Technology Based Rubrics, Clicker Assessment Tools, and Inspiration/Kidspiration Software
Paragraph 1: Technology Based Rubrics
Rubrics are guidelines used for scoring and assessing assignments. They are a list of specific criteria for any given project. I feel that rubrics are very useful in showing what is expected from you as a student and what the teacher is looking for. They show exactly what expectations are for an assignment, clear up any questions students may have and I would imagine that they make grading easier for teachers. Rubrics would be very useful in my classroom, because I could use them with all my Speech assignments that are given to the students.
Paragraph 2: Clicker Assessment Tools
Qwizdom offers a student response system that “Combines response system interactivity, customized presentations, formative assessments, and online reporting into one complete solution.” This program was designed to inspire, motivate, and empower each individual student. It also offers a variety of remote types; including rechargeable and ability for text input, displays right/wrong feedback instantly, and also allows students to discreetly ask for help without feeling ashamed. It engages students through the use of Qwizdom’s interactive learning games. This could be used in any type of classroom setting including a Speech class. This program would assist students by having them respond while teaching a lesson to other students or by letting the teachers help evaluate the student’s speeches.
Paragraph 3: Inspiration/Kidspiration Software
These two programs; Inspiration and Kidspiration by the use of "visual learning methodologies," which will help students learn and build planning and thinking skills. Kidspiration was created with grades K-5, so this program is not as beneficial to me in a high school setting as the Inspiration program would be. This technology would be useful for my Speech class in many ways. It could be used in the brainstorming session for creating a speech topic, writing the speech, or as a visual aid during the speech.
Discovery Education. (2010). Kathy Schrock's guide for educators. Discovery Education. Retrieved April 18, 2011 from http://school.discoveryeducation.com/schrockguide/assess.html#rubrics
Inspiration Software, Inc. (2010). Inspiration Software. Retrieved April 18, 2011 from http://www.inspiration.com/Inspiration
Qwizdom Inc. (2010). Quizdom. Retrieved April 18, 2011 from http://www.qwizdom.com/?gclid=CNLygeH3mpcCFQZqswodWV6D-g
Wednesday, April 20, 2011
Wednesday, April 13, 2011
“Digital Storytelling” by Kate Kemker, is an article in chapter 9 that we are to add to our blog this week. Students need to be able too create a storyboard, film the story using a video camera, and then use existing technology to edit that video and show they can use this activity. It involves critical thinking and teamwork in order to accomplish this task. It also is a requirement that each of the pieces be done in sequential order, and that students really spend the time so that the next piece transitions smoothly. For instance, if students don’t thoroughly create the storyboard portion, then they might not be able to efficiently film the process in proper order, and then when they get to the end and start editing they will realize they are missing vital pieces. What I really liked about this activity is that I feel as though it conveyed the concept that technology is not meant to takeover the entire classroom. More so, it is there to assist and enhance the lessons we teach. This would be a great tool to add into any classroom, because you can use your imagination and truly create a story about anything. Even in mathematics, it could be used to create stories based around mathematical concepts in the real world. I would also be a great way to integrate different subjects.
Mathematics is one of the most abstract subjects. Using these technologies helps students to visualize mathematical concepts it is very useful in helping students use math in the real world.
Several websites are available to assist in visualizing mathematical concepts. The book also mentions visualizing the formulas using graphic calculators because they have a positive influence on students and aiding in the understanding of mathematics. Fooling around with data sets is suggested as well with Tinker Plots and Fathom Dynamic Statistics Software recommended.
A part of the chapter separated different subject matters and talked about visual technology and how it can be used to reiterate the ins and outs of that subject. Some of the ideas I was already familiar with. The idea for using graphing calculators, data sets, and statistics software is very handy and important. I have seen these before, and I feel the need to be able to visualize in math is very critical. These concepts would be better grasped if we could show students why and how the functions happen, as opposed to just telling them and showing them basic information. The one technology that I had never seen, but really intrigued me was the Geometric Supposer. Geometry is not one of my favorite topics, and I it tends to be one of the subjects that most students struggle with
I feel that we can learn from TV instruction. Although, just like any other tool that we have gone over, it can only be useful if we as instructors know how to use it and can show the students the proper way to use it. TV has great qualities such as the visual aspect and also the ability to be consistent in lessons. If an instructor were to show each class the same video, then we are to be certain all the students are getting the same consistent message. Eventhough it does not promote very much hands on activity or discussion during the lesson. It can also be harder for students to stop and ask questions in the middle of a lesson, but if we combine it with blogs we can help with those questions.
