I honestly found this reading to be the least engaging. I feel as if this chapter focuses more on the post-secondary Net Generation, as opposed to the the secondary environment I will be entering. Instead of reminiscing about my experiences growing up in the current education system or imagining the classrooms I will enter, I found myself thinking about my current friends and their current statuses in life. While interesting, I felt that unless I do eventually pursue my doctorate, this chapter served me little, since the information was aimed at the educational period after mine.
I believe the key to educating the Net Generation is to fight complacency. I feel this is an overall problem with our educational system. Educators have come to embrace the efficiency of technology as a mean of communication between fellow educators, administrators, and students; however, the implementation of technology into the curriculum generally stops here. Instead educators need to become aware of the immense potential technology holds for instruction.
I spoke with an underclassmen education major, which led me to reminisce about Secondary Methods I and constructivism. Personally, I consider myself a progressive, but technology could theoretically allow for both philosophies to be truly implemented. At heart, both preach that students should be fully engaged in the learning process, and the numerous applications of the Web 2.0 would only serve to further empower students in their pursuit of knowledge. We discussed it in and out since the class began, and I agree. The future of the American education system hinges upon teachers' abilities to think beyond flat textbook pages and see the benefits technology holds.
Monday, October 5, 2009
Tuesday, September 29, 2009
Social Bookmarking/ Excel
Social Bookmarking would be great for teachers who embrace technology and the internet. For instance, my high school history teacher loved using census data. Since the data could encompass 10+ pages when printed, he often gave us the links so we could access them in the lab or at home. Typing out a link of roughly 100 characters was incredibly tedious. If my teacher would have been able to provide links on a social bookmarking site, my life would have been made so much easier.
I think social bookmarking is nice too because you can use the highlight feature to make sure students note essential pieces of the readings. They may also use the highlighter to indicate small sections of a large website that students should read. Finally, I plan to use social bookmarking to help streamline current events. I'm a social studies teacher. Current events are a must. Traditionally, each student printed or cut out their article and brought them to class. Then, in class, everyone reads their article. I would like to use social bookmarking so all the students could post the links and I could display them on a monitor for everyone to see and read. This would also create a record of everything that happened in the world while they were in my class.
My Diigo page is http://www.diigo.com/user/chaser90
Now that I have been reacquainted with Excel, I really like it. I've created a budget and spending spread sheet which has actually enlightenment me in terms of my spending habits (let's just say I show my Irish heritage). Unfortunately, my Excel program is not working for some reason so until the issue is resolved, I'm without my new favorite program.
5 ideas for using Excel in the curriculum:
1) Using online census data and excel, students will create graphs to show population fluctuation in selected towns over the decades
2) Using historical figures, students will create graphs illustrating the casualty rates of battles during a war (ex. American Civil War, WWI, WWII, etc.)
3) In an addition to the stock market game, students will plot the value of their group's stocks each morning for one month. At the end of the students will present their graphs and explain fluctuations
4) Using election data, students will create a chart using Excel, illustrating election trends either locally or nationally
5) Students will answer a generic survey, and then together, we will fill in the data to create bar graphs. The goal will be to teach students about how surveys are constructed and the data they can compile. A possible extension could be a complete lesson on statistics.
I think social bookmarking is nice too because you can use the highlight feature to make sure students note essential pieces of the readings. They may also use the highlighter to indicate small sections of a large website that students should read. Finally, I plan to use social bookmarking to help streamline current events. I'm a social studies teacher. Current events are a must. Traditionally, each student printed or cut out their article and brought them to class. Then, in class, everyone reads their article. I would like to use social bookmarking so all the students could post the links and I could display them on a monitor for everyone to see and read. This would also create a record of everything that happened in the world while they were in my class.
My Diigo page is http://www.diigo.com/user/chaser90
Now that I have been reacquainted with Excel, I really like it. I've created a budget and spending spread sheet which has actually enlightenment me in terms of my spending habits (let's just say I show my Irish heritage). Unfortunately, my Excel program is not working for some reason so until the issue is resolved, I'm without my new favorite program.
5 ideas for using Excel in the curriculum:
1) Using online census data and excel, students will create graphs to show population fluctuation in selected towns over the decades
2) Using historical figures, students will create graphs illustrating the casualty rates of battles during a war (ex. American Civil War, WWI, WWII, etc.)
