Response to Making History Come Alive

Levin, H. (2003). Making history come to life. Learning & Leading with Technology, 31 (3), 22-27.

After reading this article it is hard not to realize the power of using video with students. Describe a way you could use video in a similar way with your own K-12 students.

The idea of using video in schools opens up many opportunities for hands on, individual learning. In the past, I have considered the possibilities of video projects. One of my favorite ideas would be to create videos that deal with different countries and cultures throughout the world. This would allow the students to learn about cultures other than their own and build a greater feeling of tolerance towards other beliefs.

Another idea for a video, which I think would be fascinating, would be to have a class work together to make a miniature documentary about the city or town that the school is in. The students could look into the city’s history, which includes looking at older buildings, interviewing long time citizens, and even dealing with the historical society (if the town has one). The students can also get into the city government and see how it works. A final segment would deal with the modern situation of the city. They can film their favorite places or tell their favorite stories about living in that city. After all of the footage has been collected, they could go through and each edit their own movie about the town. This would help the students gain an awareness of their community and all of the opportunities they have to become involved. 

Response to Digital Video Goes to School

Handler& Hoffenberg (2001). Digital video goes to school. Learning & Leading with Technology, 29 (2), 10-15.

What skills are students developing in the process of making a video?

In the process of making a video, students develop many skills. First of all, they have to work together through collaboration. They also work on their verbal skills when they design what should be said. In addition, they also have to work on their technology skills when they learn to use the camera and editing equipment.

What type of video formats fit well as a culminating activity?

When making a movie, there are different formats for students to use. They could make video newscasts to help inform the viewers on current events. Documentaries are also a great idea where the students tell the viewers about a specific topic. They can make infomercials to on things like pollution, dangers of drugs and drinking. The last thing they can do is make shorter individual scenes that can be added to websites.

What types curriculum characteristics make sense for video?

The best characteristics for video can be found in several different subjects. In order to benefit from the video format, the topic needs to be enforced through visual means including charts, diagrams, images, and film. This includes elements found in science (such as diagraming the respiratory system or studying local habitats), history (talking about events, people, monuments, etc.), language arts (bringing images from books alive), math (illustrating algorithms), and several others. In addition to visual concepts, it is also beneficial for the project to require realistic footage requirements. For example, when making a movie about Antarctica the students can not travel there to get footage for themselves. This should not discourage the topic, however. Instead, the students can work with already filmed pictures and video. In doing this it is important that the class stays within copyright laws. An other feature that can be utilized is the idea of sound. While not required, it is always a useful tool to use with video and almost every subject can benefit from its use.

Briefly describe the guidelines for video use.

When making a video, it is important for students to learn the proper procedure, just as it is for any subject. The students can start by learning to plan ahead. This includes the type of shots (close ups, landscape, etc.), the type of extra equipment needed (microphones, lighting, etc,), as well as the basics of the purpose and location. After planning, the students then need to carry out their ideas by collecting the footage that they desire. After the footage is collected, have the students learn to edit their own movies. This includes learning how to not only what information is important and a logical order to showing the events, but also learning how to use video editing equipment.

Response to Find the Best Software

McKenzie, W. (2003). Find the best software: Using Bloom's Taxonomy and Multiple Intelligences to select and use software. Learning & Leading with Technology, 30 (8), 54-58.

What considerations need to be made on selecting software for the classroom?

When choosing software for the classroom, it is important to consider various elements before deciding on the one to use. The first thing to consider is the content. Does it support higher levels of thinking? Does it incorporate different subject areas in a logical, easy to follow manner? Will it meet the needs of your class?

The next thing to think about is the interface of the software. Does it meet the needs of different types of learners? In order to be effective, the software needs to have elements that would help visual, audio, and kinesthetic learners. This includes images, sounds, and logical explanations. In addition, is it each for students to use and go through? Does it promote open-ended thinking?

