“Fulldome Video: An Emerging Technology for Education”
By Linda E. Law
This article had a great attention getting first paragraph! I was actually picturing myself traveling through space. Fulldome Video makes this experience possible for students. This large dome is great for teaching subjects, such as Geology, History, or Chemistry. Here is how it works. There is an inflatable dome in which students and teachers can pile into. The dome looks much like a large tent. Inside the dome, there is a laptop, projector and sound system. Teachers can choose a subject in which to complete a lesson on. The Fulldome Video idea is beneficial to students because they are able to visually see the picture or information on a large screen that covers all dimensions of the room. The attention getting paragraph described how the Fulldome Video was used to simulate space. What a great idea! The author also discusses the 3-D aspect of Fulldome. “Molecularium is a science lesson, a thrilling ride, a musical cartoon, and magical journey into the world of atoms and molecules.” This video is aimed to teach Elementary and Middle School students how molecules and atoms make up the world around us.
Question #1: Have you had a Fulldome Video experience?
No, I haven’t. However, I was reminded of 3rd grade, when our school went on a field trip to explore some of the San Diego museums. One of the places we visited while we were there was the IMAX Theater. I remember the film on earthquakes as if it were yesterday. At eight-years-old, this was the first time I had ever seen an IMAX. The fact that the picture was all around me, made a huge impact on the amount information that I retained. It was quite educational. We learned about earthquake faults, and the major cities they are located in California. The video displayed a diagram of the layers of the ground moving in a continuous wave. According to the article, it seems as though the Fulldome Video is a more expanded upon idea of IMAX. I believe that this would be a fun way for kids to learn the information expected of them.
Question #2: How would you use the Fulldome Video in your classroom?
As was discussed in the article, I believe that a lesson on astronomy would be perfect for the Fulldome Video. One of the concepts I had difficulties with in elementary school, was the fact that the Earth travels around the sun, and the moon travels around the Earth. I remember my teacher had me stand in the middle of the class. I was the sun. Then, he had another student, Joslyn travel around me as the Earth. Finally, Nathan, the moon, circled around Joslyn, and I was finally able to understand. This would be an excellent lesson for the Fulldome Video. Students would be able to stand under a black starry sky and watch the Earth travel around the sun, and the moon travel around the Earth.
Monday, January 7, 2008
Journal 9
“Should Cell Phones Be Banned From Classrooms?”
by Josh Allen and Liz Kolb
Both authors discuss their points of view on whether or not they believe cell phones should be used in the classroom. Kolb argues that cell phones could be an asset to help students in school. There are functions on most cell phones that may save money for the school in the long run. By letting students explore the Internet on their cell phones fewer computers may be used, cutting the cost of the extra PCs. Students may also use their phones for the calculator function or as a note-taking device. Kolb argues that since most students carry cell phones to school, teachers should let students use the tool that they already love and are proficient in. Special needs students may also use the phone to assist with their hearing. The author discusses a Web-based program called Jott that enables the student to record a lecture and transpose the audio into text through the phone. The text messaging function may also be used when teachers want to contact parents. The idea is to send out a mass text to parents discussing important assignments due so that they may be aware and ask their kids about school. This would keep parents informed.
Allen, on the other hand, shares a completely different view on cell phone use in the classroom. While Allen fully supports using the latest technology in the classroom, he does not feel that students should be using cell phones in the classroom. There are obvious reasons, such as the fact that a significant amount of students will be doing more than just school work on them. Allen feels that it would be very simple for kids to text each other without being caught, when they should be working on an assignment. Allen states, “Nothing that you can do on a cell phone will inspire students as they make their way into the world.”
Question #1: Do you believe cell phones could be an efficient learning tool for students in the classroom?
Quite frankly, I was laughing to myself when I was reading about how Kolb believes kids could benefit from playing with their phones in class. There were all sorts of things wrong with her explanations. One of her claims was that students could use the Internet. Now, I don’t know about you, but my Verizon plan charges me air time to use my phone Internet. I don’t ever use it for this reason. I could only imagine all of the angry parents who would get their kids’ $800 bill in the mail because the kid went over the 450 minutes allotted for doing school research during class, when their were most likely computers in the computer lab that would have been free of charge. Kolb also believes kids could use the calculator. While the calculator is convenient for tallying up the total amount of my paychecks to write on a deposit slip, I could not see myself using my cell phone calculator for any type of school work activities. They cannot do nearly as much as a TI calculator when students need to find logarithms or square roots. I believe if the cell phone was used as a calculator during math class, most kids would learn nothing. This would give them an excuse to text their friends in class.
Question #2: What are the positives of using cell phones in the classroom?
