Global Perspectives by Robert B. Kozma
In this article, Kozma offers a compare and contrast model of traditional classrooms versus classrooms in which technology is effectively integrated into the curriculum. He also touches on the reality that other countries do not have the accessibility to resources such as computers that we have in the United States. He factors this in to his research, but explains that this issue is not simply about the wealth of the school. Rather, some schools with a lot of money and resources do not utilize them to the fullest extent, while those without much money may use their one computer extremely effectively. This was a very interesting point.
Q1: In my own experience, where did my schools fit in to this spectrum?
A1: I remember in elementary school we had at least two computers in our classroom. However, we rarely used them. Instead, they were a resource the teacher used as positive reinforcement for the two "problem children" in our class. If they behaved well that day, they were rewarded with an allotted amount of time on the computer. I'm sure the teacher could have found a way for the rest of her students to use the technology in an effective and useful manner.
Q2: How would I ensure the utilization of technology in my own classroom, whether or not our resources were limited?
A2: If I only had one computer to work with, perhaps I could have the students rotate turns using it. Maybe we would have a raffle for each assignment we do in class, and whoever won would be granted the opportunity to type out their assignment on the computer. Also, I could hook up that one computer to a projector so that I could show students how to accomplish certain tasks without needing a computer for each student. Then, throughout the day they could take turns attempting those tasks on the machine.
Wednesday, April 15, 2009
Wednesday, April 8, 2009
Journal 8: Problem-Solving Software, Equity, and the Allocation of Roles
Problem-Solving Software, Equity, and the Allocation of Roles by Jackie Stokes
Jackie Stokes touches on great strategies to enhance students' problem solving abilities. Through the use of problem-solving software, students can increase their own abilities while simultaneously learning how to work cooperatively in groups. Student reflections will allow the teacher to assess the effectiveness of the activity. Students can explain how decisions were made to clarify whether one or a few students dominated, or if the group worked well as a cooperative unit. In addition, students can show how conflicts were resolved within the group, allowing them to learn problem-solving strategies in group situations as well as in an academic scenario.
Q1: If the students are not working well in a group, how could I as a teacher help them to be more cooperative in a group dynamic?
A1: Perhaps I could give each student a designated position so that they are each responsible for a different part of the project. For example, one student could be the facilitator, making sure everyone has a voice and everyone is on task. Another student could be the recorder, listing any conflicts the group faced, or strategies they struggled with. If each student has a job, they will take more responsibility for their position while resisting the urge to take over someone else's job. Ultimately, the goal is that the group of individuals will work as a unit.
Q2: If there are conflicts within the group, how could they be resolved?
A2: Of course, I would have to assess where the real problem lies, but I would try to have the students resolve the conflict to the best of their ability before I got involved. This would teach them a valuable lesson about working together. Hopefully working through these issues on their own will help them work better together in the end.
Jackie Stokes touches on great strategies to enhance students' problem solving abilities. Through the use of problem-solving software, students can increase their own abilities while simultaneously learning how to work cooperatively in groups. Student reflections will allow the teacher to assess the effectiveness of the activity. Students can explain how decisions were made to clarify whether one or a few students dominated, or if the group worked well as a cooperative unit. In addition, students can show how conflicts were resolved within the group, allowing them to learn problem-solving strategies in group situations as well as in an academic scenario.
Q1: If the students are not working well in a group, how could I as a teacher help them to be more cooperative in a group dynamic?
A1: Perhaps I could give each student a designated position so that they are each responsible for a different part of the project. For example, one student could be the facilitator, making sure everyone has a voice and everyone is on task. Another student could be the recorder, listing any conflicts the group faced, or strategies they struggled with. If each student has a job, they will take more responsibility for their position while resisting the urge to take over someone else's job. Ultimately, the goal is that the group of individuals will work as a unit.
Q2: If there are conflicts within the group, how could they be resolved?
A2: Of course, I would have to assess where the real problem lies, but I would try to have the students resolve the conflict to the best of their ability before I got involved. This would teach them a valuable lesson about working together. Hopefully working through these issues on their own will help them work better together in the end.
