Coming up with a lesson effectively using technology for language arts can be difficult to do without sacrificing important elements. It seemed we simply used technology because it was there and because we had to rather than used it to assist us in the lesson delivery. All in all, I think we touched on some important aspects of characterization but did not do as much as we could have to assist students in learning the knowledge we had intended to teach.
5. Application of Content: This aspect of our lesson could have used some work. We wrote the lesson plan to model how to develop a two dimensional character in writing and then had them create a character for performing. While some of the qualities are the same, we should have focused more on elements that would be apparent in action rather than wasting time discussing aspects of the written character, such as thought. We also should have used technology to capture students' attention with visuals. Showing a picture or video clip of bold, memorable characters would have benefited the students' thinking and understanding of character. By pointing out specific characteristics of a character they see in front of them, they would have been able to relate previous knowledge with their newfound creativity to depict a bold character of their own. They definitely succeeded in collaborative problem solving by working with a partner to find out more about a foreign culture and new ideas about character to create something concrete.
8. Instructional Strategies: A big mistake I think we made in our lesson plan is time management. The students spent more time researching a religion, when they should have been focusing on what we were supposed to be teaching them about—characterization. I think we scratched the surface of characterization and students definitely got a grasp of the important elements that go into creating a character, but we could have done a lot more with character development had we allowed students to create more in-depth characters and focused on what they already knew. It would have been more beneficial to have visuals for the students and allowed them to ask/answer questions using technology.
6. Assessment: The students working together to create different aspects of character was a great way to measure they're understanding of character. We gave them a character and they developed it. We were able to monitor they're creation of the character by being there as they worked together to answer any questions and make sure they were headed in the right direction. It was interesting to see how each student envisioned a character just based on the name and how he/she guided that character into a live production. It would have been better to let the students act out and direct each other in the production of the final character. In a way, they would have been able to assess themselves and each other, while we assessed their understanding of character.
Tuesday, December 13, 2011
Sunday, December 11, 2011
Lexipedia
http://lexipedia.com/english/boring
Description of and rationale for how the technology might be used with and preferably by students (Bloom's)
Lexipedia is a language tool used to reference the meaning and use of words. I would use this tool in a number of ways. I would first use it to show students how the alteration of one word can change the tone of a sentence. I would give them a simple, boring paragraph and ask them to use Lexipedia to change the sentences and make them more complex and exciting to read. Each person would then share his or her new paragraph, so the class can see the various combinations the of the same paragraph they could come up with. I would also use Lexipedia is to give students better understanding of complex words. I would then give the class a complex paragraph and have them make it simpler. I believe this exercise touches on all levels of Bloom's Taxonomy. The use of this tool will give them a better understanding of words, while helping them to remember meanings because they are not just given a definition of a word; they are given numerous words that relate to a word and ways to use it in different parts of a sentence. They apply their understanding of the word by using it correctly in a sentence. They analyze and evaluate the sentence when choosing which word best fits the sentence and its intended purpose. And finally, they are creating new sentences and newfound knowledge that will help them become better writers and readers in the future with a helpful resource at their fingertips.
Consideration of struggles for implementation (student, systemic, and/or hardware)
The main struggle for this technology is the use of Internet. Technology is great when it works, but, let's face it, it doesn't always cooperate when we need it to. In this particular activity, it will require students to look up a lot of words, and if the Internet connection is not fast, this project will take a lot of unnecessary time.
Consideration of the biases and trade-offs of the technology
A bias of the technology is students' dependency on the technology. It is assuming that all students understand the parts of sentences and when and where to replace certain words. Ideally, most high schoolers should know the difference between an adjective and an adverb, but not all students take time to remember these terms. A trade-off is that students may take advantage of having this information at their fingertips. It will most likely prevent them from trying to figure out the meaning of words and phrases on their own or search for a better understanding of concepts.
Explanation of how the project meets the selected teacher standard and students standards
INTASC Standards:
This project best meets #5 of the INTASC standards. I would be giving students the tools necessary to apply their understanding of different parts of sentences and create new sentences from the original ones I give them. They are figuring out how to change and better a sentence with my guidance.
