models that students can use in organizing and understanding information. Much of this chapter was new to me. I enjoyed learning about the models and ways to incorporate them into the classroom.

Modeling Knowledge with Concept Maps
Modeling knowledge with concepts maps is one way that I have learned to understand and organize information. I have had success in using this model and think that my students will also. An important aspect of concept maps that many people don’t realize is that concepts maps should represent information that is interrelated. So often teachers assign students to make concept maps and many of them have one major concept with information extended from it. It is important to realize that students should try and relate all the important information together for a better understanding. It is also important to describe the links between major thoughts. When I was taught how to complete a concept map I was never taught to do this. I learned how to do this in college and it has helped with linking the information and remembering why I put the information into the concept map. A program that does an excellent job in doing these things is CMap. This program allows students to make concept maps with linking words as well as relating all the information together. I have been using this program to make my concept maps and will have my students use them in the future.
Question: When should teachers use concept maps in the classroom?

Modeling Systems with Systems Dynamics Tools
This section in the book was harder to understand for me because I was unfamiliar with this type of model. From the reading I understood this tool as being a particular system being modeled by the use computer based systems that construct simulations of some sort. Students can use these to better understand how something works. They can also use this to observe and create different graphs, tables, and other animations. This tool can be used to help students truly understand how certain things work or the dynamics of the “system”. In my classroom I will use this tool to help better understand concepts that would normally be hard to understand if not seem through a model or system. Concepts like the way the body works, the way an engine works, and other things like that would be great concepts for teachers to use this tool with. This model reminded me a lot of simulations and letting students “simulate” through a certain system.

Modeling Problems with Spreadsheets
After reading this section I realized how helpful this tool with be for me as a teacher. This will be useful for keeping and organizing information for me and students. Generally I am an organized person and I have used spreadsheets multiple times to keep my information organized and easy to find. In the classroom I will use spreadsheets to help students see the difference between information whether it be through graphs or in a diagram format. The program that comes to mind when doing spreadsheets is Microsoft Excel. Although this program takes some getting used to, it is an excellent one to use when imputing information into an organized way. A website that can be useful in making spreadsheets is Google Spreadsheets. This can be used by students to create and maintain certain spreadsheets in the classroom.
Modeling Thinking with Expert Systems
This tool can be used by students who are looking for decisions or predictions based on several different factors. This tool will help students to organize those different factors and allow for the computer program to help them decide what the outcome should be. My first impression of this tool was that this would be hard to use in the classroom, but the more I read into it the more I understood what it is all about. This can be used as a project for students. They can first gather the different factors and enter them into a program, then they can make a problem and use the information that they found to help solve it.

Modeling Experiences with Databases
After reading this section I realized that databases will also be used by me as a teacher in the classroom. Learning about databases was beneficial to me because schools use these to keep all the information about their students. I need to be familiar with this so that I can easily use this in the future. Databases that students can use are things such as place where articles and information can be found. Students will use these sorts of databases when completing projects and finding important information. Databases can also be used in the classroom for understanding different points of view and different peoples’ experiences.
Question: What are ways teachers can use databases in the classroom?

Chapter 4: Writing and Technology

Supporting Writing Organization and Planning
This section was very informative. I know from my own experience I usually benefit by putting information into concepts maps. By making concept maps students can link information and identify important concepts. An online concept map program that I would use in the classroom is “CMaps” or cmap.com. This website/computer program is an excellent tool for students to use and for teachers. Students can use this program to help with their writing and reading. Students can put their main ideas on a concept map to help organize their ideas. Teachers can use this program to teach lessons and organize important thoughts for students. I think that concepts maps are important for students and their writing. When students use concepts maps they are beginning their writing strong and should be organizing all their important thoughts.

Supporting Presentation Writing
This section was more of a review for me. It focused a lot on PowerPoint and making presentations with this program. I think that PowerPoint is an excellent resource for students and teachers to use to present information. Presenting information can involve lots of steps and PowerPoint can help with those steps. Some of the things that I did not realize were some of the features that PowerPoint has to help students create presentations. I think each of these features can be helpful for students and can help to make excellent presentations. Another presentation website that can be used instead of PowerPoint is “Prezi” or prezi.com. I have learned to enjoy this website and find it to be enjoyable to use. PowerPoint can become a little boring when that is all I have known to use. Since I have began this class I have realized other resources to use for presentations. I think teachers need to branch out and use different outlets to present information. The main reason for this is because students will be more interested in the information because it may be presented in a way that they have never seen before.