Thursday, March 26, 2009
Journal 7: Teaching in the One-to-One Classroom
Teaching in the One-to-One Classroom by Alice Owen, Sam Farsaii, Gerald Knezek and Rhonda Christensen
In this article, the authors stress the importance of "letting go" of old teaching models. The "stand and deliver" method of the past will no longer prove effective in this day and age where technology is utilized in the classroom. If every student has a laptop, this type of instruction will render a meaningless state, prompting us as educators to move on to a more differentiated instruction. Through an instructional strategy of guiding and facilitating student learning, we can open the door to a new style of learning for students, allowing for further growth and engagement in the classroom.
Q1: If I worked at a school with less funding, how would I get my students lap tops so that they too could share in this one-to-one style classroom?
A1: Perhaps I could arrange fundraisers through the district, or even write to a computer company about the importance of computers in the classroom. Maybe with statistics to back up my plea, donors would feel inclined to help broaden the learning scope of today's youth. Hopefully, the government will stop cutting funding for schools and teachers, but until then I hope some of my other ideas would warrant positive results.
Q2: How will I alter my teaching to allow for a one-to-one classroom to thrive?
A2: As the article suggested, I would focus more on group work rather than direct teaching. This way, students are becoming more independent in their learning, but are also able to share ideas and strategies with classmates. This will help increase the diversity of concepts in the classroom, as well as teach students how to work cooperatively and respectfully in a group.
In this article, the authors stress the importance of "letting go" of old teaching models. The "stand and deliver" method of the past will no longer prove effective in this day and age where technology is utilized in the classroom. If every student has a laptop, this type of instruction will render a meaningless state, prompting us as educators to move on to a more differentiated instruction. Through an instructional strategy of guiding and facilitating student learning, we can open the door to a new style of learning for students, allowing for further growth and engagement in the classroom.
Q1: If I worked at a school with less funding, how would I get my students lap tops so that they too could share in this one-to-one style classroom?
A1: Perhaps I could arrange fundraisers through the district, or even write to a computer company about the importance of computers in the classroom. Maybe with statistics to back up my plea, donors would feel inclined to help broaden the learning scope of today's youth. Hopefully, the government will stop cutting funding for schools and teachers, but until then I hope some of my other ideas would warrant positive results.
Q2: How will I alter my teaching to allow for a one-to-one classroom to thrive?
A2: As the article suggested, I would focus more on group work rather than direct teaching. This way, students are becoming more independent in their learning, but are also able to share ideas and strategies with classmates. This will help increase the diversity of concepts in the classroom, as well as teach students how to work cooperatively and respectfully in a group.
Friday, March 13, 2009
Journal 6: Grow Your Personal Learning Network
Grow Your Personal Learning Network by David Warlick
PLNs or personal learning networks are a great way to get people connected. Originally, I thought of this type of network as a social connect, joining people from all over the country in an effort for people to have their voices heard, or just to keep in touch with faraway friends. However, I never imagined PLNs could be such a great informative tool. Educators can share lesson plans, ideas. We can discuss issues with teachers on the other side of the country, or even in other countries for that matter. I will certainly look at PLNs as a tool I can use as a future teacher, rather than simply a site where people post pictures of themselves from the previous weekend. :)
Q1: How could I utilize PLNs as a teacher?
A1: As a new teacher, PLNs would be a great way for me to get in touch with more experienced teachers. Perhaps I'd be introduced to lesson plans, or ideas of how to better manage my classroom. Any tips I could find would definitely help jumpstart my teaching career.
Q2: Would PLNs be a good tool for students as well?
A2: As a current student, I definitely think PLNs would be a great educational tool for students as well as teachers. These networks could offer students a different point of view on an issue, or even ideas for a future project. Whatever the case may be, it seems like getting in touch with people we wouldn't normally have access to is always a new and exciting advancement in the world of technology.