ISTE Standards:
This is a fun way to get students to understand and create something not so exciting. It meets ISTE standard #1. Not only will this tool better students' writing, but it will help them to communicate more effectively because they will gain a broader vocabulary and be able to understand more difficult concepts.
Description of and rationale for how the technology might be used with and preferably by students (Bloom's)
Lexipedia is a language tool used to reference the meaning and use of words. I would use this tool in a number of ways. I would first use it to show students how the alteration of one word can change the tone of a sentence. I would give them a simple, boring paragraph and ask them to use Lexipedia to change the sentences and make them more complex and exciting to read. Each person would then share his or her new paragraph, so the class can see the various combinations the of the same paragraph they could come up with. I would also use Lexipedia is to give students better understanding of complex words. I would then give the class a complex paragraph and have them make it simpler. I believe this exercise touches on all levels of Bloom's Taxonomy. The use of this tool will give them a better understanding of words, while helping them to remember meanings because they are not just given a definition of a word; they are given numerous words that relate to a word and ways to use it in different parts of a sentence. They apply their understanding of the word by using it correctly in a sentence. They analyze and evaluate the sentence when choosing which word best fits the sentence and its intended purpose. And finally, they are creating new sentences and newfound knowledge that will help them become better writers and readers in the future with a helpful resource at their fingertips.
Consideration of struggles for implementation (student, systemic, and/or hardware)
The main struggle for this technology is the use of Internet. Technology is great when it works, but, let's face it, it doesn't always cooperate when we need it to. In this particular activity, it will require students to look up a lot of words, and if the Internet connection is not fast, this project will take a lot of unnecessary time.
Consideration of the biases and trade-offs of the technology
A bias of the technology is students' dependency on the technology. It is assuming that all students understand the parts of sentences and when and where to replace certain words. Ideally, most high schoolers should know the difference between an adjective and an adverb, but not all students take time to remember these terms. A trade-off is that students may take advantage of having this information at their fingertips. It will most likely prevent them from trying to figure out the meaning of words and phrases on their own or search for a better understanding of concepts.
Explanation of how the project meets the selected teacher standard and students standards
INTASC Standards:
This project best meets #5 of the INTASC standards. I would be giving students the tools necessary to apply their understanding of different parts of sentences and create new sentences from the original ones I give them. They are figuring out how to change and better a sentence with my guidance.
ISTE Standards:
This is a fun way to get students to understand and create something not so exciting. It meets ISTE standard #1. Not only will this tool better students' writing, but it will help them to communicate more effectively because they will gain a broader vocabulary and be able to understand more difficult concepts.
Monday, December 5, 2011
MindMeister
Description of and rationale for how the technology might be used with and preferably by students (Bloom's)
MindMeister takes an ancient idea of brainstorming and transforms it into a more organized and visually pleasing arrangement of thoughts. Making concept maps was extremely frustrating for me in middle school and high school. I always had a brilliant idea, but came up with a better one ten minutes later. I would erase or redirect my ideas only to end up with a mess on my paper. MindMeister allows students create a clean visual of their train of thoughts. For a project, I would have students create a concept map on MindMeister before writing a story. I would first teach them about the six elements of a narrative to help come up with fully developed stories. This will require them to apply the knowledge of story they are taught. By creating a map on MindMeister they are able to ensure that they are including all parts to a story. They will analyze their map before continuing on to the next stage of writing a story, which will help eliminate unnecessary story content or rambling. I believe students will be less overwhelmed in writing the story if they have a clear direction of where they hope to take it.
Consideration of struggles for implementation (student, systemic, and/or hardware)
This may be difficult because it is more time consuming than simply drawing a map up on paper if the students are unfamiliar with the technology. Students will also only be able to edit it when at a computer, so, if they suddenly come upon a better idea, they will have to wait until they have access to a computer to alter/add it. It also requires use of the Internet and a Website that only allows free trials. The school or students would have to invest the $5 a month into the program if we planned to use it for multiple projects.