References:
Jonassen, D. Howland, J. Marra, R. & Crismond, D. (2008). Meaningful Learning with
Technology. New Jersey: Pearson Prentice Hall.
Mathematics is one of the most abstract subjects. Using these technologies helps students to visualize mathematical concepts it is very useful in helping students use math in the real world.
Several websites are available to assist in visualizing mathematical concepts. The book also mentions visualizing the formulas using graphic calculators because they have a positive influence on students and aiding in the understanding of mathematics. Fooling around with data sets is suggested as well with Tinker Plots and Fathom Dynamic Statistics Software recommended.
A part of the chapter separated different subject matters and talked about visual technology and how it can be used to reiterate the ins and outs of that subject. Some of the ideas I was already familiar with. The idea for using graphing calculators, data sets, and statistics software is very handy and important. I have seen these before, and I feel the need to be able to visualize in math is very critical. These concepts would be better grasped if we could show students why and how the functions happen, as opposed to just telling them and showing them basic information. The one technology that I had never seen, but really intrigued me was the Geometric Supposer. Geometry is not one of my favorite topics, and I it tends to be one of the subjects that most students struggle with
I feel that we can learn from TV instruction. Although, just like any other tool that we have gone over, it can only be useful if we as instructors know how to use it and can show the students the proper way to use it. TV has great qualities such as the visual aspect and also the ability to be consistent in lessons. If an instructor were to show each class the same video, then we are to be certain all the students are getting the same consistent message. Eventhough it does not promote very much hands on activity or discussion during the lesson. It can also be harder for students to stop and ask questions in the middle of a lesson, but if we combine it with blogs we can help with those questions.
References:
Jonassen, D. Howland, J. Marra, R. & Crismond, D. (2008). Meaningful Learning with
Technology. New Jersey: Pearson Prentice Hall.
Wednesday, March 23, 2011
Podcasting
Paragraph 1: What did you learn about podcasting. How it can be used in the classroom?
I learned quite a bit about podcasting. Before this lesson, I had heard very little about it and could not have told you very much or how it was used. Now I at least have a basic knowledge how it is used, so I definitely learned something new. I think if I were to attempt to use this that I would only use it in a classroom setting. I feel this is the only way I would attempt it. I really am having trouble seeing how I would use it at all, honestly.
Paragraph 2: How is podcasting different / similar to other Web 2.0 applications we discussed so far?
This is somewhat similar because it is still a fairly new technology and is a way to reach many people. It gives the creator a chance to make and share something of interest to them. It can also be a way to help keep people connected. This is a very different type of technology because it can be used outside of a computer. Most of the stuff we have discussed is meant to be used online. This is one program that you can download and take with you, and it still can be used without access to the Internet.
Paragraph 3: Your reflection: Do you own an iPod or MP3 player? How do you use it? Would you use it in your classroom and how? What do you think about advantages/disadvantages of online communication tools?
I actually own an iPhone and an MP3 player. All of my children have MP3 players, but I use my iPhone as my MP3 player. I mainly got them for my kids so they could listen to their music and I didn't have to. I do not see myself using them in a classroom setting either. However, I do believe some of the technology we have discussed has advantages. The idea of using blogs, wikis and MI lesson plans could definitely be helpful. Still, I feel some of this is just too much. This podcasting and the VoiceThread do not hold appeal for me. I think they take away too much from one on one interaction, I do not think I will use either of these in my class.
I learned quite a bit about podcasting. Before this lesson, I had heard very little about it and could not have told you very much or how it was used. Now I at least have a basic knowledge how it is used, so I definitely learned something new. I think if I were to attempt to use this that I would only use it in a classroom setting. I feel this is the only way I would attempt it. I really am having trouble seeing how I would use it at all, honestly.
