Site of the Week 4/16
Popstudio is a creative play site designed for tween girls to help
students use critical and creative thinking skills to understand how the
mass media constructs messages designed to influences our thinking
regarding stereotypes, appearance, values, and popularity. At the same
time, it is designed to be fun.
Although the limitations are noticable, (basically click and drag) this
site allows students to create their own tv show, magazine and popular
song and singer.
http://www.mypopstudio.com/
English Language Arts Stage G Grades6-8
5C - Students who meet the standard can apply acquired information,
concepts and ideas to communicate in a variety of formats.
Analyze and synthesize original work and researched information.
Evaluate use of text, graphic materials, and visual aids to present
information.
Select and justify adaptations in format to accommodate characteristics of
audiences (e.g., age, background, interest level, group size) and purposes
of the presentation (e.g., inform, persuade, entertain).
Design and present a project (e.g., written report, graphics, visuals,
multi-media presentations).
Stage G - Fine Arts--Music
Descriptors
25A - Students who meet the standard understand the sensory elements,
organizational principles, and expressive qualities of the arts.
Critique the appropriate use of organizational and sensory elements to
create a mood, emotion, or idea in music of their own and that of others.
STATE GOAL 25: Know the language of the arts.
A. Understand the sensory elements, organizational principles and
expressive qualities of
the arts.
STATE GOAL 26: Through creating and performing, understand how works of art
are produced.
A. Understand processes, traditional tools and modern technologies used in
the arts.
STATE GOAL 27: Understand the role of the arts in civilizations, past and
present.
Why This Goal Is Important: The arts are a record of civilizations, past
and present. Artists are
influenced by—and influence—the times and places in which they live and
work. As students
learn through the arts about people and civilizations, they learn about
others and themselves.
Also, students learn about careers related to this goal (e.g., animator,
curator, art historian, sound
technician).
A. Analyze how the arts function in history, society and everyday life.
Saturday, April 21, 2007
Chapter 1 - Evidence Based Posting #1
I am going to give my thoughts about chapter 1 from Teaching with the
Internet K-12: New Literacies for New Times. If this is not acceptable,
Craig, would you please let me know.
I read this chapter with a mixture of feelings and responses. While I
like the idea of students using the internet, I also found myself
reacting to a certain degree to the authors' enthusiasm. I've taught in
schools where teachers had computers in their classrooms. Usually, there
were one to four or maybe five computers. If they were lucky, two or
three computers worked. Fixing computers can take a fair amount of time -
even when the problem is simple to solve. I also know that a good number
of teachers feel intimidated to even try fixing a computer when it's not
working. From what I've seen, tech support in elementary schools tends to
be rather weak. Without it, all these ideas about teaching on the
computer aren't worth much. I felt disappointed to see the authors didn't
mention this issue -- at least not that I saw.
As I read this chapter, I found myself repeatedly asking a few questions:
How can I do something similar to the examples given in the book? Do I
want to do something similar? Is what is being done, best done on the
internet, or could it be done just as effectively or better without the
computer? Why am I even taking this class when I only have one working
computer in my classroom and that can only be used when logged on with my
password?
Several months ago, I decided that I would devote the money I normally
spend on my classroom on purchasing a few second hand computers for
student use. Unfortunately, I learned I wasn't allowed to do so. I had
previously been told there was no money for new computers and if there
was, they would be given to classrooms. So I stopped thinking about how I
might get computers in my classroom. Reading chapter 1, I thought maybe I
could get some computers that weren't online. I would have to install
whatever I wanted students to have access to use. If I got a few
computers, I might be able to connect them. This would allow students to
do some collaborative work on the computers. As much as I think
collaboration is generally done easier and with less effort in person,
collaborating on the computers would have some advantages. For one thing,
too many students at my school tend to say nasty things with the intention
of hurting one another. This sometimes results in physical fights. If
they could collaborate on the computer instead of in person, they'd be
less likely to make these provocative statements to each other. They'd
also get more practice with writing and they'd have more time to think of
how to respond to each other. That might make collaboration possible.
As Leu, Leu, and Coiro pointed out, using the technology is often
motivating for the students. Around here, that's worth a lot.
I'll keep learning and thinking about this.
Citation:
Leu, Donald J., Jr., Leu, Deborah Diadiun, Coiro, Julie. Teaching with
the Internet K-12: New Literacies for New Times, 4th Ed. 2004,
Christopher-Gordon Publishers, Inc., Norwood, Massachusetts, 1502
Providence Highway, Suite 12, Norwood, MA 02062 USA
Internet K-12: New Literacies for New Times. If this is not acceptable,
Craig, would you please let me know.