PLNs or personal learning networks are a great way to get people connected. Originally, I thought of this type of network as a social connect, joining people from all over the country in an effort for people to have their voices heard, or just to keep in touch with faraway friends. However, I never imagined PLNs could be such a great informative tool. Educators can share lesson plans, ideas. We can discuss issues with teachers on the other side of the country, or even in other countries for that matter. I will certainly look at PLNs as a tool I can use as a future teacher, rather than simply a site where people post pictures of themselves from the previous weekend. :)
Q1: How could I utilize PLNs as a teacher?
A1: As a new teacher, PLNs would be a great way for me to get in touch with more experienced teachers. Perhaps I'd be introduced to lesson plans, or ideas of how to better manage my classroom. Any tips I could find would definitely help jumpstart my teaching career.
Q2: Would PLNs be a good tool for students as well?
A2: As a current student, I definitely think PLNs would be a great educational tool for students as well as teachers. These networks could offer students a different point of view on an issue, or even ideas for a future project. Whatever the case may be, it seems like getting in touch with people we wouldn't normally have access to is always a new and exciting advancement in the world of technology.
Wednesday, March 4, 2009
Journal 5: Let High Standards Drive Creativity and Innovation
Let High Standards Drive Creativity and Innovation by Anita McAnear
In this article, Anita McAnear makes a very interesting connection between businesses and schools. She explains that the standards and regulations in business, although not a favorite of the companies involved, actually create a competitive atmosphere driven by a "positive cycle of creativity, innovation, and growth." She then makes the connection to educators and students. I love her idea of creative teams of teachers working together to "improve their practice and learning for students."
Q1: If teams of teachers and administrators did come together to establish standards, how would they assess whether these goals are realistically attainable by students?
A1: Perhaps teachers could try out these standards on students and adjust them based on the students' performance. If the standards are too low, they could be altered. If they seem too high, maybe the teachers and administrators could explore creative and innovative ways to reach the students with the difficult information through "online tools and resources."
Q2: Are standardized tests the best and only way to assess whether students are meeting the standards and benchmarks set in place?
A2: I don't think so. I don't necessarily have a solution, but maybe projects and other types of assessments could be utilized in order to assess students of various learning styles. I know with learning disabled students, often it is difficult to read and take a timed test. Perhaps they know the material, but are unable to display their knowledge simply because a standardized test doesn't allow them to present their mastery in the most efficient way possible. Hopefully, through a variety of assessments, teachers will have a better idea of how much their students are learning, and whether or not they are truly understanding the material and meeting the standards.
In this article, Anita McAnear makes a very interesting connection between businesses and schools. She explains that the standards and regulations in business, although not a favorite of the companies involved, actually create a competitive atmosphere driven by a "positive cycle of creativity, innovation, and growth." She then makes the connection to educators and students. I love her idea of creative teams of teachers working together to "improve their practice and learning for students."
Q1: If teams of teachers and administrators did come together to establish standards, how would they assess whether these goals are realistically attainable by students?
A1: Perhaps teachers could try out these standards on students and adjust them based on the students' performance. If the standards are too low, they could be altered. If they seem too high, maybe the teachers and administrators could explore creative and innovative ways to reach the students with the difficult information through "online tools and resources."
Q2: Are standardized tests the best and only way to assess whether students are meeting the standards and benchmarks set in place?
A2: I don't think so. I don't necessarily have a solution, but maybe projects and other types of assessments could be utilized in order to assess students of various learning styles. I know with learning disabled students, often it is difficult to read and take a timed test. Perhaps they know the material, but are unable to display their knowledge simply because a standardized test doesn't allow them to present their mastery in the most efficient way possible. Hopefully, through a variety of assessments, teachers will have a better idea of how much their students are learning, and whether or not they are truly understanding the material and meeting the standards.