Paragraph 2: How is podcasting different / similar to other Web 2.0 applications we discussed so far?
This is somewhat similar because it is still a fairly new technology and is a way to reach many people. It gives the creator a chance to make and share something of interest to them. It can also be a way to help keep people connected. This is a very different type of technology because it can be used outside of a computer. Most of the stuff we have discussed is meant to be used online. This is one program that you can download and take with you, and it still can be used without access to the Internet.
Paragraph 3: Your reflection: Do you own an iPod or MP3 player? How do you use it? Would you use it in your classroom and how? What do you think about advantages/disadvantages of online communication tools?
I actually own an iPhone and an MP3 player. All of my children have MP3 players, but I use my iPhone as my MP3 player. I mainly got them for my kids so they could listen to their music and I didn't have to. I do not see myself using them in a classroom setting either. However, I do believe some of the technology we have discussed has advantages. The idea of using blogs, wikis and MI lesson plans could definitely be helpful. Still, I feel some of this is just too much. This podcasting and the VoiceThread do not hold appeal for me. I think they take away too much from one on one interaction, I do not think I will use either of these in my class.
Wednesday, March 2, 2011
Web 2.0
Wikis, Blogs and Social Bookmarking
Paragraph 1: I would like to hear from you on how and when you will be using wikis and blogs with your students. Provide an example.
The idea of both wikis and blogs are great, and I think they could be useful in the classroom. I am planning on being a high school Speech teacher. I think it would be a good idea to have a class blog. Information from and for the class would be accessible to both students and parents. It would be a good way to encourage interaction. Also, notes and tips for writing speeches could be available for students outside of class. As for wikis, I have never considered using them for class before, but I think it could be done. I think a good way to do this would be to have the students write a group speech and have them use wikis during this. Their progress and participation could easily be monitored and students could work on things outside of the classroom and still make it accessible to the other members of the group.
Paragraph 2: What do you think about Socialbookmarking? Would it be useful for you and your students? How? Explain. Are you interested in creating a VoiceThread? Why/why not?
This was the first time I had heard of Social bookmarking. I found it very interesting. I am definitely one of those people who marks things to my favorites and then accumulates so much that it’s hard to sort through and find what I am looking for. This would be much easier and a lot more convenient. I think it would be useful in class because I could bookmark sites that would be helpful to the students and they in turn could bookmark sites they found helpful while writing their speeches for their classmates to use. I am not sure about the VoiceThread. I just think it might be a little much. Most students are nervous about giving speeches as it is and I would not want to put their speeches on a thread this way. I'm really not sure how else I would use it or why. This is my first experience with them though, so maybe I'll change my opinion when I am more familiar with them.
Paragraph 3: When talking about learning communities, what do you think about Tapped In? Have you explored it? If you have, do you think it's useful for you as a teacher? If you have not, what do you learn from the textbook?
I think Tapped In could be helpful. I did explore it. At first I logged in as a guest and was actually asked right away by someone at the helpdesk via chat if there was anything they could help me with. When I told him I was exploring as part of a class assignment he suggested I register for a free account because some aspects weren't viewable as a guest. It was still a little confusing trying to find my way around it, but I do think it could be useful. The fact that there are people readily available to assist you is a plus as well. Once I have learned to navigate it better, I'm sure I will find it very useful.
Jonassen, David, Howland, Jane, Marra, Rose, and Crismond, David. (2008). Meaningful
Learning with Technology. 100-135. New Jersey: Pearson Prentice Hall
LeFever, Lee. (2007) "Social Bookmarking in Plain English". Dailymotion. Retrieved on October 13, 2010. http://www.dailymotion.com/video/x2rqw9_social-bookmarking-in-plain-english_school
SRI International. (2010). Tapped In. Retrieved on October 13, 2010. http://tappedin.org/tappedin/
Paragraph 1: I would like to hear from you on how and when you will be using wikis and blogs with your students. Provide an example.
