3 Things Learned
1. While the other chapters of the book cover areas that are important to disability students and all students, the biggest problem for disability students is accessibility.
2. Providing alternative resources and assistive devices to students with special needs is possibly one of the best options and is what makes integration into special needs or disability students so encouraging.
3. Inclusion is the process of including special education students into the general education classroom in which case all future teachers need to be aware of the strategies for helping special education students with technology integration.
2 Connections
1. Knowing now about inclusion and how it came about I can now better prepare myself when I may come across a situation with special education students and my eventual need to integrate them not only with their fellow classmates but with technology as well.
2. Many of the programs listed in the writing skills and reading skills section may eventually be extremely important since I will be an English teacher. One in particular that I liked was Write: OutLoud which allows students to hear what they have written.
1 Question
What can I do to help students if I'm in a position where assistive technology devices are nonexistent and funding is lacking in that area?
Sunday, November 28, 2010
Sunday, November 14, 2010
Chapter 14 Response
3 Things Learned
1. With video a PE teacher could show and point to exactly what a student might be doing wrong with a certain action or motion in certain sports.
2. For health education I really liked the idea on using a webquest to have students research or look up certain health aspects. In this way students can have an interactive way of processing the information rather than straight up direct instruction.
3. I also liked the interdisciplinary instruction approach to teaching health or physical education. Including math and/or science into the teaching of these areas can put into perspective the importance or reason for physical and health education
2 Connections
1. With certain students it can be difficult finding things to write about in the English discipline. But with some students who are very sport oriented, this provides a great topic for them to maybe relay through writing.
2. Continuing the interdisciplinary look at things students could learn the science, learn the process by doing it, and then learn how to write about it.
1 Question
How could I find a way to integrate health education into a lesson on literature?
1. With video a PE teacher could show and point to exactly what a student might be doing wrong with a certain action or motion in certain sports.
2. For health education I really liked the idea on using a webquest to have students research or look up certain health aspects. In this way students can have an interactive way of processing the information rather than straight up direct instruction.
3. I also liked the interdisciplinary instruction approach to teaching health or physical education. Including math and/or science into the teaching of these areas can put into perspective the importance or reason for physical and health education
2 Connections
1. With certain students it can be difficult finding things to write about in the English discipline. But with some students who are very sport oriented, this provides a great topic for them to maybe relay through writing.
2. Continuing the interdisciplinary look at things students could learn the science, learn the process by doing it, and then learn how to write about it.
1 Question
How could I find a way to integrate health education into a lesson on literature?
Sunday, November 7, 2010
Classroom Assessment: Minute by Minute, Day by Day Response
3 things learned
1. I really liked the reference to quality assurance and quality control. As the article articulated assessment for learning requires an ongoing recognition of having to adjust and the quality of the learning.
2. Clarifying intentions and expectations for the students I believe is possibly one of the best methods for getting the students to participate better in class. Once a teacher or anybody can level with the student and tell them why they do what they do the student will most likely be more apt to do a better job with the material.
3. Providing feedback that moves students forward is something I'm not sure if I considered, but is definitely something that is very important because if I were to just say good job and hand an assignment back what would the student really get from that feedback besides satisfaction that I approved.
2 Connections
1. The one I like most is providing feedback that moves students forward. With this I could encourage students to pursue an idea for a project or help them to further concrete a certain topic that we might be discussing.
2. I would like to encourage the 'owners of their learning' as the article put it. Once a student can feel responsible for what they have learned or what they need to learn they can then be more likely to want to do well.
1 Question
1. How can I best accomplish implementation of assessment for learning into my own instructional strategies, as well as my own technology instructional strategies?
1. I really liked the reference to quality assurance and quality control. As the article articulated assessment for learning requires an ongoing recognition of having to adjust and the quality of the learning.
2. Clarifying intentions and expectations for the students I believe is possibly one of the best methods for getting the students to participate better in class. Once a teacher or anybody can level with the student and tell them why they do what they do the student will most likely be more apt to do a better job with the material.
3. Providing feedback that moves students forward is something I'm not sure if I considered, but is definitely something that is very important because if I were to just say good job and hand an assignment back what would the student really get from that feedback besides satisfaction that I approved.
2 Connections
1. The one I like most is providing feedback that moves students forward. With this I could encourage students to pursue an idea for a project or help them to further concrete a certain topic that we might be discussing.