Supporting Creative Writing with Technology
This section was very interesting to me. My first impression was how could I help to support my students and encourage them to write creatively. Internet publishing is something that is very new to me, but I think it can be very useful for students and their writings. This allows students to be more reflective which in turn makes them think about their work and the work of others. The website Kidscribe is a neat website to use for students to post their work. It is kind of nice because students can have their own world of writing and post their own creative writing for others to read. Since this is their own things students will take pride in their writing “space” and put much thought and creativity into their work. I will definitely use this in my classroom in the future. Not only can student benefit from this website but parents can also. This website can be used as a portfolio for each of my students and students can also see how well they have improved by viewing their online work. Not only can this website be useful but also a “BLOG” can be help with this as well. Students can post their own work on this and reflect on their work as time goes on.

Supporting Collaborative Writing with Technology
This was also a new concept for me. Initially I didn’t know what to think when writing and working with others was mentioned. After reading this section I realized that working and writing collaboratively can benefit all students. One of the examples that the books gives is Wikipedia. The one thing that came to mind when this website was mentioned was that students need to be careful in determining if this information is correct. Since anyone can edit or add information to different topics it’s hard to know what is factual and what isn’t. The other example that the book gives is Writerly. This is an excellent website for students and teachers to use in the classroom. It can give students a chance to share and work collaboratively on writings.

Supporting Peer Feedback on Writing
Student feedback can be more beneficial than teacher feedback. I had not thought about this but after I did I realized that students do value the feedback from their peers more than from adults or teachers. Peer feedback can help students improve on their writings. The website SWoRD is a great web-based review system that students can learn from. I will use this in the classroom so that students can go and review others work and have their own work reviewed. Most teachers don’t realize that students can benefit from others opinion. They often think that they are the only ones that can give effective feedback to students about their writings.

Overall this chapter was very informative and will definitely help in the future. I enjoyed reading this chapter and learned new techniques on how to improve students writing by the use of technology. I think the reason I learned so much in this chapter is because I didn’t realize how writing and technology can be intertwined.

Chapter 3

1. My first impression of Sodaplay was that it looked like something that would be fun to explore. Sodaplay was an interesting website to use. I believe that this microworld is used by students to explore and see how things can change by giving it a command to do so. This website can be used in elementary classrooms for the use of explaining how things work. It can also be used to predict what will happen when a certain command is given to the object. The teacher can then do the action and see if the students’ predictions are correct.

2. Net Frog Dissection: My first impression of this simulation is that it looks educational and could be potentially used in the classroom. I also thought back to when I dissected a frog in high school biology and thought that this simulation could be used instead of doing one live. I think that using simulations with students is beneficial and can be substituted instead of using real life classroom observations. I also think that simulations can be beneficial for allowing students to simulate how something works or with training of some sort. I do think that this simulation provided meaningful learning for the students. It is interactive and allows students to truly understand what is happening during the dissection. Not only do students get to simulate through the dissection but also they have questions and exercises to test their understanding of what they witnessed.
Roller Coaster Simulation: My first impression of this simulation is that it would be really cool to design my own roller coaster. I also thought that this website didn’t look as good as the first one. I was interested to find out how it worked and how to make my own roller coaster. Like I said before, I think that using simulations in my classroom will be beneficial to my students. The only problem I have with using simulations in my classroom is that it has to promote meaningful learning and not be something that students play with and not learn anything from. I think this simulation means well but I do think that students will be too involved with making the roller coaster track and not paying any attention to the fact that they are learning physics.