Consideration of the biases and trade-offs of the technology:
A trade-off the amount of time for preparation and creation required compared to drawing it out on paper. It is also harder to view the entire map if it expands past a normal screen size. Another limitation is that it only allows you to create one mind map per page. I like to compartmentalize things, so I become frustrated when I can't set other ideas off to the side. Everything must connect to the original idea.
Explanation of how the project meets the selected teacher standard and student standards
INTASC Standards:
The use of MindMeister satisfies INTASC standard #6: Assessment because teachers are able to observe students' understanding of the six elements of a story. Students are required to include all six elements in their concept maps and stories. Having students complete the concept map including their made-up elements of the story, I will be able to assess their understanding of the elements. If their ideas in their concept maps do not prove their full understanding of the six elements, I will be able to address the issue before they attempt to write a meaningless story.
ISTE Standards:
The use of MindMeister satisfies the first ISTE Standard: Facilitate and Inspire Student Learning and Creativity. I will be facilitating and inspiring students by giving them guidance as to how to create their own story ideas utilizing the six elements of story. I will also foster their creativity by having them write their own short story and by planning it out first. This is important in story writing because anyone can simply come up with a mediocre story on the spot and write it as they go. Students will be required to think more in depth and find a story within themselves to share with the rest of the class.
Cite and evaluate educational research related to the tech use (261)
Croasdell, David T.; Freeman, Lee A.; and Urbanczewski, Andrew (2003) "Concept Maps for Teaching and Assessment, "Communications of the Association for Information Systems: Vol. 12, Article 24. Retrieved at http://aisel.aisnet.org/cgi/viewcontent.cgi?article=3190&context=cais.
This article brought new ideas for concept map use to my attention. It mentioned having students make concept maps for note taking, which I think is a great idea, because then they are forced to make the connections between what the teacher is talking about for themselves. One thing I don't agree with is the idea of replacing tests with concept maps. This may work in some areas of study, but I see it being a bias way of assessing students. I think it's a great tool for formative assessment that may be used to understand where students are at and how you can help them better understand material. However, giving a student a grade base on their ability to make connections doesn't seem logical. How do you determine an A from a B or a B from a C based on them creating a concept map. Also, not everyone thinks the same or makes the type of connections a teacher may be looking for, so having such an open-ended "test" is not a good assessment of a students understanding of a broad range of information.
Monday, November 21, 2011
Prezi
http://prezi.com/c3-s7wwmtqfs/learning-and-cognitive-processes/
Description of and rationale for how the technology might be used with and preferably by students (Bloom's) Prezi is an effective way to organize one's thoughts in an esthetically pleasing way. It is used for presenting information in a more engaging way than simply writing on a chalkboard or whiteboard. If used by the teacher, it only touches on the lower levels of Bloom's Taxonomy. Prezi gives students information in a more exciting form that will hopefully help them remember and understand certain concepts. It is presented in a nonlinear order, so, unlike Power Point, it encourages students to form their own notes and thoughts rather than simply copying down what the teacher presents in that order. I think it encourages discussion more than Power Point because it is not laid out in a printable form. Prezi may include more than just notes; you can add pictures or links, make concept maps, etc. Another feature that is extremely useful for teachers is the ability to zoom in and out. It allows teachers to emphasize important material and even elaborate on it by drawing attention to "hidden" or smaller texts within a Prezi. Few things/topics are linear, so the ability to create a pathway through information is beneficial because teachers are able to come back to a previous point without having to scroll or click through various slides. It would also be a great tool for students to use for presentations of their own. I would have students use Prezi to create a summary of the main ideas in a novel assigned for class. Rather than having the teacher read through a bunch of book reports, students could work collaboratively in groups of two or three to present the book they were assigned to the class in. This way, they are not simply summarizing what they read; they will highlight main ideas and themes throughout their novels and teach the class about the particular time period, culture, and themes of the novel. I believe this will create a better understanding of the novel than simply writing a book report. Having students create their own Prezi over themes of a novel will require them to analyze important aspects of the novel and when it was written. Consideration of struggles for implementation (student, systemic, and/or hardware) I don't see many struggles for implementation with Prezi simply because it is so accessible and easy to use. One thing to consider is the amount of time required to create a Prezi in an effective manner/pattern. I am obviously new to