Social bookmarking
Social bookmarking allows teachers and students to create, access and organize frequently used links in one central location that can be access from anywhere there is an Internet connection. Through a system of tagging, teachers can classify. Students sharing with each other could involve cooperative learning activities or they can simply have electronic conversations regarding school or play. Students can gain access to sites that peers have selected and shared with them. This technology tool might assist in the creativity of students as they are able to feel comfortable about sharing thoughts and ideals without physical presence of peer pressure. This can be an exciting and experiential approach to class projects they can even connect with classes in other school districts or even in other countries.
I read an interesting concept created by a science teacher who assigned an element to his students. Each student writes in the voice of the element for example, hydrogen and other students that mix well with that particular element with post comments. Alternatively, those elements “students” that can create a combustible join in as well. There are so many implications for teaching, learning and reaching all students through social bookmarking. Teachers can address the diverse learning needs of students through this medium.
In terms of teacher-parent relationships there are indications for accountability and improved communications. Parents can view from any computer what’s going in their child’s class with regards to instruction. Parents also get a sense that teachers are closely monitoring student’s access and that safeguards are in place.
Trends & Issues
The definitions in chapter of Trends & Issues are consistent with what I have I thought about this area. Quite honestly, I am not pursuing a degree or profession in Instructional Technology but rather, I am interested in the learning, application of new or existing technologies. It was interesting how some of the terms and corresponding definitions seem to have evolved over the years. There is a change in the complexities of technology during the 20th century. We are seeing the use of technology from the early theories (which instructional technology derived) to involve more instruction as our culture and society changes. Schools exist to facilitate learning and this can be accomplished through instructional design and technology.
Thursday, January 31, 2008
Thursday, January 24, 2008
Reflection Week 3
Reflection
Week 3
In some of my readings, I learned that a wiki is a website where users can add, remove, and edit pages of a document using a web browser. To best understand and make sense of wiki, I had to navigate through the application taking breaks so as not to get frustrated. One of my initial challenges was in obtaining access to and making changes to our group document.
As the administrator of the site, you can see who logs on and who is currently on the site. Another nice feature is the notification option in that you can receive email notifications of changes to the wiki page. After reaching a level of comfort, I could see this application as a networking tool which could be integrated into my school setting. The benefits of the wiki application were apparent once I began to access and communicate with my group members on our assigned task. I could easily see how I might become more comfortable proficient in working on collaborative projects such as curriculum development and group work.
In terms of my classrooms, I might create a free, easy-to-use website application will allow my students to post and share their work. This semester, our Journalism class will produce a weekly newsletter. I image our student editor could create a editor’s page where other students could post their questions, comments or feedback. The students will be able to access their wiki from anywhere.
Finally. the best way to learn this application is to simply jump in and enjoy the process.
Week 3
In some of my readings, I learned that a wiki is a website where users can add, remove, and edit pages of a document using a web browser. To best understand and make sense of wiki, I had to navigate through the application taking breaks so as not to get frustrated. One of my initial challenges was in obtaining access to and making changes to our group document.
As the administrator of the site, you can see who logs on and who is currently on the site. Another nice feature is the notification option in that you can receive email notifications of changes to the wiki page. After reaching a level of comfort, I could see this application as a networking tool which could be integrated into my school setting. The benefits of the wiki application were apparent once I began to access and communicate with my group members on our assigned task. I could easily see how I might become more comfortable proficient in working on collaborative projects such as curriculum development and group work.
In terms of my classrooms, I might create a free, easy-to-use website application will allow my students to post and share their work. This semester, our Journalism class will produce a weekly newsletter. I image our student editor could create a editor’s page where other students could post their questions, comments or feedback. The students will be able to access their wiki from anywhere.
Finally. the best way to learn this application is to simply jump in and enjoy the process.
Thursday, January 17, 2008
Reflection Week 2
Reflection
Week 2
Prior to the class assignment on using blogs, I had no knowledge on the use of but did have some familiar with the purpose of blogs. My early impressions of using a blog was "why?' Could we use a discussion board view such as Blackboard or Angel? As I navigate and become more familiar with this tool, I am beginning to appreciate the purpose and usefulness.
In the article Falling Asleep at Your Keyboard: The Case for Computer Imagination, Dr. Siegel begins by asking the following questions:
1) Why haven’t learning technologies delivered to the same degree as technologies in business, science, entertainment, or communications?
2) Will learning technologies ever offer more than convenient access to information or mind numbing lessons?
According to Dr. Siegel, the answer has more to do with how we use the technologies to achieve learning rather than with the technologies themselves. Interesting idea and one which I had not considered especially being a novice in technologies.