2. I would like to encourage the 'owners of their learning' as the article put it. Once a student can feel responsible for what they have learned or what they need to learn they can then be more likely to want to do well.
1 Question
1. How can I best accomplish implementation of assessment for learning into my own instructional strategies, as well as my own technology instructional strategies?
Sunday, October 24, 2010
Chapter 10 Response
3 Things Learned
1. ESL and FL take 2 very different approaches both in how they are taught and the ways in which to integrate technology into the lessons.
2. Word processing programs have multiple languages which can help when it comes to learning how to write in a foreign language.
3. Sometimes providing authentic or up to date materials and perspectives on the culture from which language comes can be difficult, but web based resources can help troubleshoot that problem.
2 Connections
1. A cross disciplinary approach could be made with a presentation being made first in the English class and then in the Foreign Language class.
2. Depending on the class if the class is reading world literature even more cross discipline research could be done and read in the Foreign language that students might also be learning.
1 Question
What would be the best way to differentiate for students with varying levels of understanding in a FL class?
1. ESL and FL take 2 very different approaches both in how they are taught and the ways in which to integrate technology into the lessons.
2. Word processing programs have multiple languages which can help when it comes to learning how to write in a foreign language.
3. Sometimes providing authentic or up to date materials and perspectives on the culture from which language comes can be difficult, but web based resources can help troubleshoot that problem.
2 Connections
1. A cross disciplinary approach could be made with a presentation being made first in the English class and then in the Foreign Language class.
2. Depending on the class if the class is reading world literature even more cross discipline research could be done and read in the Foreign language that students might also be learning.
1 Question
What would be the best way to differentiate for students with varying levels of understanding in a FL class?
Chapter 9 Response
3 Things Learned
1. In the 21st century literacy has taken on another meaning, and that is technological literacy. Being versed in the ways of an increasingly technological society. Incorporating this has brought new meanings and ways to teach to the language arts field.
2. With the expansion of communications through new technologies, the classroom is no longer the only place where learning takes place. This expansion has added a social aspect that teachers and students can capitalize on, whether it is in communicating with schools across the world or in helping fellow students after school has ended.
3. Video projects can motivate students to do well and to write. Students can have an avenue outside of writing only, and see their projects produced and made into a video that they can work on and be proud about.
2 Connections
1. Digital storytelling can expand upon the multi-genre paper, where students use genres outside of the writing process to make a project and be creative in relaying what they know.
2. Concept mapping software can be extremely helpful when attempting to start a new writing project, and can help students in the pre-writing part of the writing process.
1 Question
1. With constant advances in technology, how do I make a decision on what the best technologies are to use in integrating them into the language arts classroom?
1. In the 21st century literacy has taken on another meaning, and that is technological literacy. Being versed in the ways of an increasingly technological society. Incorporating this has brought new meanings and ways to teach to the language arts field.
2. With the expansion of communications through new technologies, the classroom is no longer the only place where learning takes place. This expansion has added a social aspect that teachers and students can capitalize on, whether it is in communicating with schools across the world or in helping fellow students after school has ended.
3. Video projects can motivate students to do well and to write. Students can have an avenue outside of writing only, and see their projects produced and made into a video that they can work on and be proud about.
2 Connections
1. Digital storytelling can expand upon the multi-genre paper, where students use genres outside of the writing process to make a project and be creative in relaying what they know.
2. Concept mapping software can be extremely helpful when attempting to start a new writing project, and can help students in the pre-writing part of the writing process.
1 Question
1. With constant advances in technology, how do I make a decision on what the best technologies are to use in integrating them into the language arts classroom?
Sunday, October 17, 2010
Chapter 8 Response
3 Things Learned
1. The section on Assessment of web-based lessons resonated quite well with me. I believe it is essential for teachers to recognize when a certain site can be useful and when it won't be useful. I also find it extremely helpful that there are sites that provide a rubric for web-based lessons.
2. Web Page development procedures is something that I would have never considered before reading this chapter. If I had ever wanted to create a web page I would have jumped in with no experience and probably fumbled my way through it. If I ever decide to use a web page developing aspect in my lessons I will try to remember this procedure.
3. I also particularly liked the section on integration strategies which can allow and help with differentiation and motivations for wanting to do well, collaborate, research, and solve problems all through web-based lessons.