Prezi, so I am sure it takes me much longer to create one than someone who's experimented with it more, but, nonetheless, it is still more time consuming than typing up notes and putting them on an overhead or making a Power Point presentation. Having students create their own Prezi will also take a lot of time and could be difficult if students do not always have access to a computer. Consideration of the biases and trade-offs of the technology A limitation of Prezi is the fact that teachers are still going to teach with it in the same way they've always taught—through lecturing. While the technology is engaging, it is not very interactive for the students because they are still observing and listening to the teacher. Another trade-off is the fact that it is not linear. The teacher's ability to form a path from one idea to another is probably more effective in teaching, but it makes it hard to print off notes or for students to organize the ideas on their own. A trade-off for students making these is that, if they are new to Prezi, they may spend more time creating their presentation rather than focusing on the content they will be learning/presenting. I would have each student only create one throughout the semester for one of the books that they read, so that they would have plenty of time to experiment with the program and gather their ideas. Explanation of how the project meets the selected teacher standard and student standards INTASC Standards: Having students create their own Prezi on a novel will require them to understand the material they are reading and make connections with present life rather than simply summarizing the novel, as most students tend to do when writing a book report. This meets standard number six because I will be able to assess their learning progress and growth while they are learning to use a new and exciting program. It also meets standard eight because Prezi allows students and teachers to form connections with proper information and use of the features Prezi has to offer. ISTE Standards: Prezi has the ability to meet at least the first three ISTE standards. The creation of a Prezi for a class project will most certainly inspire student learning and creativity. It is asking them to step outside of their box and make connections on their own instead of simply listing facts that someone has already discovered. It is asking them to dig deeper and challenge themselves through creating a new presentation and delivering it in front of their peers. This project will give them tools they can use in their future, while leaving them with a creation they can be proud of after all their hard work. Cite and evaluate educational research related to the tech use (261) Hamm, Patricia H., Ph.D. (2006). Teaching and Persuasive Communication: Class Presentation Skills.The Harriet W. Sheridan Center for Teaching and Learning. Brown University.
I had a hard time finding articles about Prezi because everyone seems to want to make a Prezi about Prezi. Dumb. This article was written pre-Prezi, which I actually found intriguing because Prezi solves much of the setbacks that this article talks about with presentations. The main downfall of most presentation visuals is the fact that presenters try to cram as much information as they can into one slide. This article states that it is best to keep each slide simple and only introduce one idea at a time. With Prezi, you can focus on one idea at a time. It is designed to enhance ideas, and, although the design of Prezi is complex, it is meant to simplify learning. Less text is needed on the pathway, and, therefore, teachers are required to interact with the students more, rather than simply read from an overhead or a Power Point. One thing the article said that made me think was that visual aids can give a speaker a false sense of master on his or her topic. I don't think this is true with Prezi. Prezi requires much more interaction on the speakers part, unless he or she misuses it and inserts an ungodly amount of text. This would defeat the purpose of Prezi. So, in a sense, I think Prezi requires a bit more effort on the teachers part, but it is beneficial for the teacher and the students. |
Wednesday, October 26, 2011
Digital Quizzes
http://www.surveymonkey.com/s/9VJN2F6
Description of and rationale for how the technology might be used with and preferably by students (Bloom's)
Survey Monkey is just one of many programs that can be used to create quizzes or polls for students to participate in. It is an effective digital technology for in-class discussions or student evaluation. They can be used in class or during a students free time. Digital quizzes can be extremely beneficial for online classes. I think it is more beneficial for students to take digital quizzes rather than written ones because they are able to view their results immediately rather than have to wait until the teacher finishes grading them. They are made aware of what areas they need to work on while the material is fresh in their minds. Many of my previous teachers would use such technologies as a review the week before a test. This way students can see where they stand on certain material, and the teacher is made aware of what things s/he needs to go over before the test. It is beneficial for both parties. If students are having trouble understanding a concept, it is made evident through the percentage of correct answers, and the teacher is given time to elaborate on it and help the students to reach their fullest potential. This is the idea of students and teachers being able to evaluate their progress and prepare for future learning. It is a quick and easy way for both teachers and students to receive immediate feedback.
