In the article "Processing Ideas," written by Sara Dexter and Susan Watts-Taffe, the authors take a very interesting look at desktop publishing, and the way that these tools can be used in the contemporary classroom. The article provides examples of projects and assignments that teachers may utilize in their classes such as creating a poster or writing a newspaper or newsletter. To some, these assignments may appear very superficial in nature and could be essentially useless in the learning process. Upon closer examination, however, the reader comes to find that there are specific learning objectives involved with using desktop publishing to its fullest extent, and its intended purposes.
An example of how these programs aid in the learning process is involved in the suggested creation of a poster project. The poster depicts all of the necessary information required of the assignment, however, it also works in much more subtle ways that are much more effective in passing on information. "Because the poster dictates short phrases and bold language, its creators must identify key ideas and eliminate nonessential information. Short phrases also require the most vivid and direct language to convey their message". I believe that this caption encapsulated the entire purpose of the assignments.
Accompanied by a plethora of new software such as AppleWorks, Microsoft Works, and Microsoft Word, these programs significantly expand the variety of materials teacher may use to measure learning in their classrooms, as well as the amount of thought required of the students for their assignments. With the ever expanding software industry, there is a limitless potential for the use of such programs in conjunction with classroom assignments, the average student will be required to tune into their teacher's lessons and will consequently be more engaged than ever before. Aside from their use in classrooms, the time invested in mastering these programs can only help the students in the future, whether it be in the job market, or while they are pursuing higher education at an accredited college or university, the knowledge they build in the classroom can and surely will be utilized in and out of school in this digital age.
Thursday, September 30, 2010
Tuesday, September 7, 2010
Data Driven Classrooms
In the article Data Driven Teachers, by Dr. Scott McLeod, he makes the argument that Data Driven Decision Making, or DDDM, is a system of teaching that allows for better information about students to be gathered and placed into the hands of teachers. McLeod points out the fact early on in his article that many teachers currently reject the use of DDDM as it is closely associated with the not-so-popular No Child Left Behind Act. Ironically, school districts that have implemented the practice of DDDM and data-driven practices have observed impressive improvements in student learning and achievement.
The way I see myself most likely using data in my classroom, is with assessment. When giving a test, if I gather data from the results of all my students, I would be able to pinpoint precisely where students had the most difficulty on the exam. Taking this information into account, I would be able to see what material I had taught was most likely misunderstood or just not covered in enough detail during class time. If i felt it was necessary, I would be able to go back over this material before a test was given on the lessons, allowing for students to better prepare themselves and to come to understand what was initially unclear to them. Another benefit of the use of such data is that I would be able to see which questions on my examinations had a high difficulty level or high discriminating power. I could then accurately judge which questions were good, and which needed to be revised. This would allow me to craft my tests in such a way that it really encapsulated the material that I had covered in class, and actually test my students knowledge on the subjects.
The use of data in the modern day classroom is becoming more important, and, more importantly, more beneficial for both students and teachers alike. The only issue I have with this use of data is that the instructor must know the difference between data analysis, and human analysis. Test results can only tell you so much about a student. It becomes the teacher's responsibility to get to know their students and understand what they struggle with so that they may help push them, and allow them to excel in the classroom.
The way I see myself most likely using data in my classroom, is with assessment. When giving a test, if I gather data from the results of all my students, I would be able to pinpoint precisely where students had the most difficulty on the exam. Taking this information into account, I would be able to see what material I had taught was most likely misunderstood or just not covered in enough detail during class time. If i felt it was necessary, I would be able to go back over this material before a test was given on the lessons, allowing for students to better prepare themselves and to come to understand what was initially unclear to them. Another benefit of the use of such data is that I would be able to see which questions on my examinations had a high difficulty level or high discriminating power. I could then accurately judge which questions were good, and which needed to be revised. This would allow me to craft my tests in such a way that it really encapsulated the material that I had covered in class, and actually test my students knowledge on the subjects.
The use of data in the modern day classroom is becoming more important, and, more importantly, more beneficial for both students and teachers alike. The only issue I have with this use of data is that the instructor must know the difference between data analysis, and human analysis. Test results can only tell you so much about a student. It becomes the teacher's responsibility to get to know their students and understand what they struggle with so that they may help push them, and allow them to excel in the classroom.
Thursday, September 2, 2010
With or Without You
Hi there, I'm the tuned-out kid in the back row with the headphones. "Are you going to engage me or enrage me today? The choice is yours". Bold words kid, bold words indeed. It is becoming increasingly obvious - even to students like myself who grew up in the transitional period between the Analog Age of the 20th Century, and the Digital Age of the 21st - that technology is an integral part of the lives of the students of tomorrow. Phone in hand and Ipod in ear, these kids will be walking into our classrooms, and it will become our job to keep them engaged, and focused on their work. Easier said than done.
Marc Prensky, author of the article "Engage Me or Enrage Me," believes that teachers must make the wild transition from how teaching methods have always been, and what they must become. We, the future teachers of America (and the world), will be entrusted with this monumental responsibility. We must be the ones to find out how to keep students engaged, knowing full well their capacity for learning still exists in today's society, and that it can be harnessed with the proper tools.