Another thing to consider is the design of the site. Does it adjust to the various abilities of the students? Because each child is at a different level, it is important for the software to be effective for all levels. In addition, does it allow for responses based on different types of multiple intelligences? Does it match the lessons and educational goals you have set for your students?

A final thing to think about is the documentation of the software. Is it easy for the students as well as the teacher to navigate through? Different navigational tools can include levels, chapters, and other types of headings. Does it have colorful images in the text help support the content for visual learners? In addition, it is important that the software has a section of frequently asked questions or a place where questions can be answers.

Describe what you feel is most important to consider after reading this article.

After reading through the article, I think that the most important thing to consider when choosing software is that it addresses the different learners in the classroom. Not only is it important to be adjustable by academic/challenge levels for the different students, but it also needs to address the topics effectively to address the different learning styles and multiple intelligences.

How might software address multiple intelligences?

Software can address multiple intelligences in many ways. For verbal learners, it can have the text written out for the users to see. To address logic, it can create situations where the students have to solve problems. One of the most comprehensive methods, however, is through the use of simulation software. A simulation situation helps those who learn using logic, verbal, musical, naturalist, intrapersonal, interpersonal, visual, existentialist, and kinesthetic skills.

Find at least one site on the Internet that explains multiple intelligences and why they are important to consider.

For more information about multiple intellegences or their importance visit: http://www.thomasarmstrong.com/multiple_intelligences.htm . This site is made by Dr. Thomas Armstrong, an educator and psychologist who specializes in multiple intelligences. 

Response to The Database: America's Presidents

Holmes, B. (1998). The Database: America’s Presidents. Learning & Leading with Technology, 25 (7), 6-11.

1. Write a summary of how you would use a database in your class.

The idea of creating a class database provides an opportunity for students to work together to further expand their understanding and use of technology. While there are an unlimited number of possibilities to use with a database, one possible project could center around the 50 US states. If I were to complete this project in a standard classroom setting, I would divide my students into ten groups with two to three students in each group. Each set of students would receive five states that they are supposed to research.

For the first step, I would work with the class and collaborate which facts are important for us to learn about the fifty states. Through discussion, approximately six to ten different elements would be chosen, depending on the grade level of the students. Such elements include state capital, date they became a state, size, population, famous person, etc. From there, I would create a worksheet to help the students organize their research to find those facts. I would also create a spreadsheet with the students listing the 50 states in the first column and the traits they are going to find in the first row.

From there, I would talk to the students about how to find accurate information by discussing the traits of a credible site as well as how to be safe and stay focused online. The students would then be allowed to conduct their research within their teams.

After the students had collected their research, they would each be given an opportunity to insert their data into the spreadsheet. After all of the data has been collected, I would then help the students organize the information using different patterns (such as alphabetical, by population, by date they became a state, etc.) By showing the students how to reorganize their information using a spreadsheet, they will be able to analyze the different states and recognize patterns.

To conclude the project, I would create a worksheet that asks basic reflection questions. These question would have the students recall basic facts, share what they found to be interesting, discuss what they learned from the project, and draw conclusions.

Response to Digital Citizenship

Ribble, Bailey Ross (2004). Digital Citizenship: Addressing Appropriate Technology

Behavior. Learning & Leading with Technology, 32 (1), 6-12.

1. Briefly describe and give examples of the nine general areas of Digital Citizenship.

A)Etiquette:

Digital etiquette applies to situation both on and off technological devices. The first involves the behavior while communicating, such as following online etiquette rules. Another form of etiquette is the actual use of the devices in inappropriate situations, such as texting during a face-to-face conversation or participating in social networks during class time, meetings, work situations, etc.

B) Communication:

While they potential of online communication is limitless, communication tools can easily be manipulated to create unkind situations. This includes the common behaviors of exclusion and rude communications. In addition, students also need to learn the appropriate means of communication for each situation. For example, while it may be acceptable to use shorthand terms like “u” instead of “you” when e-mailing a friend, students need to learn that it is not appropriate for classroom assignments.