Consideration of struggles for implementation (student, systemic, and/or hardware)
Digital quizzes are definitely a good way for students to evaluate their own progress in learning. A problem with this is the degree to which students take the quizzes seriously. In large lecture classes, it is easy for students to simply hand their clickers to classmates while they skip class. They may also not take the quizzes seriously if they are being graded on participation rather than accuracy. One issue that is always something to think about when using digital technology is the fact that things don't necessarily work all the time. Teachers must have a back-up plan if they lose connection to the Internet or if the receiving device fails to work. If a teacher designs a quiz through one program or technology, the format may not transfer correctly to another.
Consideration of the biases and trade-offs of the technology
If teachers are using digital quizzes outside of class time, they lose the opportunity to give students feedback. A student may receive their results immediately, but they do not get an explanation of why their answers were incorrect. In a written quiz that the teacher takes time to personally grade, they are able to write comments and give students feedback about the correct answers to the questions. Therefore, it is up to the teacher to decide when this technology would be beneficial to students. If used during class time, it is a great opportunity for class discussion of the material, but students are more likely not to take the discussion seriously because of the many distractions in a classroom.
Explanation of how the project meets the selected teacher standard and student standards
INTASC Standards: These in-class quizzes satisfy INTASC standard number six, assessment. The teacher is able to engage students through participation in quizzes such as these, while receiving feedback on how well the students are learning the required material.
ISTE Standards: On the same note, digital quizzes also satisfy ISTE standard number two for the same reason—teachers are able to assess their students' progress throughout the course.
Cite and evaluate educational research related to the tech use (261)
Bonwell, Charles C., Ph.D. (May 2000). Active Learning Workshops. Active Learning: Creating Excitement in the Classroom. Retrieved from http://www.ydae.purdue.edu/lct/hbcu/documents/Active_Learning_Creating_Excitement_in_the_Classroom.pdf.
I agree with most of the information in this article. One thing that really resonated with me was the comment that "learning is not a spectator sport." Learning is supposed to be engaging, not just students memorizing the material their teacher lectures on. There was much emphasis put on interactive learning in this article, and I believe that in-class activities is a great way to keep students engaged and motivated. Students will be much more motivated to learn to learn the information if it is necessary for their current class assignment/quiz/discussion than they will be for a test that is a few weeks away.
Description of and rationale for how the technology might be used with and preferably by students (Bloom's)
Survey Monkey is just one of many programs that can be used to create quizzes or polls for students to participate in. It is an effective digital technology for in-class discussions or student evaluation. They can be used in class or during a students free time. Digital quizzes can be extremely beneficial for online classes. I think it is more beneficial for students to take digital quizzes rather than written ones because they are able to view their results immediately rather than have to wait until the teacher finishes grading them. They are made aware of what areas they need to work on while the material is fresh in their minds. Many of my previous teachers would use such technologies as a review the week before a test. This way students can see where they stand on certain material, and the teacher is made aware of what things s/he needs to go over before the test. It is beneficial for both parties. If students are having trouble understanding a concept, it is made evident through the percentage of correct answers, and the teacher is given time to elaborate on it and help the students to reach their fullest potential. This is the idea of students and teachers being able to evaluate their progress and prepare for future learning. It is a quick and easy way for both teachers and students to receive immediate feedback.
Consideration of struggles for implementation (student, systemic, and/or hardware)
Digital quizzes are definitely a good way for students to evaluate their own progress in learning. A problem with this is the degree to which students take the quizzes seriously. In large lecture classes, it is easy for students to simply hand their clickers to classmates while they skip class. They may also not take the quizzes seriously if they are being graded on participation rather than accuracy. One issue that is always something to think about when using digital technology is the fact that things don't necessarily work all the time. Teachers must have a back-up plan if they lose connection to the Internet or if the receiving device fails to work. If a teacher designs a quiz through one program or technology, the format may not transfer correctly to another.