One of the topics Kolb mentions is disabilities. Apparently, students with hearing problems may benefit from the cell phone. Kolb discusses a program called, Jott, which enables a student to record a lecture with their cell phone. Once the lecture is recorded, the words are transposed onto the cell phone as text. Now, I think this would be a very cool idea for a student with disabilities. This would most definitely enhance the child’s experience in the classroom. Of all of the explanations Kolb uses in her argument, this is the one I agree with and find most valid. I would be more than happy for one of my hearing impaired students to try using Jott.
by Josh Allen and Liz Kolb
Both authors discuss their points of view on whether or not they believe cell phones should be used in the classroom. Kolb argues that cell phones could be an asset to help students in school. There are functions on most cell phones that may save money for the school in the long run. By letting students explore the Internet on their cell phones fewer computers may be used, cutting the cost of the extra PCs. Students may also use their phones for the calculator function or as a note-taking device. Kolb argues that since most students carry cell phones to school, teachers should let students use the tool that they already love and are proficient in. Special needs students may also use the phone to assist with their hearing. The author discusses a Web-based program called Jott that enables the student to record a lecture and transpose the audio into text through the phone. The text messaging function may also be used when teachers want to contact parents. The idea is to send out a mass text to parents discussing important assignments due so that they may be aware and ask their kids about school. This would keep parents informed.
Allen, on the other hand, shares a completely different view on cell phone use in the classroom. While Allen fully supports using the latest technology in the classroom, he does not feel that students should be using cell phones in the classroom. There are obvious reasons, such as the fact that a significant amount of students will be doing more than just school work on them. Allen feels that it would be very simple for kids to text each other without being caught, when they should be working on an assignment. Allen states, “Nothing that you can do on a cell phone will inspire students as they make their way into the world.”
Question #1: Do you believe cell phones could be an efficient learning tool for students in the classroom?
Quite frankly, I was laughing to myself when I was reading about how Kolb believes kids could benefit from playing with their phones in class. There were all sorts of things wrong with her explanations. One of her claims was that students could use the Internet. Now, I don’t know about you, but my Verizon plan charges me air time to use my phone Internet. I don’t ever use it for this reason. I could only imagine all of the angry parents who would get their kids’ $800 bill in the mail because the kid went over the 450 minutes allotted for doing school research during class, when their were most likely computers in the computer lab that would have been free of charge. Kolb also believes kids could use the calculator. While the calculator is convenient for tallying up the total amount of my paychecks to write on a deposit slip, I could not see myself using my cell phone calculator for any type of school work activities. They cannot do nearly as much as a TI calculator when students need to find logarithms or square roots. I believe if the cell phone was used as a calculator during math class, most kids would learn nothing. This would give them an excuse to text their friends in class.
Question #2: What are the positives of using cell phones in the classroom?
One of the topics Kolb mentions is disabilities. Apparently, students with hearing problems may benefit from the cell phone. Kolb discusses a program called, Jott, which enables a student to record a lecture with their cell phone. Once the lecture is recorded, the words are transposed onto the cell phone as text. Now, I think this would be a very cool idea for a student with disabilities. This would most definitely enhance the child’s experience in the classroom. Of all of the explanations Kolb uses in her argument, this is the one I agree with and find most valid. I would be more than happy for one of my hearing impaired students to try using Jott.
Friday, January 4, 2008
Journal 8
“Coding (and Consulting) Kid-style with Scratch”
by Dian Schaffhauser
Scratch is a unique program that enables kids to learn and expand on three types of proficiencies: “information and communication, thinking and problem-solving, and interpersonal and self-direction.” The name actually comes from a term used by disc-jockeys “who spin vinyl records to mix music clips together in creative ways.” Well, Scratch is similar in that its aim is for kids to be able to combine or mix different pictures, music, sounds and graphics.
Schaffhauser’s article discusses how Scratch was used to enhance fifth and sixth graders’ programming skills while helping five and six-year-olds with disabilities. Fifth and sixth graders from Expo Elementary conducted one-on-one interviews with five and six-year-old Kindergarten students at Bridge View Elementary. The two schools are located in the same school district. The difference is that the students attending the Bridge View class have severe disabilities. The Expo students learned a significant amount from the Bridge students about the different types of disabilities the students have, as well as the challenges they posed for the students in the classroom learning environment. It was uncomfortable for the mainstream kids to mingle with the disabled kids in the beginning. One Expo student states, “It was sort of awkward, because you didn’t really know how to interact with them…Then after a while you got more comfortable toward them.”
Once all of the interviews had been conducted, the fifth and sixth grade students were required to come up with different sorts of games that would entice the disabled students to get involved with learning. They wrote down all of their programming ideas, and devised plans on how their ideas could become realities. One of the challenges the students had to prepare for was the child’s disability and how the disability would affect the child when playing the game. Some of the kids have such severe mobility problems that they are only able maneuver special sensor boards or switches that have one button.