Monday, February 23, 2009
Journal 4: Transforming School Communities
Transforming School Communities by Helen Soule
Soule presents a wonderful interactive way for parents, teachers,
and administrators to really open the lines of communication
through the internet. Suggestions of blogs and online discussion
boards would allow for members of the community to get involved
and share ideas with those in a position to actually make those
changes. Also, rather than assuming kids will make it home with
messages from the school, technology presents a far more efficient
and successful way for teachers and administrators to communicate
with parents.
Q1: If I were to integrate technology as a source of communication
between parents and the school, how would I ensure that every
suggestion is heard?
A1: Perhaps we could arrange for a parent or administrator to
manage the blog. After a week or so of discussion, that blog manager
could summarize the discussion and bring those ideas to the school.
Therefore, the main ideas are being heard without the repetitive
nature of similar suggestions.
Q2: How could I organize the blog so that different topics are being
discussed individually, rather than one blog serving as the sole
grounds for ranting?
A2: Perhaps we could organize a number of blogs, each serving a
main topic. Maybe at the beginning of the month we could decide
on some main ideas, and then parents and families, maybe even
teachers, could have open discussions about that one topic without
other topics overshadowing its importance.
and administrators to really open the lines of communication
through the internet. Suggestions of blogs and online discussion
boards would allow for members of the community to get involved
and share ideas with those in a position to actually make those
changes. Also, rather than assuming kids will make it home with
messages from the school, technology presents a far more efficient
and successful way for teachers and administrators to communicate
with parents.
Q1: If I were to integrate technology as a source of communication
between parents and the school, how would I ensure that every
suggestion is heard?
A1: Perhaps we could arrange for a parent or administrator to
manage the blog. After a week or so of discussion, that blog manager
could summarize the discussion and bring those ideas to the school.
Therefore, the main ideas are being heard without the repetitive
nature of similar suggestions.
Q2: How could I organize the blog so that different topics are being
discussed individually, rather than one blog serving as the sole
grounds for ranting?
A2: Perhaps we could organize a number of blogs, each serving a
main topic. Maybe at the beginning of the month we could decide
on some main ideas, and then parents and families, maybe even
teachers, could have open discussions about that one topic without
other topics overshadowing its importance.
Software Review: Learning.com
Web Browsing: Research and Citing Sources Grades 6-8
Review
Throughout the tutorials, I often felt that some of the information was simply a refresher course on things I already knew. However, the tutorials really helped to fill in the blanks about things I never really thought about. For example, I knew to type the name of the website in order to bring it up, but I was unaware of what the term "URL" actually stood for. In addition, I did not know what each part of the URL meant. These pieces of information did not necessarily help me navigate through the internet better, but I do feel more informed about the internet in general.
There may be some issues with kids searching for information on the internet, as keywords sometimes don't bring up the information we are looking for. Perhaps I can offer some suggestions to help them make each search as efficient as possible. In addition, it would be nice if I could offer some examples to assist them in their research. This will save time and make the time we do have more worthwhile.
The only problem I had was when I forgot to save the picture of my quiz the first time around, and was forced to take it again in order to get a snapshot. This really didn't have anything to do with the software though, which I thought was very self explanatory and fun. They did a great job using pictures in the lessons for visual learners like myself.
ISTE NETS Standards for Students
Browsing Basics
URLs
Web Search
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
c. collect and analyze data to identify solutions and/or make informed decisions.
Validity and Sourcing
Review
Throughout the tutorials, I often felt that some of the information was simply a refresher course on things I already knew. However, the tutorials really helped to fill in the blanks about things I never really thought about. For example, I knew to type the name of the website in order to bring it up, but I was unaware of what the term "URL" actually stood for. In addition, I did not know what each part of the URL meant. These pieces of information did not necessarily help me navigate through the internet better, but I do feel more informed about the internet in general.
There may be some issues with kids searching for information on the internet, as keywords sometimes don't bring up the information we are looking for. Perhaps I can offer some suggestions to help them make each search as efficient as possible. In addition, it would be nice if I could offer some examples to assist them in their research. This will save time and make the time we do have more worthwhile.