Consideration of the biases and trade-offs of the technology
If teachers are using digital quizzes outside of class time, they lose the opportunity to give students feedback. A student may receive their results immediately, but they do not get an explanation of why their answers were incorrect. In a written quiz that the teacher takes time to personally grade, they are able to write comments and give students feedback about the correct answers to the questions. Therefore, it is up to the teacher to decide when this technology would be beneficial to students. If used during class time, it is a great opportunity for class discussion of the material, but students are more likely not to take the discussion seriously because of the many distractions in a classroom.
Explanation of how the project meets the selected teacher standard and student standards
INTASC Standards: These in-class quizzes satisfy INTASC standard number six, assessment. The teacher is able to engage students through participation in quizzes such as these, while receiving feedback on how well the students are learning the required material.
ISTE Standards: On the same note, digital quizzes also satisfy ISTE standard number two for the same reason—teachers are able to assess their students' progress throughout the course.
Cite and evaluate educational research related to the tech use (261)
Bonwell, Charles C., Ph.D. (May 2000). Active Learning Workshops. Active Learning: Creating Excitement in the Classroom. Retrieved from http://www.ydae.purdue.edu/lct/hbcu/documents/Active_Learning_Creating_Excitement_in_the_Classroom.pdf.
I agree with most of the information in this article. One thing that really resonated with me was the comment that "learning is not a spectator sport." Learning is supposed to be engaging, not just students memorizing the material their teacher lectures on. There was much emphasis put on interactive learning in this article, and I believe that in-class activities is a great way to keep students engaged and motivated. Students will be much more motivated to learn to learn the information if it is necessary for their current class assignment/quiz/discussion than they will be for a test that is a few weeks away.
Wednesday, September 28, 2011
Flip Cam
- Links to or pictures/videos of technology artifacts
Description of and rationale for how the technology might be used with and preferably by students (Bloom's)
Flip Cam and other recording devices are simply digital technologies that require little set-up time. They are convenient in the sense that almost every computer has a recording device of some sort. Students could use them in the classroom or in private library rooms during school hours if they do not have access to one at home. These devices would be beneficial for students in speech classes. Many students feel awkward reciting speeches in front of a mirror or to family members, so this is a way in which they are able to practice for an audience without having an audience. This idea highlights Bloom's top two tiers of learning. Students are creating, not only their speeches, but also, the videos, learning to utilize certain technologies they have available to them. Evaluating is the main reason I would want students to record themselves giving their speech. It is easy to dismiss criticism from other students and teachers as something other than their review of your performance. This way, a student is able to recognize for his/herself what he/she needs to work on. It will create a better understanding for students, helping them learn the qualities of a good speaker through observation rather than just being lectured or critiqued. It is also my hope that, by practicing and working on improving one's ability, it will give the student confidence in his/herself when required to perform in front of peers.
Consideration of struggles for implementation (student, systemic, and/or hardware)
The schools would have to provide computers/cameras and time for students who do not have access to such devices at home. This may take out of class time or single out the students who do not have the means to complete the project at home. If the school has multiple cubicles or study rooms, it would be a great in-class assignment.
Consideration of the biases and trade-offs of the technology
Students may neglect to perform their speeches in front of an actual audience if given the option to use self-analysis through Flip Cam. This could create additional anxiety for students when forced to perform in front of their peers.
Explanation of how the project meets the selected teacher standard and student standards
INTASC Standards:
6. Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
This is an engaging project for middle school and high school students because it gives them the opportunity to evaluate/critique themselves and possibly their classmates. By watching themselves speak on camera, they get to see how others may perceive their actions, which is a huge concern for this age group. They want to know how they look to their peers, so this aspect will most likely appeal to them. They are able to see themselves grow with each recording that they do. It may also be a way for the teacher to monitor the students' growth by requiring the students to e-mail their videos to him or her. This allows the teacher to see how far each student comes from his or her first attempt. Not all students are comfortable in front of an audience of any sort, so this is away to compare the student to his or herself rather than to the rest of the class.
ISTE Standards:
1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
This project will strike student interest in learning to better themselves as public speakers because it allows them to partake in things that intrigues them, critiquing themselves and creating videos. They may be motivated to do this project because of the technology rather than the actual learning process, but it will better them as speakers because they are able to record as many videos as they want until they perfect their speech.