Dr. Siegel’s discusses computer imagination; imagination vs. eye candy; imagination vs. imitation in e-learning; and scenarios computer imaginative e-learning. When he speaks of these relationships, he makes note of the features, practical applications as well as the effectiveness of each application. In describing computer imagination, Dr. Siegel notes that while this medium can present with impressive graphics and animations, it must also achieve some desired end. Having more than “flash”, will also advance e-learning applications resulting in higher level learning.
The scenarios according to Dr. Siegel takes advantage of the Web to move participants beyond content understanding and memorization to judgment and deep insight. Several months ago, I took an online course where the use of collaborative learning communities significantly improved my learning. The responses provided by my classmates were intriguing and contributed to my learning experience. The format stressed questions about content, evaluation of the resources or readings in relationship to the content, synthesizing the information and determining the relevance to our individual classrooms.
As SPED teachers, many of us may have used computer-based reading instruction for students with learning disabilities. When I consider Dr. Siegel's scenarios, I am led to put this in context for students with reading deficits. As a way of engaging these students, we rely on the impressive graphics and animations. Interactive reading selections which provide this "eye candy" has and will continue to assist students with learning disabilities to keep pace with their classmates in content area reading.
The Cone of Experience is a pictorial device which illustrates the progression of learning experiences from direct to abstract symbolic expression. The author quickly points out that the The Cone is only a model and does present with flaws. The individual bands within the Cone of Experience are said to be fluid, extensive, and continually interactive. Additionally, these bands are used for organizing instructional materials according to the kind of experience each provides. I appreciated the clarification that these experiences and materials are not placed into rigid,inflexible patterns. In many ways, I concur with the writer but I would suggest that our experiences enable us to see patterns. My role as an educator is one in which I not only assist in the transmission of information and knowledge but also in assisting students to understand the value and impact of their prior knowlegde.
In terms of the application of Dale's Cone, it seems that many bands of the Cone can be applied, Study Trips, Recordings, Radio and Still Pictures, and maybe Motion Pictures seem to more readily apply to RSS. As I navigation and further blogs to a greater extent, it seems study trips, demonstrations, and exhibits are seem to have a natural fit.
Working with at-risk students, it is critical to assist students in transferring knowledge from school to the real world. For students without expectional learning needs, this might be a natural consequence of knowledge acquisition. For this, I see the direct purposeful experiences as useful in working with my students. As a SPED professional I find that it is essential to first acquire the knowledge about student learning needs and then utilize strategies which foster quality learning. Abstract thinking is beyond the realm of possibilities for many of my students.
Week 2
Prior to the class assignment on using blogs, I had no knowledge on the use of but did have some familiar with the purpose of blogs. My early impressions of using a blog was "why?' Could we use a discussion board view such as Blackboard or Angel? As I navigate and become more familiar with this tool, I am beginning to appreciate the purpose and usefulness.
In the article Falling Asleep at Your Keyboard: The Case for Computer Imagination, Dr. Siegel begins by asking the following questions:
1) Why haven’t learning technologies delivered to the same degree as technologies in business, science, entertainment, or communications?
2) Will learning technologies ever offer more than convenient access to information or mind numbing lessons?
According to Dr. Siegel, the answer has more to do with how we use the technologies to achieve learning rather than with the technologies themselves. Interesting idea and one which I had not considered especially being a novice in technologies.
Dr. Siegel’s discusses computer imagination; imagination vs. eye candy; imagination vs. imitation in e-learning; and scenarios computer imaginative e-learning. When he speaks of these relationships, he makes note of the features, practical applications as well as the effectiveness of each application. In describing computer imagination, Dr. Siegel notes that while this medium can present with impressive graphics and animations, it must also achieve some desired end. Having more than “flash”, will also advance e-learning applications resulting in higher level learning.
The scenarios according to Dr. Siegel takes advantage of the Web to move participants beyond content understanding and memorization to judgment and deep insight. Several months ago, I took an online course where the use of collaborative learning communities significantly improved my learning. The responses provided by my classmates were intriguing and contributed to my learning experience. The format stressed questions about content, evaluation of the resources or readings in relationship to the content, synthesizing the information and determining the relevance to our individual classrooms.
As SPED teachers, many of us may have used computer-based reading instruction for students with learning disabilities. When I consider Dr. Siegel's scenarios, I am led to put this in context for students with reading deficits. As a way of engaging these students, we rely on the impressive graphics and animations. Interactive reading selections which provide this "eye candy" has and will continue to assist students with learning disabilities to keep pace with their classmates in content area reading.