Finally, it was time for the students to share their new computer games with the five and six-year-olds. One student came up with a game for a boy that involved just one button. When the boy pushed it, there were a bunch of cars that drove on a street. When the boy let go of the button, all of the cars stopped. This game is designed to teach the student about the concept of cause and effect. Overall, the projects were a success. The kids thoroughly enjoyed playing the games designed just for them. Some games even had an audio function where the program creators recorded their voices, screaming “Yeah, Atasha” or “Good Job, Chi!” once the student hit a button. This was a big hit for the disabled kids. Some simply kept hitting the audio button over and over so that they could hear the praise and their name from the computer speakers.
Question 1: How would I use Scratch in my own classroom?
I really enjoyed learning about Scratch. I think I would definitely be able to incorporate the program into my classroom. Much like Inspiration, kids can design their own pages. In my fourth grade class, I would first introduce the Scratch program to my students and show them how it works. Then, I would share Schaffhauser’s article and hope it would tug at their hearts just a bit. I would then partner up my students in groups of two so that they could do their own experimentation with Scratch. I would encourage each group to discuss amongst themselves what sorts of games they feel would be most fun. Once they have completed their brainstorming efforts, they would be instructed to device a plan on how to carry out their ideas using the Scratch program. Kids could present their final products to the class; and, on one Friday afternoon, each group could play all of the games. This would be an excellent way to incorporate technology in the classroom, while making learning fun and efficient.
Question 2: What can kids learn from spending time with disabled students?
I think kids can learn a multitude of important concepts from kids with disabilities. As one of the students stated in the article, it can be a little awkward at first. In fact, I believe it may also be awkward for most adults to spend time with kids or other adults who may be physically or mentally handicapped. However, after spending quality time with the individual, as the Expo students did during their interviews, you really begin to learn about the person. Kids will realize that besides their handicaps, there is really nothing else different about them. They may learn that they enjoy the same sorts of hobbies, like watching TV, playing games, and hanging out with family and friends. I think if more people took the time and had the patience to spend time with people with disabilities, they may become more compassionate and understand the hardships that one must face in these tough circumstances. The kids in this article not only provided a great service to the disabled children, but they also learned about an important issue that is often overlooked or not mentioned very much in our lives. Disabled students want the same things as any other student. They want to learn, be well-liked, make lots of friends, and enjoy the simple things in life. The more students spend time with students with disabilities, the better off all kids will be because they will have reached out a loving hand and connected with a new friend.
by Dian Schaffhauser
Scratch is a unique program that enables kids to learn and expand on three types of proficiencies: “information and communication, thinking and problem-solving, and interpersonal and self-direction.” The name actually comes from a term used by disc-jockeys “who spin vinyl records to mix music clips together in creative ways.” Well, Scratch is similar in that its aim is for kids to be able to combine or mix different pictures, music, sounds and graphics.
Schaffhauser’s article discusses how Scratch was used to enhance fifth and sixth graders’ programming skills while helping five and six-year-olds with disabilities. Fifth and sixth graders from Expo Elementary conducted one-on-one interviews with five and six-year-old Kindergarten students at Bridge View Elementary. The two schools are located in the same school district. The difference is that the students attending the Bridge View class have severe disabilities. The Expo students learned a significant amount from the Bridge students about the different types of disabilities the students have, as well as the challenges they posed for the students in the classroom learning environment. It was uncomfortable for the mainstream kids to mingle with the disabled kids in the beginning. One Expo student states, “It was sort of awkward, because you didn’t really know how to interact with them…Then after a while you got more comfortable toward them.”
Once all of the interviews had been conducted, the fifth and sixth grade students were required to come up with different sorts of games that would entice the disabled students to get involved with learning. They wrote down all of their programming ideas, and devised plans on how their ideas could become realities. One of the challenges the students had to prepare for was the child’s disability and how the disability would affect the child when playing the game. Some of the kids have such severe mobility problems that they are only able maneuver special sensor boards or switches that have one button.
Finally, it was time for the students to share their new computer games with the five and six-year-olds. One student came up with a game for a boy that involved just one button. When the boy pushed it, there were a bunch of cars that drove on a street. When the boy let go of the button, all of the cars stopped. This game is designed to teach the student about the concept of cause and effect. Overall, the projects were a success. The kids thoroughly enjoyed playing the games designed just for them. Some games even had an audio function where the program creators recorded their voices, screaming “Yeah, Atasha” or “Good Job, Chi!” once the student hit a button. This was a big hit for the disabled kids. Some simply kept hitting the audio button over and over so that they could hear the praise and their name from the computer speakers.
Question 1: How would I use Scratch in my own classroom?