3. http://www.pbs.org/wnet/colonialhouse/media/index.html
Colonial House Simulation
This simulation is an excellent and unique tool to use in the classroom to help teach students about life in the 1600s. Students will be able to go through this website and participate in a simulated life set in the 1600s and how people lived through this time. The website does promote meaningful learning because it allows for students to explore the website and learn on their own time and at their own pace. It also gives students information that can be useful when learning about history during this time. The website also includes photos, videos, and audios that can help students learn in more interesting and interactive ways.

4.
Darfur is Dying
My first impression of the game was that it was interesting to look at. I also wanted to explore the site more to find out what the game was all about. This game would be an excellent tool to use with students in the classroom. I think that it allows for students to learn about the issues of Darfur while interactively participating in a game. The game provides information all throughout each “stage” which is good because students can learn at the same time. I believe this does promote meaningful learning because it allows for students to actively participate in the game while still focusing on what is important concerning this topic. Each of the games within this game allows students to navigate and choose what they want but still gives them information on why something happened or the reason why the game ended the way it did.

Game: The Cost of Life
My first impression of this game was that it looked interesting and looked like I would learn a lot by playing it. This game was a little difficult to play at first and took some getting used to. The whole purpose of this game was to keep the parents alive, educate the family, and see how it is to live in poverty. I think that this game would be useful in the classroom to teach these topics. I do think that it does promote meaningful learning but I’m also worried that students will get too involved with playing the game that they will forget what they are playing it for. I think they will see this game as a win/lose situation instead of a learning experience.

3rd World Farmer
My first impression of this game is that is seemed very similar to Sims or the new game on Facebook, Farmville. This game was also a little more difficult to play because it involved keeping track of money and where the best place to put the items at. In a way this game is very similar to a simulation but does involve a win/lose situation by seeing if your family will starve or prosper. I would use this in my classroom to help students understand how families live in one of the poorest areas of the world. It will also teach students to be resourceful with their money and put other first to help them live. Again this website, like the other, involves a very distinct win/lose situation which can be problematic for students learning. Although they would be actively participating with the game they will be more focused on the winning aspect rather than getting much learning out of it.

5. http://www.multiplication.com/flashgames/ConeCrazyLevels.htm
Cone Crazy Levels
This game can be used with fourth graders learning and practicing their multiplication facts. The game addresses some of Gee’s principles including the practice principle, allowing students to practice their facts over and over again. Another would be situated meaning principle by using penguins, ice cream and choosing the right scoop for the cone. The last principle I noticed that addresses Gee’s principles is multimodal principle by the way that the game is set up, instead of words and only numbers it has penguins, ice cream, and ice cream cones.

6. At first I “googled” virtual worlds and elementary students. One of the first things that came up was the website (http://jvwresearch.org/index.php?_cms=1248925779) that contained research on gifted students ages 8-15 and the virtual world, Quest Atlantis. This was the same virtual world that was introduced in the book as an excellent environment for students to learn and engage themselves in deeper level thinking. Another link that came up was the website (http://www.shambles.net/pages/learning/ict/virtual/) involving different virtual worlds that elementary school children could be involved with. The one that stuck out to me was the one called Club Penguin. This virtual world allows elementary school children to play games, chat with others, and take care of their own virtual pet. The other that was mentioned on this website was excellent resources to use for all ages especially elementary aged children. The reoccurring aspect of these virtual worlds mentioned was that children would be actively engaged in doing something and will be able to have a deeper-level of thinking while doing it, which is a characteristic Jonassen mentions in the chapter.

7. I have not had enough experience with programming or writing an HTML code. The Scratch program looks interesting to use and hopefully after using it I will be able to use programming in various ways and be able to write HTML codes as well. When it comes to things like this I am not very good at it and hopefully with some practice I will be able to do both of these things.

Cone Crazy Levels-Multiplication Practice

http://www.multiplication.com/flashgames/ConeCrazyLevels.htm

This game can be used with fourth graders learning and practicing their multiplication facts. The game addresses some of Gee’s principles including the practice principle, allowing students to practice their facts over and over again. Another would be situated meaning principle by using penguins, ice cream and choosing the right scoop for the cone. The last principle I noticed that addresses Gee’s principles is multimodal principle by the way that the game is set up, instead of words and only numbers it has penguins, ice cream, and ice cream cones.

