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

“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.