The idea of both wikis and blogs are great, and I think they could be useful in the classroom. I am planning on being a high school Speech teacher. I think it would be a good idea to have a class blog. Information from and for the class would be accessible to both students and parents. It would be a good way to encourage interaction. Also, notes and tips for writing speeches could be available for students outside of class. As for wikis, I have never considered using them for class before, but I think it could be done. I think a good way to do this would be to have the students write a group speech and have them use wikis during this. Their progress and participation could easily be monitored and students could work on things outside of the classroom and still make it accessible to the other members of the group.
Paragraph 2: What do you think about Socialbookmarking? Would it be useful for you and your students? How? Explain. Are you interested in creating a VoiceThread? Why/why not?
This was the first time I had heard of Social bookmarking. I found it very interesting. I am definitely one of those people who marks things to my favorites and then accumulates so much that it’s hard to sort through and find what I am looking for. This would be much easier and a lot more convenient. I think it would be useful in class because I could bookmark sites that would be helpful to the students and they in turn could bookmark sites they found helpful while writing their speeches for their classmates to use. I am not sure about the VoiceThread. I just think it might be a little much. Most students are nervous about giving speeches as it is and I would not want to put their speeches on a thread this way. I'm really not sure how else I would use it or why. This is my first experience with them though, so maybe I'll change my opinion when I am more familiar with them.
Paragraph 3: When talking about learning communities, what do you think about Tapped In? Have you explored it? If you have, do you think it's useful for you as a teacher? If you have not, what do you learn from the textbook?
I think Tapped In could be helpful. I did explore it. At first I logged in as a guest and was actually asked right away by someone at the helpdesk via chat if there was anything they could help me with. When I told him I was exploring as part of a class assignment he suggested I register for a free account because some aspects weren't viewable as a guest. It was still a little confusing trying to find my way around it, but I do think it could be useful. The fact that there are people readily available to assist you is a plus as well. Once I have learned to navigate it better, I'm sure I will find it very useful.
Jonassen, David, Howland, Jane, Marra, Rose, and Crismond, David. (2008). Meaningful
Learning with Technology. 100-135. New Jersey: Pearson Prentice Hall
LeFever, Lee. (2007) "Social Bookmarking in Plain English". Dailymotion. Retrieved on October 13, 2010. http://www.dailymotion.com/video/x2rqw9_social-bookmarking-in-plain-english_school
SRI International. (2010). Tapped In. Retrieved on October 13, 2010. http://tappedin.org/tappedin/
Wednesday, February 23, 2011
Assessment Activities
Paragraph 1: Why do you use assessment activities? How do you assessment activities as a way to generate feedback that can improve learner performances?
Assessments are used to evaluate the students’ skills and knowledge. The information gained can be used to increase students’ performance in the classroom. These assessments also help us to evaluate and understand the strengths and weaknesses of students and educators. These assessments show the obvious problem areas of the students, but if it is shown in a majority of the students the educator needs to reevaluate his or her teaching strategy or style. If the evaluation is poor in a certain area then the educator needs to try a different teaching strategy to try and get the concept through to the students. It also reflects how the students are learning. This also can show which areas need to have improvements made or extra attention to that particular skill set which can eventually improve the performance.
Paragraph 2: What is e-portfolio? How does it help teachers and students? What are computer-based tests? Does the use of computer-based tests impact validity and reliability?
An e-portfolio is “a collection of digitized artifacts that could include video clips, graphics, sounds, or documents,” and can show a persons accomplishments. One way it can help is that it serves as an assessment of what a student has accomplished from the teachings. Computer-based tests are completed or scored by a computer. I do not believe they impact the validity or reliability. As long as the information provided by the educator then the tests should be an accurate assessment.
Paragraph 3: Conclusion:
I though this chapter was very interesting because it reinforced what was said when reading “Strategies for Planning Technology-Enhanced Learning Experiences” and performing my critique. It is important for educators to be able to accurately evaluate a students’ skills and advancement in their studies. It is equally important to have a different way to evaluate the students performance other than the standardized tests. Some students have test anxiety and therefore perform poorly on tests where others might just be having a bad day and perform poorly. This would not give an accurate view of the students capabilities. With the ever emerging tools available to us like the e-portfolio, it shows the activities that the teachers are teaching and the students are learning being successfully administered. I feel that by using these new technologies to our advantage it gives us a better gauge of where the student stands as far as aptitude.