The Cone of Experience is a pictorial device which illustrates the progression of learning experiences from direct to abstract symbolic expression. The author quickly points out that the The Cone is only a model and does present with flaws. The individual bands within the Cone of Experience are said to be fluid, extensive, and continually interactive. Additionally, these bands are used for organizing instructional materials according to the kind of experience each provides. I appreciated the clarification that these experiences and materials are not placed into rigid,inflexible patterns. In many ways, I concur with the writer but I would suggest that our experiences enable us to see patterns. My role as an educator is one in which I not only assist in the transmission of information and knowledge but also in assisting students to understand the value and impact of their prior knowlegde.
In terms of the application of Dale's Cone, it seems that many bands of the Cone can be applied, Study Trips, Recordings, Radio and Still Pictures, and maybe Motion Pictures seem to more readily apply to RSS. As I navigation and further blogs to a greater extent, it seems study trips, demonstrations, and exhibits are seem to have a natural fit.
Working with at-risk students, it is critical to assist students in transferring knowledge from school to the real world. For students without expectional learning needs, this might be a natural consequence of knowledge acquisition. For this, I see the direct purposeful experiences as useful in working with my students. As a SPED professional I find that it is essential to first acquire the knowledge about student learning needs and then utilize strategies which foster quality learning. Abstract thinking is beyond the realm of possibilities for many of my students.
Saturday, January 12, 2008
Week one Reflection
Reflection
Week One
As reflect on the readings from this week, I was particularly intrigued by the writings of Postman.
“One of the principal functions of school is to teach children how to behave in groups. The reason for this that you cannot have a democratic, indeed, civilized, community life unless people have learned how to participate in a disciplined way as part of a group. School has never been about individualized learning. It has always been about how to learn and how to behave as part of a community…..one of the ways this is done is through the communication of what is known as social values.”
If we support the position of Postman, we can conclude that the infusing of technology in our school system has eclipsed the original purpose of education. One could argue that the advancement of society cannot occur without simultaneously advancing technology.
I have to admit I enjoy many of the luxuries and conveniences which advanced technology has afforded me. Examples include my cell phone or the Internet for research, paying bills or cyber communication. I do understand the position which Postman articulates where it appears that at the rate of technology, we might indeed replace traditional schools with technology based instruction. I marvel at the ability to attend school online largely because of my busy schedule and other barriers which make communicating to campus a bit cumbersome.
Reigeluth makes distintions between the industrial age and information age through the application of key markers. As a sped professional, I believe teachers have the capacity to not only reform society but to cultivate an understanding among our students that radical change of schools and education is necessary to change the world. I am of the belief that purpose of education is to make a difference in the lives of people on a local, national, and international scale.
Schools are in a unique position to identify major moral, social, economic, and educational problems which contribute to the transformation of our educational system. The paradigm shift explored by Reigeluth should include community-based learning and bring the world into the classroom. As educators we have to embrace the task to reconstruct society by utilizing new technology and scientific developments with the useful elements of the culture. Schools are considered the most powerful and influential agents of change. Critically analyzing the key markers described by Reigeluth can only result in a pedagogy of liberation. Through this liberation, educational communities will become more literate, learn specific technical skills, share common interests and solve common problems.
Week One
As reflect on the readings from this week, I was particularly intrigued by the writings of Postman.
“One of the principal functions of school is to teach children how to behave in groups. The reason for this that you cannot have a democratic, indeed, civilized, community life unless people have learned how to participate in a disciplined way as part of a group. School has never been about individualized learning. It has always been about how to learn and how to behave as part of a community…..one of the ways this is done is through the communication of what is known as social values.”
If we support the position of Postman, we can conclude that the infusing of technology in our school system has eclipsed the original purpose of education. One could argue that the advancement of society cannot occur without simultaneously advancing technology.
I have to admit I enjoy many of the luxuries and conveniences which advanced technology has afforded me. Examples include my cell phone or the Internet for research, paying bills or cyber communication. I do understand the position which Postman articulates where it appears that at the rate of technology, we might indeed replace traditional schools with technology based instruction. I marvel at the ability to attend school online largely because of my busy schedule and other barriers which make communicating to campus a bit cumbersome.
Reigeluth makes distintions between the industrial age and information age through the application of key markers. As a sped professional, I believe teachers have the capacity to not only reform society but to cultivate an understanding among our students that radical change of schools and education is necessary to change the world. I am of the belief that purpose of education is to make a difference in the lives of people on a local, national, and international scale.
Schools are in a unique position to identify major moral, social, economic, and educational problems which contribute to the transformation of our educational system. The paradigm shift explored by Reigeluth should include community-based learning and bring the world into the classroom. As educators we have to embrace the task to reconstruct society by utilizing new technology and scientific developments with the useful elements of the culture. Schools are considered the most powerful and influential agents of change. Critically analyzing the key markers described by Reigeluth can only result in a pedagogy of liberation. Through this liberation, educational communities will become more literate, learn specific technical skills, share common interests and solve common problems.
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