We must bring our students into the world of tomorrow, where technology is king, and we, the teacher, are simply the messenger. We must pass along information to our students through technological sources, utilizing it at every possible turn. Students today are interested in the instant gratification of the internet, television, and video games as Prensky suggests, and I support his somewhat controversial claims, as I have seen these tuned-out students in person, and I have seen what can happen if they are left to their own devices. These different forms of media should converge in the classroom, and be used to help foster the young, budding minds of students. To gain and hold their attention, is to have won the battle. Winning the war of engagement, however, is a different story. Once it is accepted that the teaching methods of yesteryear are quickly becoming obsolete, then the changes can truly begin. The transition will be a painful one, but it is an essential one nonetheless. So, tuned-out kid in the back row with the headphones, hello, I will be your teacher. We're going to do an activity involving finding primary sources for history research online today, so take off those headphones, quit slouching and show me what you can do.
LIBERTY AND IPADS FOR ALL
When we were at last allowed to test out the Ipads, I was admittedly excited to see what I would be able to do with them. I myself had never used one before, and I do not think that my partner, Brittany, had either. But therein lies the fun. We switched it on and went to town. Looking through the already installed applications, we immediately noticed some pretty interesting things. I was drawn quickly to the Historical Maps app I found. I scrolled through the available maps and came across a map of Center City Philadelphia from the early 1800s. That was extremely interesting to me, as I could see what the city once was, and how much things have expanded and changed over the last few centuries.
Upon closer examination of the applications, we soon found the magic piano app (I believe that was the name). Here, I quickly picked up on the downside to allowing students to have Ipads, or laptops for that matter, in the classroom. Yes they could easily be used for educational purposes, but without close monitoring of the students activities, progress can quickly break down into distraction. I found myself playing Moonlight Sonata, or at least trying to, and not looking for other important applications that could be used in the classroom. As I listened around the room for a moment I noticed that I was not the only one doing this.
With a device as powerful as the Ipad, any sort of crazy and distracting application could be downloaded to it, and then that, instead of the days lesson, would immediately grasp the attention of the student for the remainder of the period. It is very likely that by allowing students access to such forms of media, that they will be unable to resist the temptation to ignore the instructor and will spend the rest of the class period playing twinkle twinkle little star. Ipads may be impressive in the technology department, but I do not think that their introduction into the classroom would be necessarily progressive.
Marc Prensky, author of the article "Engage Me or Enrage Me," believes that teachers must make the wild transition from how teaching methods have always been, and what they must become. We, the future teachers of America (and the world), will be entrusted with this monumental responsibility. We must be the ones to find out how to keep students engaged, knowing full well their capacity for learning still exists in today's society, and that it can be harnessed with the proper tools.
We must bring our students into the world of tomorrow, where technology is king, and we, the teacher, are simply the messenger. We must pass along information to our students through technological sources, utilizing it at every possible turn. Students today are interested in the instant gratification of the internet, television, and video games as Prensky suggests, and I support his somewhat controversial claims, as I have seen these tuned-out students in person, and I have seen what can happen if they are left to their own devices. These different forms of media should converge in the classroom, and be used to help foster the young, budding minds of students. To gain and hold their attention, is to have won the battle. Winning the war of engagement, however, is a different story. Once it is accepted that the teaching methods of yesteryear are quickly becoming obsolete, then the changes can truly begin. The transition will be a painful one, but it is an essential one nonetheless. So, tuned-out kid in the back row with the headphones, hello, I will be your teacher. We're going to do an activity involving finding primary sources for history research online today, so take off those headphones, quit slouching and show me what you can do.
LIBERTY AND IPADS FOR ALL
When we were at last allowed to test out the Ipads, I was admittedly excited to see what I would be able to do with them. I myself had never used one before, and I do not think that my partner, Brittany, had either. But therein lies the fun. We switched it on and went to town. Looking through the already installed applications, we immediately noticed some pretty interesting things. I was drawn quickly to the Historical Maps app I found. I scrolled through the available maps and came across a map of Center City Philadelphia from the early 1800s. That was extremely interesting to me, as I could see what the city once was, and how much things have expanded and changed over the last few centuries.
Upon closer examination of the applications, we soon found the magic piano app (I believe that was the name). Here, I quickly picked up on the downside to allowing students to have Ipads, or laptops for that matter, in the classroom. Yes they could easily be used for educational purposes, but without close monitoring of the students activities, progress can quickly break down into distraction. I found myself playing Moonlight Sonata, or at least trying to, and not looking for other important applications that could be used in the classroom. As I listened around the room for a moment I noticed that I was not the only one doing this.
With a device as powerful as the Ipad, any sort of crazy and distracting application could be downloaded to it, and then that, instead of the days lesson, would immediately grasp the attention of the student for the remainder of the period. It is very likely that by allowing students access to such forms of media, that they will be unable to resist the temptation to ignore the instructor and will spend the rest of the class period playing twinkle twinkle little star. Ipads may be impressive in the technology department, but I do not think that their introduction into the classroom would be necessarily progressive.
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