Here is the link to my homepage.
http://leep.lis.uiuc.edu/publish/rschalle/542TIEHomePage.html
And linked to this page you should find "40 Helpful Links for Teachers
and Students"
http://leep.lis.uiuc.edu/publish/rschalle/TIE542/Becky40Links.html
Monday, June 11, 2007
PowerPoint:
Here is the url for my power point which is about an educational virtual reality community for preteens.
http://cuip.net/~bschaller/VirtualReality.ppt
http://cuip.net/~bschaller/VirtualReality.ppt
WebQuest
Here is the URL for my webquest. It is called, What is a Good Question for my Science Project? and it is geared for seventh graders beginning to prepare for the science fair.
http://cuip.net/%7Ebschaller/WEBQUEST/1WQIntro.html
http://cuip.net/%7Ebschaller/WEBQUEST/1WQIntro.html
Evidence Based Posting: Choosing Learning Activities
Evidence-Based Posting #3
Chapter 5 Cunningham and Billingsley
Once I started reading this book with a focus on the webquest I'm
developing, I started finding it quite helpful. Previously, I didn't
think it was much more than a lot of pedagogical jargon. When I read this
chapter, I found myself thinking of ways I might make slight changes here
and there in my webquest. For example, when I read about differentiating
the curriculum, I thought that maybe I'll have an easier website and a
more detailed website for each section. Then students can choose which
ever site best meets their needs. (Problem is, they will probably all
choose the easier ones.) Reading this chapter helped me think about
different ways I might incorporate group work into the activities.
I did find this statement on page 95 to be rather fascinating. ". . . they
(student demands as the basis for curriculum ) seem more appropriate in
preschool and graduate school situations." I've never heard preschool
and graduate school put in one category with the implication that k-12
belong in different category. At one level it seems a rather absurd way
of dividing our educational system. As different as preschool and
graduate school may be, I do see how the authors could make this
statement. Although in terms of a curriculum based on student demands, I
do think the preschoolers are far ahead of the graduate students.
Somewhere along the way, we seem to have lost the ability or perhaps only
the opportunity to drive our own curriculum. Or at least the paid-for and
credit-based curriculum.
Chapter 5 "Choosing Learning Activities"
Curriculum Webs: Weaving the Web into Teaching and Learning
By Craig Cunningham and Marty Billingsley
Second Edition
Chapter 5 Cunningham and Billingsley
Once I started reading this book with a focus on the webquest I'm
developing, I started finding it quite helpful. Previously, I didn't
think it was much more than a lot of pedagogical jargon. When I read this
chapter, I found myself thinking of ways I might make slight changes here
and there in my webquest. For example, when I read about differentiating
the curriculum, I thought that maybe I'll have an easier website and a
more detailed website for each section. Then students can choose which
ever site best meets their needs. (Problem is, they will probably all
choose the easier ones.) Reading this chapter helped me think about
different ways I might incorporate group work into the activities.
I did find this statement on page 95 to be rather fascinating. ". . . they
(student demands as the basis for curriculum ) seem more appropriate in
preschool and graduate school situations." I've never heard preschool
and graduate school put in one category with the implication that k-12
belong in different category. At one level it seems a rather absurd way
of dividing our educational system. As different as preschool and
graduate school may be, I do see how the authors could make this
statement. Although in terms of a curriculum based on student demands, I
do think the preschoolers are far ahead of the graduate students.
Somewhere along the way, we seem to have lost the ability or perhaps only
the opportunity to drive our own curriculum. Or at least the paid-for and
credit-based curriculum.
Chapter 5 "Choosing Learning Activities"
Curriculum Webs: Weaving the Web into Teaching and Learning
By Craig Cunningham and Marty Billingsley
Second Edition
Evidence Based Post Chapter 12 Curriculum Webs
For this evidence based post, I thought I would answer the Question for
Reflection at the end of chapter 12 of "Curriculum Webs: Weaving the Web
into Teaching and Learning" 2nd ed by Craig Cunningham and Marty
Billingsley. copyright 2006. Published by Pearson.
"David Jonassen (200, 278) write, "I believe that computer labs are one of
the major impediments to meaningful integration of technology in schools."
Do you agree with Johassen? Why or why not?"
First I would say that I don't think there is anything wrong with having
some computer lessons isolated from the rest of the curriculum. Sometimes
the best way to learn a particular skill is to focus on it. When one
gets to a certain level of competence, the best way to improve ones typing
is to type. But at a certain stage, I still support students to type
f-f-f j-j-j. One might also argue that math is best learned when
integrating it with other parts of the curriculum. While I agree with
this, I also think there is a time and a place for variations of "drill
and kill" assignments. In this way, I would group the use of technology
with the rest of the subjects. Definitely learned best when integrated,
but there is a time for learning in isolation also.
Actually, I would add to Johassen by saying that one of the major
impediments to meaningful integration of technology in schools is
computers that are either "permanently" or temporarily not working. I
relate this to a larger observation that the cost of integrating
technology into the curriculum is often higher than is allocated. To
integrate technology into the curriculum, teachers need time to learn how
to use the different applications. They need time to develop their own web
pages. They need time to make the webquests and to figure out how to use
it given the limited resources in the classroom. They need the time
think about how to integrate technology into the curriculum. Even if the
webquest is written so that students are able to independently navigate
through it, teachers may still need help with computers not working.