2 Connections
1. I would particularly like to eventually include sharing and posting writings on blogs or some other type of online publication or discussion format. This would go well with my writing sections in my English classes, and I believe would help to further students' motivations to do well.
2. Creating a web page is a nice substitution for brochures or portfolios in the classroom, and prepares students for learning how to navigate the web for future uses. I think I might like to use this in one of my classrooms for writing purposes and communication purposes.
1 Question
How can my assessment of a web-based lesson possibly not follow through in the classroom? How could it possibly result in the students non-compliance or disinterest?
1. The section on Assessment of web-based lessons resonated quite well with me. I believe it is essential for teachers to recognize when a certain site can be useful and when it won't be useful. I also find it extremely helpful that there are sites that provide a rubric for web-based lessons.
2. Web Page development procedures is something that I would have never considered before reading this chapter. If I had ever wanted to create a web page I would have jumped in with no experience and probably fumbled my way through it. If I ever decide to use a web page developing aspect in my lessons I will try to remember this procedure.
3. I also particularly liked the section on integration strategies which can allow and help with differentiation and motivations for wanting to do well, collaborate, research, and solve problems all through web-based lessons.
2 Connections
1. I would particularly like to eventually include sharing and posting writings on blogs or some other type of online publication or discussion format. This would go well with my writing sections in my English classes, and I believe would help to further students' motivations to do well.
2. Creating a web page is a nice substitution for brochures or portfolios in the classroom, and prepares students for learning how to navigate the web for future uses. I think I might like to use this in one of my classrooms for writing purposes and communication purposes.
1 Question
How can my assessment of a web-based lesson possibly not follow through in the classroom? How could it possibly result in the students non-compliance or disinterest?
Chapter 8 Response
3 Things Learned
1. The section on Assessment of web-based lessons resonated quite well with me. I believe it is essential for teachers to recognize when a certain site can be useful and when it won't be useful. I also find it extremely helpful that there are sites that provide a rubric for web-based lessons.
2. Web Page development procedures is something that I would have never considered before reading this chapter. If I had ever wanted to create a web page I would have jumped in with no experience and probably fumbled my way through it. If I ever decide to use a web page developing aspect in my lessons I will try to remember this procedure.
3. I also particularly liked the section on integration strategies which can allow and help with differentiation and motivations for wanting to do well, collaborate, research, and solve problems all through web-based lessons.
2 Connections
1. I would particularly like to eventually include sharing and posting writings on blogs or some other type of online publication or discussion format. This would go well with my writing sections in my English classes, and I believe would help to further students' motivations to do well.
2. Creating a web page is a nice substitution for brochures or portfolios in the classroom, and prepares students for learning how to navigate the web for future uses. I think I might like to use this in one of my classrooms for writing purposes and communication purposes.
1 Question
How can my assessment of a web-based lesson possibly not follow through in the classroom? How could it possibly result in the students non-compliance or disinterest?
1. The section on Assessment of web-based lessons resonated quite well with me. I believe it is essential for teachers to recognize when a certain site can be useful and when it won't be useful. I also find it extremely helpful that there are sites that provide a rubric for web-based lessons.
2. Web Page development procedures is something that I would have never considered before reading this chapter. If I had ever wanted to create a web page I would have jumped in with no experience and probably fumbled my way through it. If I ever decide to use a web page developing aspect in my lessons I will try to remember this procedure.
3. I also particularly liked the section on integration strategies which can allow and help with differentiation and motivations for wanting to do well, collaborate, research, and solve problems all through web-based lessons.
2 Connections
1. I would particularly like to eventually include sharing and posting writings on blogs or some other type of online publication or discussion format. This would go well with my writing sections in my English classes, and I believe would help to further students' motivations to do well.
2. Creating a web page is a nice substitution for brochures or portfolios in the classroom, and prepares students for learning how to navigate the web for future uses. I think I might like to use this in one of my classrooms for writing purposes and communication purposes.
1 Question
How can my assessment of a web-based lesson possibly not follow through in the classroom? How could it possibly result in the students non-compliance or disinterest?
Sunday, September 26, 2010
Chapter 5 Response
3 Things Learned
1. Software that can potentially help generate worksheets, tests, and grade details are useful tools that can expedite the process for all three of those areas, and allows the teacher more room to be able to make those essential connections with the student.