Colonial House Simulation- PBS

http://www.pbs.org/wnet/colonialhouse/media/index.html

This simulation is an excellent and unique tool to use in the classroom to help teach students about life in the 1600s. Students will be able to go through this website and participate in a simulated life set in the 1600s and how people lived through this time. The website does promote meaningful learning because it allows for students to explore the website and learn on their own time and at their own pace. It also gives students information that can be useful when learning about history during this time. The website also includes photos, videos, and audios that can help students learn in more interesting and interactive ways

Chapter 2 Thoughts

1. Registered for Google Reader.

2. The first website (Save the Pacific Northwest Tree Octopus) is a made up website and doesn't have accurate information. Although the website information isn't accurate, the website is set up correctly. When evaluating this website I looked for the problem being presented, why this is a problem, what the issue is about, and how we can help to change the problem. It also has other resources that could be used to get more information on the issue at hand. After evaluating the website I also noticed that the layout was easily accessible with the tabs to different pages at the top and bottom of the main page. It is also up to date and has the latest information on the issue being presented. I saw that there was a date at the bottom right hand corner to inform viewers that the website is up to date. I also looked at how well the words and information was easily read.

The second website (MLK) is not one that I would recommend as being accurate. After evaluating this I realized that this website couldn’t be trusted to teach anyone on the life of Martin Luther King Jr. First of all when I clicked on the links the information didn’t reflect to what the tab said. Also the author is a "White Pride" organization, which proves that the information was biased. Instead of historical information and I saw opinions and other information that was important. It also seems like there isn’t one group or person including the information on this website. It seems like each link has different information from different sources and people. Since there really isn’t a main author it’s hard to realize if the information is credited and when the information was updated.

The third website (Dog Island Free Forever) is another made up website. The first thing that I noticed was the disclaimer about the website being made up. If the website was correct and accurate it would have all the information that someone would be looking for concerning this topic. The website is very user friendly and allows the user to easily look through the information. Another thing that I looked at when evaluating this website is the links for people looking for further information. This website was loaded with further information for whatever someone would be looking for concerning dogs, dog food, and taking care of dogs. I also liked that there was a Google link at the top in case visitors to the site needed to search something while looking through the site. Another key thing that I saw when I evaluated the website is that the website is copyrighted.

The fourth website (All About Explorers) is also a website that someone set up to try and trick visitors. The one thing that really stood out to me was how useful this website is for teachers. It has many different links, lessons, and ideas to use in the classroom. Also when evaluating this website I noticed the information had disclaimers. The website was only made for teachers to show how their students how to search for things on the internet. the characters on the website are fictional. I also evaluated how easy it was to view the website and understand the information presented. This website presents information in an easy to read way and the layout makes its user friendly. Being user friendly is a must for visitors to be able to use without having any trouble.

The fifth website (History of Robots…) is another false website. When searching through this website I noticed that the links take me to some other website that isn't credible and could not be taken as fact. Although the information is bogus, compared to the other websites this website is not as complex. I first looked to see if the website had been updated and had an author to give credit for. I also evaluated the layout of the website. It did an excellent job of stating its purpose and intent.

The sixth website (Dihydrogen Monoxide) is a research website presented by a National Assessment Center. This website is not real and has been put up by an organization that is factual. If I'm not mistaken, Dihydrogen Monoxide is water. Although the information is not correct the website itself is set up very nicely. I evaluated what type of information was given. The way it is presented is easy for visitors to follow. The website states their purpose, the problem, and what being done to try and fix it.

The seventh website (The First Human Male Pregnancy) is a website used for people’s opinion about this particular topic. Although there is some information on what is happening with this man, most of it is people’s opinion of the situation. I don’t feel as though this website would be useful for finding out facts or other information. After evaluating this website, I noticed that this website is more about informing the public on the man’s status through his pregnancy instead of actual facts on why this is happening. At the bottom of the page, the name of the author is present along with a disclaimer. Although this happened to a man (who was a women), this isn't real because men cannot have babies.

(www.wto.org) This website is the true website for the World Trade Organization. This website is copyrighted by the organization. The layout of the website seems to be more authentic than the other which makes me think that this website is the true website for the World Trade Organization.