I really enjoyed learning about Scratch. I think I would definitely be able to incorporate the program into my classroom. Much like Inspiration, kids can design their own pages. In my fourth grade class, I would first introduce the Scratch program to my students and show them how it works. Then, I would share Schaffhauser’s article and hope it would tug at their hearts just a bit. I would then partner up my students in groups of two so that they could do their own experimentation with Scratch. I would encourage each group to discuss amongst themselves what sorts of games they feel would be most fun. Once they have completed their brainstorming efforts, they would be instructed to device a plan on how to carry out their ideas using the Scratch program. Kids could present their final products to the class; and, on one Friday afternoon, each group could play all of the games. This would be an excellent way to incorporate technology in the classroom, while making learning fun and efficient.
Question 2: What can kids learn from spending time with disabled students?
I think kids can learn a multitude of important concepts from kids with disabilities. As one of the students stated in the article, it can be a little awkward at first. In fact, I believe it may also be awkward for most adults to spend time with kids or other adults who may be physically or mentally handicapped. However, after spending quality time with the individual, as the Expo students did during their interviews, you really begin to learn about the person. Kids will realize that besides their handicaps, there is really nothing else different about them. They may learn that they enjoy the same sorts of hobbies, like watching TV, playing games, and hanging out with family and friends. I think if more people took the time and had the patience to spend time with people with disabilities, they may become more compassionate and understand the hardships that one must face in these tough circumstances. The kids in this article not only provided a great service to the disabled children, but they also learned about an important issue that is often overlooked or not mentioned very much in our lives. Disabled students want the same things as any other student. They want to learn, be well-liked, make lots of friends, and enjoy the simple things in life. The more students spend time with students with disabilities, the better off all kids will be because they will have reached out a loving hand and connected with a new friend.
Wednesday, December 26, 2007
Journal 7: Web 2.0 "Microblogging"
DEFINITION
Although the Web 2.0 site featured a great insight to microblogging through discussions, I wanted to research a better definition for microblogging since it is a new term for me:
http://searchmobilecomputing.techtarget.com/sDefinition/0,,sid40_gci1265620,00.html
SearchMobileComputing.com defines microblogging as, “the practice of sending brief posts to a personal blog on a microblogging Website such as Twitter or Jaiku.” Microblogging is convenient because users can send their message with a cell phone, much like a text message. Users may also send their message as a video or audio.
Web 2.0 discusses Twitter, which “is a service for friends, family, and co-workers to communicate and stay connected through the exchange of quick, frequent answers to one simple question: What are you doing?” I was interested to learn more about Twitter so I looked it up on the Wikipedia site:
http://en.wikipedia.org/wiki/Twitter
Twitter is a microblogging program which allows users to “tweet” or “update” others by email, short mail service or instant messaging. It is a way to socially network with friends, family and co-workers through a common medium. One thing that is different about Twitter compared to other programs, such as Myspace, is that the messages sent out will be sent to all Twitter users by default. If this is something you are not interested in, you may set up your Twitter to only send your messages to specific people. Because Twitter is a type of microblog, the messages sent are extremely short (140 characters).
DISCUSSIONS
The featured Web 2.0 discussions referring to Twitter were debatable. Nancy talks about how rude she thinks Twitting is in the classroom. She states, “Kids today have enough distractions, they don’t need anymore.” She strongly believes that Twitter is not an appropriate tool to use in the classroom. Another person, Glenn, chimes in saying that Nancy is ridiculous, and that Twittering could be used as a learning tool for kids. Nancy then explains herself, “I’m first in line when it comes to looking for changes in schools today, but throwing tech tools at kids isn’t going to help solve much bigger problems.” Glenn responds with, “It's not about us throwing tech-tools at kids, it’s about letting them use the ones they want to use in the way they want to… and if students can do that by using Twitter, then far be it from us to decide how.” Nancy’s final reply was, “After presenting at NECC (and around my district and state) for five years and spending hundreds of hours planning I expect that the best and only way for the participants to get the info is through me...I am the tool. If you chatted through my presentation, I'd think you were rude--twittering is the same.”
WHAT I LEARNED
Any tool used in teaching, whether technology or not, is great if used in moderation. Obviously, if a child is twittering in class about something that the teacher is not talking about, then it is a bad idea. In this case, the tool is being abused and is not helping the child’s learning. Rather, it is hindering him from learning because he is distracted, as Nancy pointed out. However, I do not think it should be eliminated altogether. Maybe the child is twittering notes about class. In this case, the tool is useful and appropriate.
Although the Web 2.0 site featured a great insight to microblogging through discussions, I wanted to research a better definition for microblogging since it is a new term for me:
http://searchmobilecomputing.techtarget.com/sDefinition/0,,sid40_gci1265620,00.html
SearchMobileComputing.com defines microblogging as, “the practice of sending brief posts to a personal blog on a microblogging Website such as Twitter or Jaiku.” Microblogging is convenient because users can send their message with a cell phone, much like a text message. Users may also send their message as a video or audio.