C) Education:

Technology has opened many doors in the field of education. Teachers and students are able to collaborate with each other using online tools. In order to achieve the most of this powerful idea, however, it is important that students learn the correct way to do so. In order to achieve this, teachers need to work in creating online projects for the students to learn from. These tools also promote educational concepts like collaboration and critical thinking.

D) Access:

While technology in all forms is becoming much more common, it is important to remember that not all people come from the same background. Because of this, some students may not have available access to the internet or other tools. This situation needs to be considered by the teacher when creating an assignment or project, but it should not stand in the way of the students learning about technology. Various ways to help overcome this struggle include giving the students time during class to work on their work, partnering students who don’t have access to the necessary tools with those that do, or using funding and grants to obtain the necessary tools for each student.

E) Commerce:

Over the past several years, many people have turned to online shopping due to its efficiency and convenience. Instant price comparisons without having to leave home form a compelling argument for this new commerce environment. It is important, however, that people realize the risks and precautions necessary before participating in online transactions. Such dangers include identity/information theft, increased impulse purchases, and the purchase of low quality products.

F) Responsibility:

Even though it may seem that the online environment provides a level of anonymity, it is important to remember that each person still has to act responsibly. This includes the broad subject on online ethics. It is important for people to understand how copyright laws apply and how to follow fair use laws. In addition, it is important for students to understand that downloading music and videos often prove to be illegal acts under such copyright laws.

G) Rights:

In contrast to the section above, it is also important for students to realize that their work also is protected under copyright laws. They have a right to things that they create just as they are expected to respect the rights of others.

H) Safety:

While people often are cautious of online danger, it is important to remember that one’s physical health can also be affected by technology. This is called ergonomics and includes things like posture, proper lighting for the screen, and carpal tunnel syndrome.

I) Security:

The final element discussed in this article is the importance of security in the online environment. This includes the security of their work, their computers, and their identity. To help protect work, it is suggested to teach students about the importance of creating back up copies as well as learning the different methods of doing so. To protect their computer it is important to keep all of the software updates and virus checks up to date. In order to protect their identity, it is important that students learn not to share personal information publicly as well as act responsibly when faced with someone else’s personal information.

2. Are there any that you would add?

While I found this list to be incredibly detailed and inclusive, I did find that one area needed to be touched upon in addition to the rest:

Cyber Bullying:

Communication devices and social networking have recently been being used to participate in what is known as Cyber Bullying. Students are being humiliated through the spread of rumors on line. In addition, students are being threatened by others using online communication. This is an issue as serious as the bullying that occurs on the playground and it is important for both teachers and students to be aware of its dangers and repercussions.

Response to Scaffolding Math Learning with Spreadsheets

Niess, M. (2005). Scaffolding Math Learning with Spreadsheets. Learning & Leading with Technology, 35 (5), 24-25, 48.

Points of Thought:

1. Why should technological tools be used to help teach subjects like mathematics?

When looking back at previous generations, it is hard to imagine a time without calculators because of their widespread use today. Almost every student learns at one time or another during their elementary education how to use a calculator. The calculator is one of the early examples of using technology to teach mathematics. While it is important that students have a solid foundation in math concepts, it is equally as important that they learn how to use the tools around them to further their education. No one has objections to the calculator because it has been around for several decades and almost all teachers know how to use them. On this same note, it is important for teachers to teach their students how to use modern tools, such as spread sheets, to help them advance their education. Perhaps one of the most common issues with this idea, however, is that teacher are unsure how to use the tools themselves and therefore do not find it to be beneficial to be teaching the students about them. This article, however, helps teacher see why it is so important.

The article points out that technology is becoming increasingly important to our world and therefore it is important for students to not only know how to use the tools but also how to apply them. The best way to illustrate the applications of computer programs is to teach them hand in hand with the subjects and situations that they would be used for in the real world. The program discussed in the article is the use of spreadsheets as they apply to math concepts.

