January 25 Homework
Brainpop:
Instructional goal:
-To teach what clouds are
-How clouds are formed
-What clouds are made of
-What stratus, cumulus, and cirrus clouds are and what they look like
What happens in the animation:
-Tim and Moby are the characters and they are talking and moving (blinking)
-Water droplets come together to make the cloud
-Clouds move in the sky
-Text appears to label the clouds
Personalization Principle:
After reading the chapter on the personalization principle, I agree with the major points of using a human-like on screen instructor when designing computer learning lessons. I also agree that the learner will better understand the material if the information is presented in a conversational tone.
- used Lynda resource as e-learning tool
-learn better when information is kept simple and straight to the point
- better connected to onscreen guide with use of pronouns
How does the personalization principle relate to my classroom:
-Lexia learning- avatar that is kid friendly
- great to repeat directions screencast-o-mastic with voice over
- Student games for math use characters that teach. Students relate well to this
February 1
Ideas for Individual project
- Focus on upcoming unit on Weather:
-content:
Precipitation
-What is precipitation? Use text on this frame with a character talking
-Review different types of precipitation both liquid and frozen. I would like to have both the precipitations animated to show students a visual representation. I would like to animate what happens to liquid precipitation when the temperature is 32 degrees or below.
Response to Learning with Media
-Learning with books is critical for first graders. Being a first grader is about learning how to read and eventually becoming a fluent reader. Books are crucial in first grade. Students need to learn how books work, where to start to read and how to decode words from left tot right. Pictures are crucial to understanding.
- Learning with television: Some children learn well with television because it has a visual and auditory learning medium. The speed of informant presented on the tv is consistent, whereas with reading text, the speed is dependent upon how much the learner can read and process.
-Learning with computers: I find that my students benefit greatly from using computers for learning. Even my most challenged learners can take information away from using a computer based program, such as Lexia. Computers allow students to have a visual model.
-Learning with multimedia: I think of using the Smartboard as a multimedia tool. I feel that the Smartboard reaches all my students and really has an impact when it's a hands-on tool, especially for young learners. There is audio, video, and kinesthetic learning when using the Smartboard.
This article is useful when designing computer based instruction because it got me thinking about my learners and how they learn best. It helped me think about including audio pieces and visual pieces for my project. I think labeling the types of precipitation in my project when they appear is crucial for understanding for some children, whereas some children only need the audio piece. I think this article made me think about how I am going to reach all my learners using technology based instruction purposefully.
February 8
e-Learning
I have taken an online only course last summer and I feel that while it's convenient, I do not get the same in-class experience as I have with the online course (asynchronous learning). I did like the "moodle" format and the fact that everyone can participate with the microphone and sharing screens function. I think the format of instruction really depends on the goal of the lesson/course. For the course I took, Distance Learning, the online format worked since the class focused on this topic. I was able to truly get the distance learning concept. A large pro of distance learning is the convenience of learning and taking a course right from your own computer.
For the age level I teach, I would use more technology in the classroom to enhance the lessons. We still need the face-to-face discussions and learning.
The Smartboard, computer based learning, such as the Lexia reading program and even web quests are all examples of technology that I use in my classroom.
February 15,
Mayer Interview
1.A: Instruction should be learner-centered rather than technology-
centered. In taking a learner-centered approach, you begin with what is
known about how people learn and then try to employ technology in
ways that assist human learning. According to this view, technology is
a learning tool that is adjusted to fit the needs of learners. In taking a
technology-centered approach, you begin with a cutting edge technology
and then try to make it available to students. According to this view,
technology is a treasure that should be applied to instruction. The prob-
lem with the technology-centered approach is that it is more concerned
with promoting educational technology than with promoting learning in
students.
I agree with statement because I think many teachers view technology as all the bells and whistles and not as enhancing lessons with the focus on the learner. I feel that you can do so much with technology. Technology is only as good as the objectives that you're teaching. As a teacher, I am most concerned with the objectives I need to base my lessons around. Next, I use technology only as it fits the lesson. My goal is not to try to take technology and plan my lessons around that.
2.What are the strengths and weaknesses of learning with technology?
A: This is an often-asked question, but it is probably not a fruitful one.
In my opinion, technology does not cause learning, but rather instructional methods cause learning.
I liked the response to this question because technology is not the cause of learning. Learning happens when lessons are planned well around objectives. Technology enhances the lesson objectives. I feel that a teacher needs to plan using the most appropriate instructional strategies to have their students learn.
3. Q: Do games teach?
A: Like most important questions in psychology, the appropriate answer
is: It depends. Games can be designed and used in ways that teach
or they can be designed and used in ways that do not teach. A major challenge
in using games as instructional devices concerns how to encourage the
learner to engage in reflection and other forms of deep cognitive processing
while learning.
I thought this was an interesting question and response. I find that I use games on the computer and link them to my class wiki website. Students may then use these links at home or at the computer lab. The games serve more as a reinforcement than a teaching source. It is mainly just extra practice for student. The repetition of skill and practice really helps early learners.
February 22
1. Use your hands to write:
I use this idea almost every time I write. I find that writing is a physical task for me. I need to write my thoughts out on paper before I type and publish my thoughts. I think this also helps me organize my thoughts. It is double the work because I write everything first then type it, however I need the physical aspect of writing. An example of this would be this homework. I write my thoughts down in my notebook and the I type them in my Yola site.
2.Be boring. It's the only way to get things done.
This is very true for me. I consider my routine to be the same everyday. If I have a schedule, I know when and where I can get things done.
3.The secret: Do work and put it where people can see it-
A way I use this idea in my classroom is using my wiki site to show parents what is happening in the classroom. I post student work, pictures and websites that students can use at home. I also published a webquest that students use at home. Teachers at my school can also access this site and we can share all of our work with each other.
What I would like to try:
1. Side projects and hobbies are important
2.Write the book you want to read
3.Steal like an artist
February 29 (Snow date: March 7)
Bloom's Digital Taxonomy:
After reading Bloom's Digital Taxonomy, I could easily remember learning about the original taxonomy through my undergraduate coursework through Central. I remember using a flip card chart when planning questions for my third grade students in my student teaching placement. I remember, and still, use questions that address all levels of the spectrum from very simple recall questions to higher level synthesis questions. These are the questions that typically get the least amount of hands up in my classroom due to the amount of thinking these questions require. I try to use the higher level questions a lot for students to reflect upon what they learned in a lesson and how they can apply it to other subjects.
I remember reading the digital taxonomy in another graduate course I took in Educational Technology a couple of semesters ago. I liked how the taxonomy applied itself to technology and gave many examples of how to use it with technology when teaching. The key verbs in each sections show what the learner will actively be doing in each stage of the taxonomy. Many of the examples I have tried either in graduate courses or with my students. There are some activities I would like to learn more about.