The only problem I had was when I forgot to save the picture of my quiz the first time around, and was forced to take it again in order to get a snapshot. This really didn't have anything to do with the software though, which I thought was very self explanatory and fun. They did a great job using pictures in the lessons for visual learners like myself.
ISTE NETS Standards for Students
Browsing Basics
| 5. | Digital Citizenship | ||
| Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: | |||
|
| 6. | Technology Operations and Concepts | ||||
| Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: | |||||
|
| 1. | Creativity and Innovation | ||
| Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: | |||
|
| 2. | Communication and Collaboration | ||
| Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: | |||
|
| 6. | Technology Operations and Concepts | ||||
| Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: | |||||
|
Web Search
| 3. | Research and Information Fluency |
| Students apply digital tools to gather, evaluate, and use information. Students: |
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
| 4. | Critical Thinking, Problem Solving, and Decision Making |
| Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: |
| 5. | Digital Citizenship | |||
| Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: | ||||
|
| 6. | Technology Operations and Concepts | ||||
| Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: | |||||
|
Validity and Sourcing
| 1. | Creativity and Innovation | ||
| Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: | |||
|
| 2. | Communication and Collaboration | ||||
| Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: | |||||
|
| 5. | Digital Citizenship | ||||
| Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: | |||||
|
| 6. | Technology Operations and Concepts | ||||
| Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: | |||||
|
file:///Users/moriz001/Desktop/Karen-web-quiz.png
Citations
(2007). Easy Tech Tutorials. Available from:
http://www.learning.com/
(2007). ISTE NETS for Students. Available from: http://www.iste.org/Content/NavigationMenu/
NETS/ForStudents/2007Standards/
NETS_for_Students_2007.htm
Citations
(2007). Easy Tech Tutorials. Available from:
http://www.learning.com/
(2007). ISTE NETS for Students. Available from: http://www.iste.org/Content/NavigationMenu/
NETS/ForStudents/2007Standards/
NETS_for_Students_2007.htm
Wednesday, February 18, 2009
Making Sense Through the Senses
Diversity and Understanding
Christy Curtis
Growing up I have noticed that I have a variety of skills and interests which led me to decide on a liberal studies major. I understand the importance of diversity and teaching different students. I volunteer at a camp for children who are in the foster care system and they all come from different backgrounds.
I also stress the importance of inclusion within education and daily life. I work with a seven year old girl who underwent a traumatic brain injury. By working with her and her family these past three years, I have broadened my scope of what education means to each child. It has also increased my care and compassion for those considered "different."
This past summer I helped teach preschoolers and tutor elementary school children at a community organization site in Mexico. I had the opportunity to collaborate with the other teachers to create a class schedule and choose teaching materials. During this experience I saw and worked with students and teachers with very little income. We had second hand books and often made our own copies by drawing. All of these experiences have given me a different outlook on what it means to be a teacher and creative ways to use what you have.
Email: c.curtis422@gmail.com
Blog: Christy's Blog
The Arts
Christy Curtis
Though I enjoyed numerous subjects in school including math, literature and writing, I have always preferred the arts. Theater and music especially inspired me. 
In high school, it was drama class that forced my out of my shell and where I really gained confidence in expressing myself. I understand that with budget cuts and funding issues often the arts or physical education are the first to go. However, it is often the arts that open children to creativity and channel energy. They are also opportunities for students to learn how to engage in social interaction and use "life skills" and gain confidence which will affect their learning in other areas.
Christy Curtis
I am most interested in teaching fourth grade students. I enjoy the ages where learning is still relatively new and exciting. Also, it is an age group where kids have developed their personalities but are still not too self-conscious to perform and act "silly" in front of other people. In fourth grade they are developing how to express emotions and start improvising.
Link to some teacher resources for creative drama: Creative Drama
Link to Art Content Standards: Fourth Grade Arts CA Content StandardsBalancing Act
Karen Morizi
As an aspiring teacher, I will use my experience in school to reach all of my students, regardless of their level of intelligence. If I find a student is bored because the material is too easy, I will make sure I find a way to challenge them. However, at the same time, I will make sure to get lower level students caught up without babying them. Another strategy I'd like to employ would be an inclusion-based teaching in which the students balance each other's strengths and weaknesses. For example, it would benefit a lower-level student to work with a gifted student academically, but it would also benefit the gifted student in terms of other skills; in my case, time management.