2. Graphics tools that allow for creative works to be produced in conjunction with publishing to the entire class or possibly the web allow students to explore their creative selves.
3. Concept maps can also be a useful and different tool for students to consider their ideas or to generate a project.
2 Connections
1. I could use Accelerated Reader to help assess how my students are advancing in their reading skill and to encourage more exploration of reading topics.
2. I could also use some sort of graphic tool to encourage students to visualize a story or some of their own writing that could help them make a better connection with their work and their understanding of their education.
1 Question
With all of these resources how do I know which ones are going to be right for my classroom and keep myself from being overwhelmed by having to continually update or do something with the software?
1. Software that can potentially help generate worksheets, tests, and grade details are useful tools that can expedite the process for all three of those areas, and allows the teacher more room to be able to make those essential connections with the student.
2. Graphics tools that allow for creative works to be produced in conjunction with publishing to the entire class or possibly the web allow students to explore their creative selves.
3. Concept maps can also be a useful and different tool for students to consider their ideas or to generate a project.
2 Connections
1. I could use Accelerated Reader to help assess how my students are advancing in their reading skill and to encourage more exploration of reading topics.
2. I could also use some sort of graphic tool to encourage students to visualize a story or some of their own writing that could help them make a better connection with their work and their understanding of their education.
1 Question
With all of these resources how do I know which ones are going to be right for my classroom and keep myself from being overwhelmed by having to continually update or do something with the software?
Sunday, September 19, 2010
Where's the Beef Response
3 Things I Learned
1. Allowing the student some room to choose the project within parameters is a great way to allow them to experience creativity and exploration of a topic, and I really appreciated that point.
2. Having the teacher become involved in the process of creating something through the media tools being used is excellent for being able to relate to what the students are doing.
3. Simple 'know how' on the operations of the tools used isn't enough for the teacher or the student and learning to create and apply what one knows through the option of media tools.
2 Ways to Connect to My Teaching
1. In literature and writing, many would think that technology would not be useful, but creative projects like this can allow for students to better communicate their thoughts about a text.
2. I would create projects along with the students so that we could share the process together and have a closer connection what and how they are learning the subject at hand.
1 Question
How strong of an emphasis should be placed on research being involved in their projects? Even though we want more student opinion and point of view research can still be important to the process.
1. Allowing the student some room to choose the project within parameters is a great way to allow them to experience creativity and exploration of a topic, and I really appreciated that point.
2. Having the teacher become involved in the process of creating something through the media tools being used is excellent for being able to relate to what the students are doing.
3. Simple 'know how' on the operations of the tools used isn't enough for the teacher or the student and learning to create and apply what one knows through the option of media tools.
2 Ways to Connect to My Teaching
1. In literature and writing, many would think that technology would not be useful, but creative projects like this can allow for students to better communicate their thoughts about a text.
2. I would create projects along with the students so that we could share the process together and have a closer connection what and how they are learning the subject at hand.
1 Question
How strong of an emphasis should be placed on research being involved in their projects? Even though we want more student opinion and point of view research can still be important to the process.
Tuesday, September 14, 2010
Chapter 3 Response
3 Things Learned
1. Tutorial Software: One benefit that is extremely recognizable with these is that often they are self-paced so that students can learn at their own pace. One problem would be the teacher having to monitor when students might be behind or going slower than they should be.
2. Drill and Practice: One thing that might be necessary for this type of software is monitoring of the amount of time it takes students to understand the material through the data that the program provides.
3. Instructional games: To help not only with learning, but to make that learning fun.
2 Connections
1. For an English class an Instructional game could be used to help with the progression of a book to help the students understand it, but if that were to work then the software would have to come with the book which might be troublesome.
2. Probably more beneficial than any of the other softwares for and English class would be an Integrated Learning System because they could connect to an abundance of more information through the web.
1 Question
1. My main concern would be what would be the best way to research and find the most beneficial learning software for a class?
1. Tutorial Software: One benefit that is extremely recognizable with these is that often they are self-paced so that students can learn at their own pace. One problem would be the teacher having to monitor when students might be behind or going slower than they should be.
2. Drill and Practice: One thing that might be necessary for this type of software is monitoring of the amount of time it takes students to understand the material through the data that the program provides.
3. Instructional games: To help not only with learning, but to make that learning fun.
2 Connections
1. For an English class an Instructional game could be used to help with the progression of a book to help the students understand it, but if that were to work then the software would have to come with the book which might be troublesome.