Web 2.0 discusses Twitter, which “is a service for friends, family, and co-workers to communicate and stay connected through the exchange of quick, frequent answers to one simple question: What are you doing?” I was interested to learn more about Twitter so I looked it up on the Wikipedia site:
http://en.wikipedia.org/wiki/Twitter
Twitter is a microblogging program which allows users to “tweet” or “update” others by email, short mail service or instant messaging. It is a way to socially network with friends, family and co-workers through a common medium. One thing that is different about Twitter compared to other programs, such as Myspace, is that the messages sent out will be sent to all Twitter users by default. If this is something you are not interested in, you may set up your Twitter to only send your messages to specific people. Because Twitter is a type of microblog, the messages sent are extremely short (140 characters).
DISCUSSIONS
The featured Web 2.0 discussions referring to Twitter were debatable. Nancy talks about how rude she thinks Twitting is in the classroom. She states, “Kids today have enough distractions, they don’t need anymore.” She strongly believes that Twitter is not an appropriate tool to use in the classroom. Another person, Glenn, chimes in saying that Nancy is ridiculous, and that Twittering could be used as a learning tool for kids. Nancy then explains herself, “I’m first in line when it comes to looking for changes in schools today, but throwing tech tools at kids isn’t going to help solve much bigger problems.” Glenn responds with, “It's not about us throwing tech-tools at kids, it’s about letting them use the ones they want to use in the way they want to… and if students can do that by using Twitter, then far be it from us to decide how.” Nancy’s final reply was, “After presenting at NECC (and around my district and state) for five years and spending hundreds of hours planning I expect that the best and only way for the participants to get the info is through me...I am the tool. If you chatted through my presentation, I'd think you were rude--twittering is the same.”
WHAT I LEARNED
Any tool used in teaching, whether technology or not, is great if used in moderation. Obviously, if a child is twittering in class about something that the teacher is not talking about, then it is a bad idea. In this case, the tool is being abused and is not helping the child’s learning. Rather, it is hindering him from learning because he is distracted, as Nancy pointed out. However, I do not think it should be eliminated altogether. Maybe the child is twittering notes about class. In this case, the tool is useful and appropriate.
Tuesday, December 25, 2007
Journal 6: Software Review
"Kidspiration Assignment"
I really liked the Kidspiration program. I think it is a fun tool to use in the classroom, and I believe that it would motivate kids to complete their assignments. It is also an excellent way to introduce kids to a new kind of technology. I found the program to be very user-friendly and fun to use. I enjoyed drawing with the paintbrush option and glancing over all the different types of ideas that Kidspiration could be used for in Reading and Writing, Social Studies, Science and Math.
I found it very easy to incorporate this technology in my classroom. My project is intended for fourth graders. During one of my observations for EDUC 350, I observed a fourth grade classroom. The teacher asked his students to write a page about what they did over their Thanksgiving Break. I thought this would be a great assignment for Kidspiration. “What did you do over Christmas Break?” Students are required to both write and draw or use a symbol of what they did over the holiday. Here is an example:
I believe that by adding this visual portion to the assignment, it will not only give students a chance to express themselves, but they are also able to practice grouping items or events together.
I found Atomic Learning to be a very useful and helpful tutorial. I started from the beginning and went through each tutorial on how to use Kidspiration. After watching the first 5 or 10, I went back to Kidspiration and began to play around with the program which was really fun. I am glad I watched the tutorial because I found out a lot of convenient stuff while navigating the program. For example, I liked how you could turn off the audio voice that repeated the name of each item when it was clicked on. I am working in the middle of the night, and don’t want to wake anyone up:) The audio option is helpful, however, when teaching English Learners, as was discussed in class.
I do enjoy self-tutorials because it gives me the chance to learn something at my own pace. For example, the last Friday and Saturday we had class, we had so much to go over. We were trying to learn everything in a matter of a few hours. With the self-tutorials, I am able to go slower, and actually comprehend what I am learning as I am doing it.
"iMovie Assignment"
Using iMove was a very fun experience for me. We were able to choose from several prerecorded clips, and then edit them together. I had never done any sort of editing before, so this whole process was new to me. I found iMovie to be very simple to navigate. Once I got the hang of it, I enjoyed adding the different transitions and special effects to the clips. One of my clips featured a waving blue CSUSM flag, and I was able to make it a mirror image, which gave the clip an interesting effect. Adding music to the final cut made the movie complete.