Jonassen, David, Howland, Jane, Marra, Rose, and Crismond, David. (2008). Meaningful Learning with Technology. 217-39. New Jersey: Pearson Prentice Hall
Assessments are used to evaluate the students’ skills and knowledge. The information gained can be used to increase students’ performance in the classroom. These assessments also help us to evaluate and understand the strengths and weaknesses of students and educators. These assessments show the obvious problem areas of the students, but if it is shown in a majority of the students the educator needs to reevaluate his or her teaching strategy or style. If the evaluation is poor in a certain area then the educator needs to try a different teaching strategy to try and get the concept through to the students. It also reflects how the students are learning. This also can show which areas need to have improvements made or extra attention to that particular skill set which can eventually improve the performance.
Paragraph 2: What is e-portfolio? How does it help teachers and students? What are computer-based tests? Does the use of computer-based tests impact validity and reliability?
An e-portfolio is “a collection of digitized artifacts that could include video clips, graphics, sounds, or documents,” and can show a persons accomplishments. One way it can help is that it serves as an assessment of what a student has accomplished from the teachings. Computer-based tests are completed or scored by a computer. I do not believe they impact the validity or reliability. As long as the information provided by the educator then the tests should be an accurate assessment.
Paragraph 3: Conclusion:
I though this chapter was very interesting because it reinforced what was said when reading “Strategies for Planning Technology-Enhanced Learning Experiences” and performing my critique. It is important for educators to be able to accurately evaluate a students’ skills and advancement in their studies. It is equally important to have a different way to evaluate the students performance other than the standardized tests. Some students have test anxiety and therefore perform poorly on tests where others might just be having a bad day and perform poorly. This would not give an accurate view of the students capabilities. With the ever emerging tools available to us like the e-portfolio, it shows the activities that the teachers are teaching and the students are learning being successfully administered. I feel that by using these new technologies to our advantage it gives us a better gauge of where the student stands as far as aptitude.
Jonassen, David, Howland, Jane, Marra, Rose, and Crismond, David. (2008). Meaningful Learning with Technology. 217-39. New Jersey: Pearson Prentice Hall
Wednesday, February 16, 2011
Copyright and Fair use Laws
Paragraph 1: Why do we have to respect copyrights and fair use rules? Why is that so important? How will you teach your students about this?
Paragraph 2: What is online safety and is it different from cyber bullying? How can we protect our students and ourselves from potential online predators?
Paragraph 3: What do you think about this week activities? Did you learn anything new?
Paragraph 1: Why do we have to respect copyrights and fair use rules? Why is that so important? How will you teach your students about this?
Copyright laws and fair use rules are there to protect everyone from abuse of the use of certain materials that are owned by individuals all the way up to corporations. The copyright laws were created for a reason, they protect the creations of individuals and corporations. The Fair use laws provide educators a little freedom for institutional purposes, but do not give them freedom to do whatever they want with the material. This is very important to know not only to protect the proprietor of the material but also set a good example to students on what they need to do in order to obey the laws and guidelines. The best way to teach students about the rules is to set examples and show them how it is done. The website you provided for us, Copyright Bay, was a helpful teaching tool. This would be a great program to use with students in an interactive setting. This would be a great way to keep students involved during a lecture setting.
Paragraph 2: What is online safety and is it different from cyber bullying? How can we protect our students and ourselves from potential online predators?
Online safety is different from online bullying. Online safety deals with protecting our children from online predators. It also protects them from getting into exploitation, sex offenders and sexual explicit videos. Cyber bullying, like its counterpart, bullying is bad in its own right. Online bullying is usually kids and adults being bullied by someone they know, for example their peers. We as educators and parents need to be aware of what is going on with our children with the use of so many social networks out there. We need to let them know if this is happening to them they need to let an adult know so that we can get them the help that they need and resolve the problem. We also need to let our kids know that people can make up stories online and deceive them on who they are.
Paragraph 3: What do you think about this week activities? Did you learn anything new?