2. Probably more beneficial than any of the other softwares for and English class would be an Integrated Learning System because they could connect to an abundance of more information through the web.
1 Question
1. My main concern would be what would be the best way to research and find the most beneficial learning software for a class?
Chapter 2 Response
3 Things Learned
1. TPACK: The combination of technological, pedagogical, and content based knowledge and how all of them help to inform instruction. Using this diagram I can assess my own understanding of technological knowledge and how I can integrate it into my pedagogical and content knowledge.
2.TIP Model: The model with which teachers should plan how to integrate technology into their instruction. Being aware of this model and using it will assist in my own integration of technology.
3. Directed and Contructivist models: While I was already aware of both of these models to an extent this chapter helped me to recognize how they might fit into my instruction in relation to technology and the use of it.
2 Connections
1. TPACK: After learning of this I can now continue to use it to evaluate myself and how I use technology.
2. TIP: This model will be helpful when planning a lesson that may include technology.
1 Question
This chapter makes me question how much I will use technology with my instruction. Will I use it all the time, or just for certain lessons? Will I continually be using TPACK and TIP to help improve my lessons or will they only come into notice when I intend to use technology?
1. TPACK: The combination of technological, pedagogical, and content based knowledge and how all of them help to inform instruction. Using this diagram I can assess my own understanding of technological knowledge and how I can integrate it into my pedagogical and content knowledge.
2.TIP Model: The model with which teachers should plan how to integrate technology into their instruction. Being aware of this model and using it will assist in my own integration of technology.
3. Directed and Contructivist models: While I was already aware of both of these models to an extent this chapter helped me to recognize how they might fit into my instruction in relation to technology and the use of it.
2 Connections
1. TPACK: After learning of this I can now continue to use it to evaluate myself and how I use technology.
2. TIP: This model will be helpful when planning a lesson that may include technology.
1 Question
This chapter makes me question how much I will use technology with my instruction. Will I use it all the time, or just for certain lessons? Will I continually be using TPACK and TIP to help improve my lessons or will they only come into notice when I intend to use technology?
Chapter 1 Response
3 Things Learned
1. Technology will never take over for the presence of an actual teacher. No matter how much we eventually may rely on technology to assist teaching, it can never completely take over for the face to face connection of a real teacher.
2. Digital Divide: I find it troubling that some students may not have access to all the information and tools that are available due to their socioeconomic status. It brings up many issues on how such things should be provided for all so that lower SES students have the same opportunities as higher SES students.
3. Another thing that may be beneficial and hurtful is that availability for flexible learning environments. With wireless connectivity students may continue to learn outside the class and communicate with fellow students on projects without ever having to meet, but as mentioned above not everybody may have access to this technology which may further the Digital Divide.
2 Connections
1. Being aware now that older technologies do not necessarily mean bad technologies, depending on where I teach and the access to equipment, I could research and use some of the best applications with the equipment at hand and make use of what I have instead of complaining about needing newer and better equipment.
2. Through abilities to communicate outside of the classroom students could share creative or writing projects with each other and give feedback to one another with proper monitoring from myself.
1 Question
How can schools narrow the Digital Divide so that all students have the same opportunities?
1. Technology will never take over for the presence of an actual teacher. No matter how much we eventually may rely on technology to assist teaching, it can never completely take over for the face to face connection of a real teacher.
2. Digital Divide: I find it troubling that some students may not have access to all the information and tools that are available due to their socioeconomic status. It brings up many issues on how such things should be provided for all so that lower SES students have the same opportunities as higher SES students.
3. Another thing that may be beneficial and hurtful is that availability for flexible learning environments. With wireless connectivity students may continue to learn outside the class and communicate with fellow students on projects without ever having to meet, but as mentioned above not everybody may have access to this technology which may further the Digital Divide.
2 Connections
1. Being aware now that older technologies do not necessarily mean bad technologies, depending on where I teach and the access to equipment, I could research and use some of the best applications with the equipment at hand and make use of what I have instead of complaining about needing newer and better equipment.
2. Through abilities to communicate outside of the classroom students could share creative or writing projects with each other and give feedback to one another with proper monitoring from myself.
1 Question
How can schools narrow the Digital Divide so that all students have the same opportunities?
Subscribe to:
Posts (Atom)