I am excited to create and edit our own movie in 422C. My classmates and I had fun taking crazy pictures of ourselves in class; I can only imagine the excitement when we are creating our own movie!! I think this is a great learning tool for students. Kids can learn technology and have a blast doing it. I might use this in an upper elementary classroom. Kids could make and edit a movie as part of a presentation assignment. For example, instead of performing a skit in class to demonstrate a concept, they could simply create a movie of their skit. This would allow the students to not only show that they understand the material, but it would give them a chance to show off their talents using a iMovie. Most of all, they would have fun doing it.
I really liked the Kidspiration program. I think it is a fun tool to use in the classroom, and I believe that it would motivate kids to complete their assignments. It is also an excellent way to introduce kids to a new kind of technology. I found the program to be very user-friendly and fun to use. I enjoyed drawing with the paintbrush option and glancing over all the different types of ideas that Kidspiration could be used for in Reading and Writing, Social Studies, Science and Math.
I found it very easy to incorporate this technology in my classroom. My project is intended for fourth graders. During one of my observations for EDUC 350, I observed a fourth grade classroom. The teacher asked his students to write a page about what they did over their Thanksgiving Break. I thought this would be a great assignment for Kidspiration. “What did you do over Christmas Break?” Students are required to both write and draw or use a symbol of what they did over the holiday. Here is an example:
I believe that by adding this visual portion to the assignment, it will not only give students a chance to express themselves, but they are also able to practice grouping items or events together.
I found Atomic Learning to be a very useful and helpful tutorial. I started from the beginning and went through each tutorial on how to use Kidspiration. After watching the first 5 or 10, I went back to Kidspiration and began to play around with the program which was really fun. I am glad I watched the tutorial because I found out a lot of convenient stuff while navigating the program. For example, I liked how you could turn off the audio voice that repeated the name of each item when it was clicked on. I am working in the middle of the night, and don’t want to wake anyone up:) The audio option is helpful, however, when teaching English Learners, as was discussed in class.
I do enjoy self-tutorials because it gives me the chance to learn something at my own pace. For example, the last Friday and Saturday we had class, we had so much to go over. We were trying to learn everything in a matter of a few hours. With the self-tutorials, I am able to go slower, and actually comprehend what I am learning as I am doing it.
"iMovie Assignment"
Using iMove was a very fun experience for me. We were able to choose from several prerecorded clips, and then edit them together. I had never done any sort of editing before, so this whole process was new to me. I found iMovie to be very simple to navigate. Once I got the hang of it, I enjoyed adding the different transitions and special effects to the clips. One of my clips featured a waving blue CSUSM flag, and I was able to make it a mirror image, which gave the clip an interesting effect. Adding music to the final cut made the movie complete.
I am excited to create and edit our own movie in 422C. My classmates and I had fun taking crazy pictures of ourselves in class; I can only imagine the excitement when we are creating our own movie!! I think this is a great learning tool for students. Kids can learn technology and have a blast doing it. I might use this in an upper elementary classroom. Kids could make and edit a movie as part of a presentation assignment. For example, instead of performing a skit in class to demonstrate a concept, they could simply create a movie of their skit. This would allow the students to not only show that they understand the material, but it would give them a chance to show off their talents using a iMovie. Most of all, they would have fun doing it.
Thursday, December 13, 2007
Journal 5
“Social Justice: Choice or Necessity?”
By: Colleen Swain & David Edyburn
Technology is a major factor in our society today. In Swain and Edyburn’s article, the authors discuss the social justice issue, regarding technology. Basically, most colleges and jobs require students and employees to be able to use a certain amount of technology. As far as college, students must be able to use basic computer functions when conducting research on the Internet, creating PowerPoint presentations, retrieving and sending e-mails, and submitting assignments online. If the student is not familiar with these basic functions, they are at a severe disadvantage. Likewise, higher paying jobs, nowadays, require employees to be familiar with a certain amount of technology. If the employee candidate is not technologically savvy he will most likely be passed over for a candidate who is more familiar with the systems used at the job sight. The person who was passed over is forced to work at a lower-paying job. The authors want to know the best way to reach everyone and teach them to use the technology available.
While several schools in our society are working hard to get more and more computers in the classroom, there are still many schools that don’t have this luxury. Children at these schools are at a major disadvantage. It is our job, as teachers, to find ways to obtain computers for our classrooms. Sometimes, you can purchase computers in bulk at highly discounted rates. In one of my classes, Mary Stefanki Davis discussed how one parent donated a significant amount of money for her PE program. With those extra funds, she was able to purchase several new items for her students. If teachers just ask, there are financial sources hiding in unexpected places. :)
A final topic the authors discussed was that of whether incorporating technology in the classroom should be a teachers’ choice. They explain that this is a matter of social justice because it affects the child’s future endeavors in life. Whether the student is college-bound or headed for the work field, knowledge in technology will significantly affect the child’s path in life.