3) In an addition to the stock market game, students will plot the value of their group's stocks each morning for one month. At the end of the students will present their graphs and explain fluctuations
4) Using election data, students will create a chart using Excel, illustrating election trends either locally or nationally
5) Students will answer a generic survey, and then together, we will fill in the data to create bar graphs. The goal will be to teach students about how surveys are constructed and the data they can compile. A possible extension could be a complete lesson on statistics.
Wednesday, September 23, 2009
EVERYONE WATCH THIS!!!!
This is the new operating system Microsoft has developed. They are going to use it for the next gaming system they develop, but if it is successful, this will likely replace Windows. Imagine having to work with this in the classroom: http://www.youtube.com/watch?v=CPIbGnBQcJY
No keyboard...no mouse...just voice and face recognition
No keyboard...no mouse...just voice and face recognition
Tuesday, September 22, 2009
Google Lesson Plans
1) http://docs.google.com/View?id=ddv49vkt_19hqzc4tzk
I like this lesson because it incorporates technology into the lesson while also going into more depth than a usual Cold War lesson. It takes the typical approach of a group assignment where each group becomes an expert on a particular topic, in this case a Cold War hotspot, and shares their findings with the rest of the class. Particularly like the fact that the students will use Google Apps to make a website to post their own findings while also critically reviewing their peers'. I feel this is a great lesson incorporating content and technology
2) http://docs.google.com/View?id=ddv49vkt_18hmtcr5cs
I was very impressed with the wealth of knowledge Google has available. The lesson uses the current debate over immigration as an opportunity to learn about the history of immigration in the United States. The lesson helps students learn to use Google's News feature in addition to some of its archived information in the Google News Timeline. I believe the lesson wisely allows students to explore past actions taken to solve immigration issues and compare them to the contemporary debate.
I like this lesson because it incorporates technology into the lesson while also going into more depth than a usual Cold War lesson. It takes the typical approach of a group assignment where each group becomes an expert on a particular topic, in this case a Cold War hotspot, and shares their findings with the rest of the class. Particularly like the fact that the students will use Google Apps to make a website to post their own findings while also critically reviewing their peers'. I feel this is a great lesson incorporating content and technology
2) http://docs.google.com/View?id=ddv49vkt_18hmtcr5cs
I was very impressed with the wealth of knowledge Google has available. The lesson uses the current debate over immigration as an opportunity to learn about the history of immigration in the United States. The lesson helps students learn to use Google's News feature in addition to some of its archived information in the Google News Timeline. I believe the lesson wisely allows students to explore past actions taken to solve immigration issues and compare them to the contemporary debate.
WHERE WAS GOOGLE APPS WHEN I NEEDED IT!?
So the first scenario of the webinar about the students trying to work on a group paper was my nightmare throughout elementary and secondary education. Teachers assigned group projects, but expected students to find time outside of class to finish them. This was incredibly difficult, especially in high school because my the student population of the school came from 10 school districts. I recall one chemistry project where I had to make a 40 minute commute just to get to the students hour where we were working. Google Apps would have made my life so much easier.
Another benefit of Google Apps that would have helped is the fact that all the data is stored and manipulated on Google servers. Because of this, everyone is working with the software. This was important to me because about a year ago I encountered a problem with incompatible versions of Word. Half the group could only use the old .doc format while the rest used the default .docx format. Because the converter was not yet available, I had to go to the computer center to open their files.
Side Notes: 1) Can't wait to use Google Video Chat
2) Google needs better narrators
3) Just set up my Google calendar and plan to use it for my class
Another benefit of Google Apps that would have helped is the fact that all the data is stored and manipulated on Google servers. Because of this, everyone is working with the software. This was important to me because about a year ago I encountered a problem with incompatible versions of Word. Half the group could only use the old .doc format while the rest used the default .docx format. Because the converter was not yet available, I had to go to the computer center to open their files.
Side Notes: 1) Can't wait to use Google Video Chat
2) Google needs better narrators
3) Just set up my Google calendar and plan to use it for my class
Week 4 Social Bookmarking
Ok, so I'll be the first to admit that when Prof. Mislevy introduced social bookmarking sites in the first class, I was far from impressed. However, these readings made me give credit where credit it's due. While reading I decided to investigate some of the claim of the authors. Counting all the links inside folders I have over 250 links, half I don't even need anymore or know why I bookmarked them. To overcome the limitation of bookmarks being limited to one website, I would e-mail myself all the links so I have them wherever I go. I have over 500 links in my email with no real way of finding one if I needed it. Needless to say, I just created an account on Diigo.