Email: moriz001@cougars.csusm.edu
Blog: http://karenmorizi.blogspot.com/
Right & Left Brain Unite
In my own schooling, I was always good at math and language arts. It seems humorous that the two would encompass my best subjects, as one is so logical and based on reasoning while the other allows my imagination to run wild and explore different realms of creativity. However, I believe the fact that I can adjust to either way of thinking will help make me a better teacher. I will have the luxury of understanding students who are more dominantly right-brained or left-brained. This will also help me to reach more of my students in the sense that I can use a variety of teaching styles to ensure that all of my students understand the material.
My personal experience in the elementary grades led me to believe that school was easy. I was an exceptional speller, I was proficient in math, and reading and didn't find the need to study for any sort of testing we were asked to endure. Then in junior high school I found myself slipping a little. I was placed in honors courses for math and English, but I started losing interest in school. From my prior school experience, I had never learned how to study. I had never needed to study. This proved to be a real challenge to me. On top of never learning to study, my time management skills were seemingly non existent. This added to the challenge.
As an aspiring teacher, I will use my experience in school to reach all of my students, regardless of their level of intelligence. If I find a student is bored because the material is too easy, I will make sure I find a way to challenge them. However, at the same time, I will make sure to get lower level students caught up without babying them. Another strategy I'd like to employ would be an inclusion-based teaching in which the students balance each other's strengths and weaknesses. For example, it would benefit a lower-level student to work with a gifted student academically, but it would also benefit the gifted student in terms of other skills; in my case, time management.
Email: moriz001@cougars.csusm.edu
Blog: http://karenmorizi.blogspot.com/
Karen Morizi
When I first decided I wanted to be a teacher, I envisioned myself teaching kindergarten, and perhaps first or second grade if need be. However, the more I am learning in my education courses, the more open I have become to teaching the later elementary grades (third through sixth). At present, I have decided to be open minded to the idea of teaching any of the elementary grades, as I believe each would offer a different yet exciting new experience.
Monday, February 16, 2009
Journal 3: Let's Welcome, Not Fear, Online Learning
Let's Welcome, Not Fear, Online Learning by Anita McAnear
I love the way Clayton M. Christensen put the concept of online learning in the book he co-authored, Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. Innovative technology incorporated into the classroom is "disruptive" when compared to conventional methods, but I believe the implication here is a good one. Technology is disruptive in a very positive way in that it bridges gaps that teachers have struggled with in the past.
Q1: When I become a teacher, how will I incorporate technology into my classroom?
A1: I love Christensen's suggestion that the internet can provide content, tools or even a tutor to assist with the lessons students are learning in the classroom. I will certainly integrate the internet in my classroom in order to reach students of all learning styles. Also, it will be extremely beneficial in producing a classroom full of independent learners.
Q2: In order to incorporate the internet into my classroom, will I have to take up extra time teaching students how to navigate online?
A2: It seems in this day and age, students are learning how to use the computer and even the internet at such a young age, it may not even be an issue. But in the case that even one student does not understand, I could offer a short tutorial at the beginning of class to get them started. If there are still questions, it would be a great lesson to the students that their peers can help them learn as well as the teacher. Also, they may struggle with some things, but through persistence they can learn independently and figure out the answers on their own.
I love the way Clayton M. Christensen put the concept of online learning in the book he co-authored, Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. Innovative technology incorporated into the classroom is "disruptive" when compared to conventional methods, but I believe the implication here is a good one. Technology is disruptive in a very positive way in that it bridges gaps that teachers have struggled with in the past.
Q1: When I become a teacher, how will I incorporate technology into my classroom?