3. After searching the internet for scavenger hunts on Civil War lessons, many examples are found. The ones that are mostly found don’t remind me of meaningful learning. Most of them are interactive and allow for students to be the ones to find information. But I think that students will become more involved in using the internet than learning the information on the Civil War. After searching for cites on Civil War scavenger hunts I searched in general for internet scavenger hunts. After searching for this I found a website that had lots of scavenger hunts that could promote meaningful learning. The website had tons of hunts that were broken down by months. The one thing that I noticed was that these hunts weren’t as heavy as the topic of the Civil War. I think this makes a difference when using scavenger hunts to help to teach students. The lighter the material the more meaningful learning can take place, which can be helpful when using the internet and scavenger hunts.

4. The wequest that I chose deals with 6th grade students and researching women in science. This webquest is more than an electronic worksheet because it allows for research on a famous women scientist. The students are also taking the information and making something out of it. The students have to make a newspaper article with important information and pictures at the end of the assignment. If this was a mere electronic worksheet then students would just have to fill in the wanted information and do nothing with it at the end. The webquest is well designed according to Jonassen. First of all the webquest promotes cooperative learning. In order for the students to complete the assignment, students must partner up and assign each other roles. This will allow students to bring prior knowledge to the assignment and help each other complete it with the best information. The webquest also incorporates many learning perspectives. When the process of the project is introduced, the teacher does not give explicit instructions on how complete the project. I think this helps to incorporate different learning perspectives because it allows students to find the information the best way they know how or the way that they learn the best. Giving students an option is an excellent way to get student involved and making them want to learn the information they are looking for. The webquest also incorporates analysis and synthesis of information. The way that this occurs is when students have to take the information that have found and make a newspaper article from the pertinent information. In order for students to be able to understand what needs to go into the article they must analyze and synthesize the information found through the various websites given. The article is an excellent resource in order to demonstrate knowledge gained from this webquest. The article is something that will be original among all the groups and will show that each of the groups have gained knowledge from the information found. The way that they gain knowledge from this project is from having to put the information into an article format with only the information used in an article. The webquest as a whole is student-directed because they are able to use resources that the teacher provides as well as other websites they feel are important. The teacher only gives an outline of what the assignment is about and the students take that information and use it to complete the project on their own. In a sense the webquest is open-ended. It can allow for further research on a women scientist and can allow for further information on why this person is important.

5. The teacher uses handhelds to help teach fables in a third grade reading class. The teacher pairs the students up and allows them to use a handheld together. Each student must choose a fable to read and then compare their fable with the other student. They will then use programs in the handhelds to make a Venn Diagram comparing the two fables. The teacher could have done this before but by using handhelds the teacher can make it more interactive and interesting for the students to complete. If the teacher was not using the handhelds this would be done with a book of fables and paper and pencil to make the Venn Diagram. Instead the students can use handhelds to read and explore their fable and another program to help compare their fables by making a Venn diagram. So even though the teacher could have completed this lesson before the use of handhelds, it only makes the lesson better by having the students use them.

6. Completed the survey about Facebook and MySpace.

Video: Growing Up Online

The video, Growing Up Online, was very informative and brought my attention to some important issues concerning computers, online websites, and teenagers' addiction to this type of technology. Social networking has its benefits and also has its downfalls. For example "Autumn" was someone that used social networking to make her feel better about herself. She was a totally different person online than she was in "real life". But the little boy who killed himself used social networking as a sounding board for how to do it and what other people thought about it. The thing that stuck out to me the most was the parent’s involvement in their children’s life. Some were very involved and some were not. I have a hard time blaming websites for bullying and other things that happen when parents have no idea what is happening when their child is online. I think it is 100% the parent’s responsibility to be aware of what is happening when their child is online. The mother that was president of the PTA was involved in her children's life. She kept a tab on everything that went on on the computer. She didn't allow her children to use the computer outside to the kitchen. Her son got very angry with his mother because she had told on his classmates. This mother is the one of the reasons her children were doing well in school and didn't get into trouble online. Some people might say that she is too much, but I think that she is an excellent mother that loves her children very much. On the other hand the parents of the girl who had an eating disorder didn't even know she had one. She communicated about this disorder online and her parents didn't keep tabs on what she was doing on her computer.
Overall the video was very informative and opened my eyes to issues I had no idea about nor have ever thought about.