It's been alluded to in the readings, but I think my favorite potential of social bookmarking is an evolved form of scholarly, or at least selective, research. When I used a search engine, I am often curious as to why certain websites come up before others. For the most part it is based upon the number of hits the website receives, but I often notice a correlation between a sites position in the queue and whether or not the website has advertisements on the engine. Theoretically, if I network my social bookmarking with fellow historians, I will be able to find quality articles with another criteria. Through social networking sites, I have been able to gather significant information about my peers (religion, political philosophy, etc.) which has given me insight to their personalities. I hypothesize that a person's bookmarks may also serve as window to the their personalities. The scholarly application of this fact would have to do with the balance of my writing. In the field of history, their are few certainties and numerous viewpoints. Despite this, on several occasions I have found it difficulty to find a diverse collection of sources. I believe that by knowing my colleagues on a social bookmarking site will aid me. For instance, I recently wrote a paper on George Eugene Haussmann and how he influenced France. I found numerous sources praising his renovation of Paris, but I knew for a fact that thousands of Parisians were evicted to make room for his plan. Despite this, I found little criticism. With the aid of a professor I found critical sources, but now I suppose that if I had a colleague who I knew favored social history, I would be able to scan his bookmarks and have a greater chance of success because I personally know the how he/she thinks.
It's been alluded to in the readings, but I think my favorite potential of social bookmarking is an evolved form of scholarly, or at least selective, research. When I used a search engine, I am often curious as to why certain websites come up before others. For the most part it is based upon the number of hits the website receives, but I often notice a correlation between a sites position in the queue and whether or not the website has advertisements on the engine. Theoretically, if I network my social bookmarking with fellow historians, I will be able to find quality articles with another criteria. Through social networking sites, I have been able to gather significant information about my peers (religion, political philosophy, etc.) which has given me insight to their personalities. I hypothesize that a person's bookmarks may also serve as window to the their personalities. The scholarly application of this fact would have to do with the balance of my writing. In the field of history, their are few certainties and numerous viewpoints. Despite this, on several occasions I have found it difficulty to find a diverse collection of sources. I believe that by knowing my colleagues on a social bookmarking site will aid me. For instance, I recently wrote a paper on George Eugene Haussmann and how he influenced France. I found numerous sources praising his renovation of Paris, but I knew for a fact that thousands of Parisians were evicted to make room for his plan. Despite this, I found little criticism. With the aid of a professor I found critical sources, but now I suppose that if I had a colleague who I knew favored social history, I would be able to scan his bookmarks and have a greater chance of success because I personally know the how he/she thinks.
Tuesday, September 15, 2009
Week 3 Language and R/W Tools
In terms of language, it is hard for me to notice any substantial differences since I am a Net Gener and use the language myself. The only time I notice any difference is when I speak to my father, who is far from technologically literate. I speak as I normally do in front of my mother with no difficulties because of she works to keep up with the curve.
I believe the evolution of technology has been nothing but good. The only argument claiming technology has been detrimental has been from teachers who feel students' writing skills have dramatically declined. They find students using abbreviations used in texting and chats in formal writing assignments. I personally feel this is a minor problem that is comparable to students writing as they speak, and should be simple to correct.
I had never heard of the term Read/Write tools before this article. I was aware all these websites, I just did not know they could be grouped in such a way. I have not used many because I prefer to physically write; rather, than type. Google Docs is an online word processor which allows users to create/edit documents alone. An interesting feature of the program is the ability for multiple users to work in real time on the same document. It is considered a R/W tool because a user or users can work both create and review pieces of writing. I have never used this program before, but I see great potential helping students with writing outside of school.
I believe the evolution of technology has been nothing but good. The only argument claiming technology has been detrimental has been from teachers who feel students' writing skills have dramatically declined. They find students using abbreviations used in texting and chats in formal writing assignments. I personally feel this is a minor problem that is comparable to students writing as they speak, and should be simple to correct.
I had never heard of the term Read/Write tools before this article. I was aware all these websites, I just did not know they could be grouped in such a way. I have not used many because I prefer to physically write; rather, than type. Google Docs is an online word processor which allows users to create/edit documents alone. An interesting feature of the program is the ability for multiple users to work in real time on the same document. It is considered a R/W tool because a user or users can work both create and review pieces of writing. I have never used this program before, but I see great potential helping students with writing outside of school.
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