A1: I love Christensen's suggestion that the internet can provide content, tools or even a tutor to assist with the lessons students are learning in the classroom. I will certainly integrate the internet in my classroom in order to reach students of all learning styles. Also, it will be extremely beneficial in producing a classroom full of independent learners.
Q2: In order to incorporate the internet into my classroom, will I have to take up extra time teaching students how to navigate online?
A2: It seems in this day and age, students are learning how to use the computer and even the internet at such a young age, it may not even be an issue. But in the case that even one student does not understand, I could offer a short tutorial at the beginning of class to get them started. If there are still questions, it would be a great lesson to the students that their peers can help them learn as well as the teacher. Also, they may struggle with some things, but through persistence they can learn independently and figure out the answers on their own.
Wednesday, February 4, 2009
Journal 2: Student Views of Hybrid Learning
Student Views of Hybrid Learning: A One-Year Exploratory Study by Qiuyun Lin
In my experience with online courses, I struggled with the format. I felt lost. I had to make it a point to stay on top of the work and reading in order to fare well. In the end, I did well but had to work harder to that end. I was in charge of managing my time and teaching myself the material which took a lot of focus and energy. In the findings of the article, although students perceived they learned more through FTF instruction, their course performance was no different than the online students, as mine had been. Researchers related their findings to different learning styles of students.
Q1: Do students manage to do well in online classes simply because they are forced to push themselves to be independent learners?
A1: I think so. Although it was difficult for me, being in an online class forced me to take responsibility for what I learned.
Q2: Would a hybrid course offer the best of both worlds?
A2: Yes. Although I did become a more independent learner in the online course, it took an excessive amount of time to absorb the material. Therefore, a hybrid class would be more effective for a wider range of learners. Our Educ 422 class is a good example. When I am lost, the face time at the beginning is really helpful. Yet, from that point on I am responsible for what I get done in the allotted time. This way, I am absorbing the information faster, but still able to work independently.
In my experience with online courses, I struggled with the format. I felt lost. I had to make it a point to stay on top of the work and reading in order to fare well. In the end, I did well but had to work harder to that end. I was in charge of managing my time and teaching myself the material which took a lot of focus and energy. In the findings of the article, although students perceived they learned more through FTF instruction, their course performance was no different than the online students, as mine had been. Researchers related their findings to different learning styles of students.
Q1: Do students manage to do well in online classes simply because they are forced to push themselves to be independent learners?
A1: I think so. Although it was difficult for me, being in an online class forced me to take responsibility for what I learned.
Q2: Would a hybrid course offer the best of both worlds?
A2: Yes. Although I did become a more independent learner in the online course, it took an excessive amount of time to absorb the material. Therefore, a hybrid class would be more effective for a wider range of learners. Our Educ 422 class is a good example. When I am lost, the face time at the beginning is really helpful. Yet, from that point on I am responsible for what I get done in the allotted time. This way, I am absorbing the information faster, but still able to work independently.
Wednesday, January 28, 2009
Journal 1: Chatting It Up Online
Chatting It Up Online by Pamela Livingston
This article opened my eyes to the possibilities of using technology in the classroom as an interactive tool. The teachers and administrators at a school in Philadelphia were able to connect students through an internet chat to the author of a book they had read in class. After working out the kinks, ensuring the technology would work, and preparing questions for the author ahead of time, the students were able to get their questions answered in "real time." The internet provided a virtual conversation in which the whole class could take part.
Q1: If I were to arrange this type of "virtual conversation" in my own classroom, how would I ensure that all my students are able to participate?
A1: I suppose having each and every student offer their own question would give them all a chance to feel involved and important. That way, every student has an original question for the author that no one else shares.
Q2: How would I deal with a shortage of computers for this type of interaction?
A2: Hopefully, if every student has their own question, the author would be answering that particular student's inquiry. Therefore, the students would really feel like a part of this conversation, whether or not each student typed their question. If more computers were available, perhaps the students could take turns typing their questions. Whatever the situation, I would make an effort for every student to feel involved as an integral part of the virtual conversation.
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