To say the least this week was very interesting. I knew a lot about online safety and cyberbullying already; however, I did extend my knowledge of copyright laws that I didn’t learn in my business class. Taking the quiz my score said, “Good job you propeller head, or maybe you should go back and read the article! Your score is 90%” so I went back and checked out what I missed on the quiz. With all the information out they’re to assist us in our learning and teaching endeavors. After completing this assignment I know that I have probably broken some of the fair use and copyright laws.
Fryer, Wesley. Copyright 101 for Educators. 2003. Retrieved September 27, 2010. http://www.wtvi.com/TEKS/02_03_articles/copyright.html
Carnell, John. Bullying UK. Retrieved September 27, 2010. http://www.bullying.co.uk/
CopyRight Quiz. Retrieved September 27, 2010. http://www.csus.edu/indiv/p/peachj/edte230/copyright/quiz.htm
Joilet, Francis. A Visit to Copyright Bay. 2002. Retrieved September 27, 2010. http://www.stfrancis.edu/cid/copyrightbay/index.htm
National Center for Missing & Exploited Children and Boys & Girls Clubs of America. NetSmartz. 2010. Retrieved September 27, 2010. http://www.netsmartz.org/
U.S. Copyright Office. Copyright. 2010. Retrieved September 27, 2010. http://www.copyright.gov/
Paragraph 2: What is online safety and is it different from cyber bullying? How can we protect our students and ourselves from potential online predators?
Paragraph 3: What do you think about this week activities? Did you learn anything new?
Paragraph 1: Why do we have to respect copyrights and fair use rules? Why is that so important? How will you teach your students about this?
Copyright laws and fair use rules are there to protect everyone from abuse of the use of certain materials that are owned by individuals all the way up to corporations. The copyright laws were created for a reason, they protect the creations of individuals and corporations. The Fair use laws provide educators a little freedom for institutional purposes, but do not give them freedom to do whatever they want with the material. This is very important to know not only to protect the proprietor of the material but also set a good example to students on what they need to do in order to obey the laws and guidelines. The best way to teach students about the rules is to set examples and show them how it is done. The website you provided for us, Copyright Bay, was a helpful teaching tool. This would be a great program to use with students in an interactive setting. This would be a great way to keep students involved during a lecture setting.
Paragraph 2: What is online safety and is it different from cyber bullying? How can we protect our students and ourselves from potential online predators?
Online safety is different from online bullying. Online safety deals with protecting our children from online predators. It also protects them from getting into exploitation, sex offenders and sexual explicit videos. Cyber bullying, like its counterpart, bullying is bad in its own right. Online bullying is usually kids and adults being bullied by someone they know, for example their peers. We as educators and parents need to be aware of what is going on with our children with the use of so many social networks out there. We need to let them know if this is happening to them they need to let an adult know so that we can get them the help that they need and resolve the problem. We also need to let our kids know that people can make up stories online and deceive them on who they are.
Paragraph 3: What do you think about this week activities? Did you learn anything new?
To say the least this week was very interesting. I knew a lot about online safety and cyberbullying already; however, I did extend my knowledge of copyright laws that I didn’t learn in my business class. Taking the quiz my score said, “Good job you propeller head, or maybe you should go back and read the article! Your score is 90%” so I went back and checked out what I missed on the quiz. With all the information out they’re to assist us in our learning and teaching endeavors. After completing this assignment I know that I have probably broken some of the fair use and copyright laws.
Fryer, Wesley. Copyright 101 for Educators. 2003. Retrieved September 27, 2010. http://www.wtvi.com/TEKS/02_03_articles/copyright.html
Carnell, John. Bullying UK. Retrieved September 27, 2010. http://www.bullying.co.uk/
CopyRight Quiz. Retrieved September 27, 2010. http://www.csus.edu/indiv/p/peachj/edte230/copyright/quiz.htm
Joilet, Francis. A Visit to Copyright Bay. 2002. Retrieved September 27, 2010. http://www.stfrancis.edu/cid/copyrightbay/index.htm
National Center for Missing & Exploited Children and Boys & Girls Clubs of America. NetSmartz. 2010. Retrieved September 27, 2010. http://www.netsmartz.org/
U.S. Copyright Office. Copyright. 2010. Retrieved September 27, 2010. http://www.copyright.gov/
Friday, December 31, 2010
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