Question #1: Do you agree with the authors? Do you think that a teacher’s choice to incorporate technology in the classroom is a matter of social justice?
Absolutely, I do. Our job as educators is to teach students not only about reading, writing and arithmetic; It is our responsibility to teach them about life. In today’s society, technology is a huge part of our life. I, for one, want to prepare my students to succeed in the real world. I plan on doing my best in keeping up with the latest technology, and integrating it into my classroom.
Question #2: How would you deal with a colleague who chose not to incorporate any technology in her classroom?
A. I would pretend I didn’t notice, and not say anything.
B. I would casually ask her why she didn’t want to use technology in her classroom, and then just drop it, regardless of her answer.
C. I would tell the principal.
D. I would do my best to help her, first, realize the importance of technology, and then I would make suggestions on what she could do to include technology in her own classroom. I would also have her read this article, and explain to her the importance of technology for our students’ future.
ANSWER = D :)
By: Colleen Swain & David Edyburn
Technology is a major factor in our society today. In Swain and Edyburn’s article, the authors discuss the social justice issue, regarding technology. Basically, most colleges and jobs require students and employees to be able to use a certain amount of technology. As far as college, students must be able to use basic computer functions when conducting research on the Internet, creating PowerPoint presentations, retrieving and sending e-mails, and submitting assignments online. If the student is not familiar with these basic functions, they are at a severe disadvantage. Likewise, higher paying jobs, nowadays, require employees to be familiar with a certain amount of technology. If the employee candidate is not technologically savvy he will most likely be passed over for a candidate who is more familiar with the systems used at the job sight. The person who was passed over is forced to work at a lower-paying job. The authors want to know the best way to reach everyone and teach them to use the technology available.
While several schools in our society are working hard to get more and more computers in the classroom, there are still many schools that don’t have this luxury. Children at these schools are at a major disadvantage. It is our job, as teachers, to find ways to obtain computers for our classrooms. Sometimes, you can purchase computers in bulk at highly discounted rates. In one of my classes, Mary Stefanki Davis discussed how one parent donated a significant amount of money for her PE program. With those extra funds, she was able to purchase several new items for her students. If teachers just ask, there are financial sources hiding in unexpected places. :)
A final topic the authors discussed was that of whether incorporating technology in the classroom should be a teachers’ choice. They explain that this is a matter of social justice because it affects the child’s future endeavors in life. Whether the student is college-bound or headed for the work field, knowledge in technology will significantly affect the child’s path in life.
Question #1: Do you agree with the authors? Do you think that a teacher’s choice to incorporate technology in the classroom is a matter of social justice?
Absolutely, I do. Our job as educators is to teach students not only about reading, writing and arithmetic; It is our responsibility to teach them about life. In today’s society, technology is a huge part of our life. I, for one, want to prepare my students to succeed in the real world. I plan on doing my best in keeping up with the latest technology, and integrating it into my classroom.
Question #2: How would you deal with a colleague who chose not to incorporate any technology in her classroom?
A. I would pretend I didn’t notice, and not say anything.
B. I would casually ask her why she didn’t want to use technology in her classroom, and then just drop it, regardless of her answer.
C. I would tell the principal.
D. I would do my best to help her, first, realize the importance of technology, and then I would make suggestions on what she could do to include technology in her own classroom. I would also have her read this article, and explain to her the importance of technology for our students’ future.
ANSWER = D :)
Journal 4
“Sowing the Seeds for a More Creative Society”
By: Mitchel Resnick
In his article, Mitchel Resnick begins by explaining how we are living in a more “Creative Society.” He explains that while schools teach students how to deal with specific situations and solve certain problems, students are unprepared when they are asked to think creatively on the job. In order to help develop students into more creative thinkers, Resnick discusses two types of technologies that are designed to help prepare students to live a Creative Society.
The first is called “Crickets.” When I was about 7, I had a talking life-size doll named, “Cricket.” She had a rubber mouth that actually moved when she talked, sang and told stories. I was fascinated with her. I never thought to discover how she talked. I had just assumed that she was a real live toy that happened to talk. Then, just today, I was walking through the Wal-Mart, and noticed a stuffed electronic parrot that would talk and move when I walked passed him. The toy had some sort of sensor that signaled the toy to react. Resnick explains that kids don’t usually notice how a toy talks when you press it, or how a light goes on when you walk up to a front door. It just happens. The author’s idea is to have a technology where kids can learn how electronics work. “Crickets” are a way for kids to design their own “toy” or interactive object. With Crickets, kids can create “musical sculptures, interactive jewelry, and dancing creatures.” By creating a toy themselves, kids not only have a fun object to play with, but they actually learn something about technology and the way the toy works. This is a much more educational idea for a child, rather than just buying the child a talking, moving toy. One 11-year-old girl comments, “With Crickets, you don’t have to use what someone else made. You can make it yourself.”