I probably should write something to show that I actually read the
chapter. I won't summarize the chapter, but I will say I did find myself
feeling increasingly tired as I read it. My guess is that if I had a
classroom with at least one computer for student use, I could have focused
my attention on my situation and filtered out the rest of the questions.
Reading it was also a good reminder of how different schools are when it
comes to allowing students to use the computers and how many obstacles
there are to be surmounted when planning.
Becky Schaller
Reflection at the end of chapter 12 of "Curriculum Webs: Weaving the Web
into Teaching and Learning" 2nd ed by Craig Cunningham and Marty
Billingsley. copyright 2006. Published by Pearson.
"David Jonassen (200, 278) write, "I believe that computer labs are one of
the major impediments to meaningful integration of technology in schools."
Do you agree with Johassen? Why or why not?"
First I would say that I don't think there is anything wrong with having
some computer lessons isolated from the rest of the curriculum. Sometimes
the best way to learn a particular skill is to focus on it. When one
gets to a certain level of competence, the best way to improve ones typing
is to type. But at a certain stage, I still support students to type
f-f-f j-j-j. One might also argue that math is best learned when
integrating it with other parts of the curriculum. While I agree with
this, I also think there is a time and a place for variations of "drill
and kill" assignments. In this way, I would group the use of technology
with the rest of the subjects. Definitely learned best when integrated,
but there is a time for learning in isolation also.
Actually, I would add to Johassen by saying that one of the major
impediments to meaningful integration of technology in schools is
computers that are either "permanently" or temporarily not working. I
relate this to a larger observation that the cost of integrating
technology into the curriculum is often higher than is allocated. To
integrate technology into the curriculum, teachers need time to learn how
to use the different applications. They need time to develop their own web
pages. They need time to make the webquests and to figure out how to use
it given the limited resources in the classroom. They need the time
think about how to integrate technology into the curriculum. Even if the
webquest is written so that students are able to independently navigate
through it, teachers may still need help with computers not working.
I probably should write something to show that I actually read the
chapter. I won't summarize the chapter, but I will say I did find myself
feeling increasingly tired as I read it. My guess is that if I had a
classroom with at least one computer for student use, I could have focused
my attention on my situation and filtered out the rest of the questions.
Reading it was also a good reminder of how different schools are when it
comes to allowing students to use the computers and how many obstacles
there are to be surmounted when planning.
Becky Schaller
Site of the week: Whyville
Looks like somehow I forgot to post my second site of the week. I am
going to choose the site I focused on for my PowerPoint Presentation:
Whyville. http://www.whyville.net/smmk/nice
Whyvile is a virtual community which was originally designed to teach
science to students ages about 8-14. While 40% of the participants are
guys, apparently the girls love it since they make up the other 60%.
Since then its focus has broadened to include art and I've read business.
But science is still its main focus.
Illinois Learning Standards:
Science
12D Students who meet the standard know and apply concepts that describe
force and motion and the principles that apply to them.
Health
23B Students who meet the standard can explain the effects of health
related actions on the body systems.
24C Students who meet the standard can demonstrate skills essential to
enhancing health and avoiding dangerous situations.
Virtual Reality
4A Students who meet the standard can demonstrate an ability to navigate
sucessfully in a virtual world including the ability to travel, change
clothes, and chat.
going to choose the site I focused on for my PowerPoint Presentation:
Whyville. http://www.whyville.net/smmk/nice
Whyvile is a virtual community which was originally designed to teach
science to students ages about 8-14. While 40% of the participants are
guys, apparently the girls love it since they make up the other 60%.
Since then its focus has broadened to include art and I've read business.
But science is still its main focus.
Illinois Learning Standards:
Science
12D Students who meet the standard know and apply concepts that describe
force and motion and the principles that apply to them.
Health
23B Students who meet the standard can explain the effects of health
related actions on the body systems.
24C Students who meet the standard can demonstrate skills essential to
enhancing health and avoiding dangerous situations.
Virtual Reality
4A Students who meet the standard can demonstrate an ability to navigate
sucessfully in a virtual world including the ability to travel, change
clothes, and chat.
Site of the week: Design a Satellite
The site of the week I chose is designed for students in K-3. It is
called Design a Satellite and is from the Littleton Historical Museum in
Littleton, Colorado.
The user chooses among different options to decide how to launch a
satellite, have it make power, keep pointing toward the earth, and relay
signals. It's a very simple site that shows how the principles that
simple everyday items use are also used to make satelilites work.
"This simulation game challenges children to design a satellite that will
send TV signals to places far across the country. Central to the design
process is exploring the ways that high technologies are the products of
human ingenuity."
http://www.eduweb.com/portfolio/designsatellite/
Illinois Learning Standards
11B-Students who meet the standard know and apply the conceps, principles,
and processes of technological design.
called Design a Satellite and is from the Littleton Historical Museum in
Littleton, Colorado.
The user chooses among different options to decide how to launch a
satellite, have it make power, keep pointing toward the earth, and relay
signals. It's a very simple site that shows how the principles that
simple everyday items use are also used to make satelilites work.
"This simulation game challenges children to design a satellite that will
send TV signals to places far across the country. Central to the design
process is exploring the ways that high technologies are the products of
human ingenuity."
http://www.eduweb.com/portfolio/designsatellite/
Illinois Learning Standards
11B-Students who meet the standard know and apply the conceps, principles,
and processes of technological design.
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