One of the really neat features of this article is the fact that it actually takes the time to teach the reader how to program equations and formulas into the spreadsheet. In doing this, it illustrates how simple the spreadsheet program is. It also illustrates how the use of spreadsheets is conductive to higher levels of thought and critical thinking as the students work to find equations and solutions.

2. How does using spreadsheets in math help meet NETS for students and teachers?

One of the NETS-T met through this idea is the first one that states teachers should “Facilitate and Inspire Student Learning and Creativity”. The subcategories of this standard discuss the importance of innovative thinking, exploring authentic problems, clarify students’ conceptual thinking, and engaging in learning with students. Spreadsheets are a useful tools in each of these. They inspire students to look for alternative solutions and algorithms to solve problems because the results can be seen instantly with complete accuracy. In doing this, the students are working to invent their own ways of solving real world situational problems. By stimulating real life application situations, teachers help students prepare for the real world. This also allows the teacher to let the students use their own thinking process to reach the solution. Finally, spreadsheets can be used effectively in group projects and demonstrations.

In addition to meeting the Teacher standards, this concept allows aids in the completion of the NETS for students. The fourth standard states that students should use “Critical Thinking, Problem Solving, and Decision Making” to identify and define authentic problems, develop a solution, analyze data, and use multiple processes. The spreadsheets allow for this because the students are responsible for finding the solution to given problems using technology on their own. In order to do this, they have to be able to identify life situations and problems that can benefit from this type of analysis. The students are then responsible for interpreting the data given to them to create an appropriate algorithm to solve the problem. In doing this, the students are each given the opportunity to try different approaches to solving the same problem.

Response to Don't Feed the Trolls

Richardson, K. (2008). Don’t feed the trolls: Using blogs to teach civil discourse. Learning &

Leading with Technology, 35 (7), 12-15.

Points of Thought:

1. Briefly describe what you will use from this article for your own teaching practice.

The article “Don’t Feed the Trolls” discusses the use of civil discourse in the classroom. It talks about the importance of setting down rules for discussion, especially in online blogs and discussion boards. I agree that civil discourse is important for students to understand, especially in a youth culture centered so much around online social networking. If students learn from an early age the appropriate behavior in online environments, they will know how to deal with online situations in their future.

While the article does talk about the importance of online rules, it also points out that the standard rules set forth are often too vague for students to really understand and are therefore ineffective. I believe that this is an interesting to point to think about. The article gives a list of more specific rules for people to follow, such as no name-calling and avoiding labeling. I think that this list is a great starting point to discuss what it means to behave appropriately online. On top of what is listed in the article, however, I also would have the students work together to think of other rules or guidelines that would help promote a learning environment. By involving the students in the rule making process it would make the students feel more responsible as well as the rules more personal.

Another idea from the article that I found would be helpful to use when teaching a classroom is the idea of group reflection. The students would benefit from seeing examples of discussions with the desired outcome and content compared to the discussions that did not promote collaboration. By doing this, the students would be able to see first hand how to appropriately disagree with a statement as well as effectively support a post that they agsree with. Most importantly, however, I think that it would help the students see how everyone has different views and to treat those that are different with respect.

2. Find at least one more article that furthers the discussion on Blogs. Tell us where it can be located and describe what you found helpful about it.

When looking online at other articles about blogging in schools, I found that this topic is one that should be taken very seriously. It is important for students to understand the line between discussion/debate and attacks/rudeness. When reading over various websites and pages devoted to this topic, I found one in particular that would be helpful for a teacher trying to teach a lesson on civil discourse. It was created by a teacher for her students and goes through a detailed list of what is acceptable and what is not. While I would not use this direct site and list of rules for my class, it would definitely will be a helpful starting point for my own lessons in the future. I also find this list helpful because it includes not only online etiquette but also online safety and ethics tips.