Chapter 1

1. What is your first impression of this textbook based on reading the preface and first chapter?
My first impression to the text is that our teaching should be supported with technology instead of using technology to teach students. In order to have meaningful learning, teachers should use the various types of technologies to help support learning in students. The text does a great job in explaining the difference between using technology to teach and using technology to help support and elaborate on what is being taught. So often teachers get confused on when and how to use technology in the classroom, so that students can have the best learning experience possible.
2.Jonassen identifies 5 characteristics of meaningful learning. How do these 5 characteristics compare with your own understanding of what meaningful learning is?The five characteristics of meaningful learning as identified in the text are active, constructive, intentional, authentic, and cooperative. I think that these five help to encompass all the important ways that students can learn. The characteristic that I would not have thought would fall under meaningful learning would be cooperative learning. I guess I thought that meaningful learning can only happen within a student's own self and not involving anyone else. The more I think about it the more I understand that working with other individuals can help students learn and benefit from other’s knowledge.
3. As a student you have observed the teaching process for more than 15 years. Some authors refer to this as an apprenticeship of observation. Reflecting back as a K-12 and college student, how have you seen technology used as teaching and learning tool?
Throughout my schooling I have noticed an increase in the technology being used as a teaching and learning tool. In elementary school, technology was used more for reinforcement rather than for teaching and learning. All through high school and college I have noticed that teachers and professors use technology as a teaching and learning tool. I think that technology has changed to this over time because as students get older they can use technology on their own instead of being reinforced by the teacher. Also as time as gone by technology has become more advanced and available for teachers to use. This would be a reason technology has increased in my schooling over time.
4. In your own words, what is the difference between ‘learning from technology’ and ‘learning with technology’?
Learning from technology and learning with technology are very different from one another. Learning from technology is when the teacher presents the information and material using technology. Learning with technology is when students and technology work together. Technology can be used to help support what the teacher has taught and help to reinforce the students’ thinking from the information being reinforced.
5. Who is David Jonassen? Find out more about his background and professional interests.
David Jonassen graduated with a bachelor’s degree in business administration from the University of Delaware, with a Masters degree in education from the University of Delaware, and a post-doctoral degree in computer science, statistics and philosophy from the University of North Florida. His professional interests include writing books on technology and education and assisting and teaching undergraduate and graduate students.
6. Occasionally, you may come across unfamiliar terms in the reading. Rather than ignore them (a strategy struggling readers use), be sure to understand what these new words mean. This is great practice for the GRE. Also, when we discuss the readings in class, I will randomly call on students to define unfamiliar terms using their own words. For example, do you know what an ‘epiphenomenon’ is? Can you define the word ‘nascent’? Both of these terms are used in Ch. 1.Nascent: beginning to exist or develop
Epiphenomenon: any secondary phenomenon
Manipulative: to handle, manage, or use, esp. with skill, in some process of treatment or performance
Analogical: based on, involving, or expressing an analogy
7. Choose one question from the ‘Things to Think About’ section on pp. 10-12. Respond to this question. Be sure to identify the question to which you are responding.(12) Can you calculate the exact square root of 2570 without a calculator? Does the calculator make you smarter? Is the calculator intelligent?
I know I cannot calculate the square root of 2570 without using a calculator. Using a calculator does not make someone smarter it only helps with computations in math that would be nearly impossible to do by paper and pencil. Because the calculator does the work does not mean that it is intelligent, it only does what it is told to do by the user. The user is the one that uses the calculator and makes the calculator do what it is supposed to do when working out a math problem. I guess since I cannot do this computation, then I have become dependent on the use of technology (or a calculator) in order to complete math work, which in a sense has taken away some of my own intelligence.

All about me...

Technology Belief Statement

My belief on teaching with technology is that it is a good resource to use to help support ideas and topics taught in the classroom. I also believe that technology can be an excellent tool for students to use for exploring topics learned in and out of the classroom.