The second technology Resnick talks about is called, “Scratch.” It is similar to Crickets in that it allows students to create or invent. The only difference is Scratch is prepared by students online. Kids can create interactive stories and games, and distribute their ideas with each other on the web at http://scratch.mit.edu.
Crickets and Scratch are great ways for students to broaden their creativity. Resnick concludes that while these technologies are excellent ideas, we need to be continuously thinking of more and more ways to engage our student in a more creative learning atmosphere.
Question #1: How can you incorporate Scratch into the classroom?
I went to the Scratch website and noticed a simple “coin flip.” If I were going to teach a lesson on probability or statistics, this could be a good tool for the kids to use in the classroom. Students could record how many times in a row the coin randomly landed on heads or tails. The results should indicate 50/50. Another project I could use Scratch for could be in a writing or art class. As a fourth grade teacher, I may ask my students to write a short story and create an interactive drawing through Scratch. The site enables students to draw, and label objects. Students make the drawing interactive by clicking on an object. When the object is clicked on, it will either move or make a sound. This would be an excellent way to incorporate technology in the classroom.
Question #2: Besides these two new technological ideas, how else could you get your students to practice creative thinking in the classroom?
I would have an “Inventor’s Day.” I would encourage my students to come up with fun new ideas. There would be no limit on their inventions, other than it has to be something that they have never heard of before. Students may either write a paper describing their inventions, or they could create a prototype by either drawing a picture or making some sort of diorama. If the invention is a game I would want to see them create it. It doesn’t have to be too fancy; A simple poster board and markers would do just fine. This would be a fun way to entice students to think creatively.
By: Mitchel Resnick
In his article, Mitchel Resnick begins by explaining how we are living in a more “Creative Society.” He explains that while schools teach students how to deal with specific situations and solve certain problems, students are unprepared when they are asked to think creatively on the job. In order to help develop students into more creative thinkers, Resnick discusses two types of technologies that are designed to help prepare students to live a Creative Society.
The first is called “Crickets.” When I was about 7, I had a talking life-size doll named, “Cricket.” She had a rubber mouth that actually moved when she talked, sang and told stories. I was fascinated with her. I never thought to discover how she talked. I had just assumed that she was a real live toy that happened to talk. Then, just today, I was walking through the Wal-Mart, and noticed a stuffed electronic parrot that would talk and move when I walked passed him. The toy had some sort of sensor that signaled the toy to react. Resnick explains that kids don’t usually notice how a toy talks when you press it, or how a light goes on when you walk up to a front door. It just happens. The author’s idea is to have a technology where kids can learn how electronics work. “Crickets” are a way for kids to design their own “toy” or interactive object. With Crickets, kids can create “musical sculptures, interactive jewelry, and dancing creatures.” By creating a toy themselves, kids not only have a fun object to play with, but they actually learn something about technology and the way the toy works. This is a much more educational idea for a child, rather than just buying the child a talking, moving toy. One 11-year-old girl comments, “With Crickets, you don’t have to use what someone else made. You can make it yourself.”
The second technology Resnick talks about is called, “Scratch.” It is similar to Crickets in that it allows students to create or invent. The only difference is Scratch is prepared by students online. Kids can create interactive stories and games, and distribute their ideas with each other on the web at http://scratch.mit.edu.
Crickets and Scratch are great ways for students to broaden their creativity. Resnick concludes that while these technologies are excellent ideas, we need to be continuously thinking of more and more ways to engage our student in a more creative learning atmosphere.
Question #1: How can you incorporate Scratch into the classroom?
I went to the Scratch website and noticed a simple “coin flip.” If I were going to teach a lesson on probability or statistics, this could be a good tool for the kids to use in the classroom. Students could record how many times in a row the coin randomly landed on heads or tails. The results should indicate 50/50. Another project I could use Scratch for could be in a writing or art class. As a fourth grade teacher, I may ask my students to write a short story and create an interactive drawing through Scratch. The site enables students to draw, and label objects. Students make the drawing interactive by clicking on an object. When the object is clicked on, it will either move or make a sound. This would be an excellent way to incorporate technology in the classroom.
Question #2: Besides these two new technological ideas, how else could you get your students to practice creative thinking in the classroom?
I would have an “Inventor’s Day.” I would encourage my students to come up with fun new ideas. There would be no limit on their inventions, other than it has to be something that they have never heard of before. Students may either write a paper describing their inventions, or they could create a prototype by either drawing a picture or making some sort of diorama. If the invention is a game I would want to see them create it. It doesn’t have to be too fancy; A simple poster board and markers would do just fine. This would be a fun way to entice students to think creatively.
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