I read this chapter with a mixture of feelings and responses. While I
like the idea of students using the internet, I also found myself
reacting to a certain degree to the authors' enthusiasm. I've taught in
schools where teachers had computers in their classrooms. Usually, there
were one to four or maybe five computers. If they were lucky, two or
three computers worked. Fixing computers can take a fair amount of time -
even when the problem is simple to solve. I also know that a good number
of teachers feel intimidated to even try fixing a computer when it's not
working. From what I've seen, tech support in elementary schools tends to
be rather weak. Without it, all these ideas about teaching on the
computer aren't worth much. I felt disappointed to see the authors didn't
mention this issue -- at least not that I saw.
As I read this chapter, I found myself repeatedly asking a few questions:
How can I do something similar to the examples given in the book? Do I
want to do something similar? Is what is being done, best done on the
internet, or could it be done just as effectively or better without the
computer? Why am I even taking this class when I only have one working
computer in my classroom and that can only be used when logged on with my
password?
Several months ago, I decided that I would devote the money I normally
spend on my classroom on purchasing a few second hand computers for
student use. Unfortunately, I learned I wasn't allowed to do so. I had
previously been told there was no money for new computers and if there
was, they would be given to classrooms. So I stopped thinking about how I
might get computers in my classroom. Reading chapter 1, I thought maybe I
could get some computers that weren't online. I would have to install
whatever I wanted students to have access to use. If I got a few
computers, I might be able to connect them. This would allow students to
do some collaborative work on the computers. As much as I think
collaboration is generally done easier and with less effort in person,
collaborating on the computers would have some advantages. For one thing,
too many students at my school tend to say nasty things with the intention
of hurting one another. This sometimes results in physical fights. If
they could collaborate on the computer instead of in person, they'd be
less likely to make these provocative statements to each other. They'd
also get more practice with writing and they'd have more time to think of
how to respond to each other. That might make collaboration possible.
As Leu, Leu, and Coiro pointed out, using the technology is often
motivating for the students. Around here, that's worth a lot.
I'll keep learning and thinking about this.
Citation:
Leu, Donald J., Jr., Leu, Deborah Diadiun, Coiro, Julie. Teaching with
the Internet K-12: New Literacies for New Times, 4th Ed. 2004,
Christopher-Gordon Publishers, Inc., Norwood, Massachusetts, 1502
Providence Highway, Suite 12, Norwood, MA 02062 USA
Friday, April 20, 2007
4-20-07
We've had one class and I've gotten my books. I'm still trying to figure out what value VREs have for k-12 education. At least in the public school setting I don't see much. I read the Evidence Based Posting about dissecting animals online. That made some sense to me. But so far, mostly I see VREs taking away from more worthwhile things to be doing.
I've also been looking at Webquests and I don't see much value in them either. What I've seen so far could be done just as well without a computer if not better. At the very minimum, without a computer you don't need to worrry about the computer malfunctioning. Seems like it would also be easier to coordinate group work if you didn't have to deal with individuals looking at their computer screens.
I'm not sure exactly what I expected by the term "technology-enhanced instructional strategies." I have seen website programs where the students typed in answers to math problems and got immediate feedback. They did look boring to me, but no more so than a worksheet. I've also seen a "math worksheet" software program which was a fancy worksheet. However, when the student got the correct answer, a cowboy on a horse rode around shouting in circles. Kids really liked that one.
I was expecting the websites themselves to have more interaction that would enhance learning. There's certainly interaction on Second Life, but so far, most/all of the learning I've done enhances my life in Second Life. But I can't yet say it's enhanced my existence in First Life.
On a websearch, I did find that some group has been trying to educate people about Darfur. I haven't seen much of what they've done. But from what I have seen, I can't see that Second Life is a better medium than is television for this.
Maybe later I'll learn some answers that will address my skeptcism.
I've also been looking at Webquests and I don't see much value in them either. What I've seen so far could be done just as well without a computer if not better. At the very minimum, without a computer you don't need to worrry about the computer malfunctioning. Seems like it would also be easier to coordinate group work if you didn't have to deal with individuals looking at their computer screens.
I'm not sure exactly what I expected by the term "technology-enhanced instructional strategies." I have seen website programs where the students typed in answers to math problems and got immediate feedback. They did look boring to me, but no more so than a worksheet. I've also seen a "math worksheet" software program which was a fancy worksheet. However, when the student got the correct answer, a cowboy on a horse rode around shouting in circles. Kids really liked that one.
I was expecting the websites themselves to have more interaction that would enhance learning. There's certainly interaction on Second Life, but so far, most/all of the learning I've done enhances my life in Second Life. But I can't yet say it's enhanced my existence in First Life.
On a websearch, I did find that some group has been trying to educate people about Darfur. I haven't seen much of what they've done. But from what I have seen, I can't see that Second Life is a better medium than is television for this.
Maybe later I'll learn some answers that will address my skeptcism.
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