To read the article, follow the link in the citation below:

Hughes, Mrs. (2009). Discovery Blogging Rules. wikispaces, http://discovery0607.wikispaces.com/Discovery+Blogging+Rules .

Response to Visualize, Visualize, Visualize

Chen, P., & McGrath, D. (2004). Visualize, visualize, visualize: Designing projects for higher order thinking. Learning & Leading with Technology, 32 (4), 54-57.

Points of Thought:

1) Based on your experiences, what are some ways in which you might apply ideas presented by the authors in this article?

The article provided many fascinating concepts in regards to creating hands on projects that promote learning. In particular, I found that these ideas would be helpful to use at the beginning of a school year because of the critical thinking skills required. By having the students each create their own projects, they would learn both about themselves and about the appropriate methods and means used to create high level work. By having them research and save multiple drafts, they would learn how to use information databases correctly in order to obtain their data. In addition to gathering their research, however, the students would also be learning how to recognize credible information as well as how to use the information ethically to avoid plagiarism. This part of the project alone touches upon NETS-S standards 3 (Research and Information Fluency) as well as 5.a (advocate and practice safe, legal, and responsible use of information and technology). Then, after having done their research, I would have them organize their thoughts categorically and decide the relevance of each piece of information. This would allow them, as well as the instructor, to visually see their learning process in regards to organization and concept. From there, the students would then form a presentation and present their findings to the class. This would include NET-S standard 2 (Communication and Collaboration) and 4.b (plan and manage activities to...complete a project). Lastly, the students would look back at all of their drafts and note the changes they saw over time and formally recognize any patterns or progress they see within their own work, which coincides with NETS-S 1.d (identify trends and forecast possibilities). Throughout the project, the teacher also meets NETS-T standards 1 (Facilitate and Inspire Student Learning and Creativity) and 2 (Design and Develop Digital-Age Learning Experiences and Assessments).

2) What is project-based learning and how does it affect the classroom and the way you will teach?

Project-based learning centers around the ideas of student participation and initiative. Instead of the teacher playing the role of “lecturer” to a class, they play the role of their guide and instead aids them on finding out answers for themselves. PBL give students a change to learn and achieve tasks using their own thinking methods. I plan on using PBL as a key tool in my classroom because I feel that when the students are allowed to explore on their own they not only are more interested in the topic, but they retain more of the information as a result. PBL also provides the students with practice in regards to working together and collaboration.

3) What is an example of higher-order thinking?

In addition, PBL provides students with an environment supportive of higher-order thinking because projects not only require students to research and understand their findings but also to comprehend their meaning to reach their own conclusions and find ways to share their findings with others. An example of higher-order thinking is when students complete current events projects. In current events projects, the students have to find an article, read through it, comprehend the main ideas, relate the content to other global, community, and historical events, then draw conclusions about the influence of the event and be ready to give a presentation to the class.

4) Locate at least two more articles or resources that either support project based learning or for double credit try to find an author who argues against project based learning. List these in APA format and summarize their key points.

When taking a look at project-based learning, there are many other professionals who have strong feelings about this revolutionary concept. One article [ Edutopia Staff. (2008). Why Teach with Project Learning?: Providing Students With a Well-Rounded Classroom Experience. Edutopia, Retrieved from http://www.edutopia.org/project-learning-introduction ] I found supported the concept. This article also felt that project-based learning provided students with a greater environment for learning and expression. It also discussed the importance of technology to project based learning and the critical thinking skills that form as a result. Another article I read [ Yildirim, Zahide. (2004). Relationships between Achievement Goal Orientation and Collaboration in Project-Based Learning Process. ERIC. ] also contained positive results of project based learning, such as students having a greater understanding of the concept as well as benefitting from working together in groups for the project. The article did point out, however, one of the negative effects of group project-based learning. The study found that there were students, especially males, who did not actively participate with their group and as a result their GPA and learning suffered when compared to previous semesters. Overall, however, I think that project-based learning is a useful tool for the classroom.