Cite and evaluate educational research related to the tech use (261)
Mehta, Diana (2011, September 13). The Telegram. Retrieved from http://www.thetelegram.com/Arts---Life/2011-09-13/article-2746764/Video-in-the-classroom-keeps-digitally-savvy-students-engaged-in-learning/1
Description of and rationale for how the technology might be used with and preferably by students (Bloom's)
Flip Cam and other recording devices are simply digital technologies that require little set-up time. They are convenient in the sense that almost every computer has a recording device of some sort. Students could use them in the classroom or in private library rooms during school hours if they do not have access to one at home. These devices would be beneficial for students in speech classes. Many students feel awkward reciting speeches in front of a mirror or to family members, so this is a way in which they are able to practice for an audience without having an audience. This idea highlights Bloom's top two tiers of learning. Students are creating, not only their speeches, but also, the videos, learning to utilize certain technologies they have available to them. Evaluating is the main reason I would want students to record themselves giving their speech. It is easy to dismiss criticism from other students and teachers as something other than their review of your performance. This way, a student is able to recognize for his/herself what he/she needs to work on. It will create a better understanding for students, helping them learn the qualities of a good speaker through observation rather than just being lectured or critiqued. It is also my hope that, by practicing and working on improving one's ability, it will give the student confidence in his/herself when required to perform in front of peers.
Consideration of struggles for implementation (student, systemic, and/or hardware)
The schools would have to provide computers/cameras and time for students who do not have access to such devices at home. This may take out of class time or single out the students who do not have the means to complete the project at home. If the school has multiple cubicles or study rooms, it would be a great in-class assignment.
Consideration of the biases and trade-offs of the technology
Students may neglect to perform their speeches in front of an actual audience if given the option to use self-analysis through Flip Cam. This could create additional anxiety for students when forced to perform in front of their peers.
Explanation of how the project meets the selected teacher standard and student standards
INTASC Standards:
6. Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
This is an engaging project for middle school and high school students because it gives them the opportunity to evaluate/critique themselves and possibly their classmates. By watching themselves speak on camera, they get to see how others may perceive their actions, which is a huge concern for this age group. They want to know how they look to their peers, so this aspect will most likely appeal to them. They are able to see themselves grow with each recording that they do. It may also be a way for the teacher to monitor the students' growth by requiring the students to e-mail their videos to him or her. This allows the teacher to see how far each student comes from his or her first attempt. Not all students are comfortable in front of an audience of any sort, so this is away to compare the student to his or herself rather than to the rest of the class.
ISTE Standards:
1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
This project will strike student interest in learning to better themselves as public speakers because it allows them to partake in things that intrigues them, critiquing themselves and creating videos. They may be motivated to do this project because of the technology rather than the actual learning process, but it will better them as speakers because they are able to record as many videos as they want until they perfect their speech.
Cite and evaluate educational research related to the tech use (261)
Mehta, Diana (2011, September 13). The Telegram. Retrieved from http://www.thetelegram.com/Arts---Life/2011-09-13/article-2746764/Video-in-the-classroom-keeps-digitally-savvy-students-engaged-in-learning/1
Sunday, August 28, 2011
First Day of Class
Technology is not something I am confident with, so when I discovered I had to take a course centered on the subject my nerves for the semester heightened. Education Technology was my first class at Drake, so, not only was I nervous about taking on a new level of education, but also, I was concerned about being behind the class in something society expects us to be experts in. After not being able to log in to my Drake account and feeling like an idiot, I was please to find that there were students from a variety of backgrounds and different levels of experience with technology. Hopefully that means some of us will be learning (struggling) together and receiving assistants from our more advanced classmates.
Aside from my fear of not knowing what the heck I am doing, I am excited to learn more about the many tools and techniques available to teachers. I think technology is a wonderful development when not abused. I lack much knowledge of the new and up-and-coming technological devices teachers are using to enhance their learning environments for students, so I am looking forward to learning the basics and hope to grow from there. One thing I was pleased to hear the first day is that we are also going to be discussing the tradeoffs of using technology. I am hesitant about relying on technology to make things easier in my life. So it was comforting to know that I am not the only skeptical one.
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