Week 13 Readings

What did you do in War, Grandma?
This week’s reading is made up of many oral history reports about Rhode Island women in WWII. Since the projects are audio I suggest that you go to the site to listen to the interviews yourself. Here is the website:
www. Stg.brown.edu/projects/WWII_Women/tocCS.html
I think that this project was a great way to integrate technology into the curriculum. In order to use this idea in my classroom I would have to make it grade level appropriate.

High Tech High
This article discusses what one charter in California has done to create a wonderful learning environment where kids have choices and freedoms when it comes to learning. Even better the students have access to computers and spend most afternoons completing projects. The students in the article seem to be excited about learning and enjoy the atmosphere of this not so traditional school.

Spanish Family History Project
This site was created by students to showcase their projects about their family. Each student has a webpage that provides a table of contents. The table of contents lists what each section is about. Unfortunately because they are written in Spanish I was unable to read what the kids wrote. This site was another great example on how to use technology in the classroom.

Martin Luther King Jr. Timeline Page
This site was based on books read about Martin Luther King Jr. Once the students read the book they highlighted key points of his life by creating a timeline. When you click on each date you are directed to a student drawn picture of that event. This was a great example on how to use technology.

Week 12 Readings

Beyond Technology: Making a difference in student performance

This article discussed how school districts across the nation are hurrying to wire their classrooms and schools only to be left with unused technology. Learning from early districts jumping on board, many districts now are trying to prevent their money from being wasted. The article provided ten suggestions on how to expand the use of technology in schools. Before mentioning the ten suggestions the author, Jaime McKenzie, stated two important ideas to keep in mind: the primacy of literacy and the urgency of staff development. Here are the ten suggestions the article provided:
Put learning first-Think of standards first and then set clear goals within each
content area.
Build support-Show how new technologies can enhance student learning
Invest in staff growth-Get the staff excited about technology
Slow down-Districts need to research the technology before purchasing
Focus and provide adequate resources-Move equipment around where it will be
used the most
Use assessment to steer programs-Know what works and what doesn’t
Shed the ineffectual-Stop using strategies that are not improving student
performance
Remember the lessons of the past-Little steps; don’t jump in all at once
Heed research-Become familiar with the pros/cons of technology
Ask good questions- If you don’t understand ask

This article, I felt, was more geared toward district personnel and administration than teachers. However I could use its contents to share with the teachers that are unsure of using technology. I also plan on bringing this information up with the technology group I am involved with at school.

Week 11 Readings

One Computer Classroom- Articles 1 and 2
Many teachers struggle with using technology in the classroom. Some teachers use the excuse that they have one computer and that one computer is for their use only. Both articles about the one computer classroom discussed ideas on how teachers can utilize that one computer successfully. The first article described using the computer as a presentation station. In order to begin using the computer as a presentation station, there are several questions that you have to keep in mind. The questions to think about include:
Where should I put my presentation station?
How can I use my presentation station to teach my topic list?
How should I rotate students through the station?
The second article provided more tips on how to successfully use the one computer in your room. The article suggests that teachers divide the class into groups, assign these groups a specific time to work on the computer, while on the computer

Strategies and Implications for the One-Computer Classroom
This article provided six more ways on how to use that one computer in your classroom. The six ideas included: use the computer as a teacher tool, use the computer as a multi-media chalk board or flip chart, for individual projects, as a learning center, cooperative learning tool and for individual work, practice, or assessment. Under each suggestion the author, Linda Burkhart, provides examples of each and tips to aide you in this process.
I think that the most common use of the one computer in the classroom is using it as a teacher tool. Most teachers at my school have the computer located in an isolated area and do not allow students to use the computer. It seems to me that the teachers are acting territorial about the computer though it was purchased with Student First funds. This article provided great suggestions that I am going to share with my fellow staff members.

The One Computer Classroom-Strategies and More Strategies
The last two articles discussed more ways to put that one computer to use by students. Ideas that were discussed: use the computer to illustrate an idea or concept, class discussion, “Smart” chalkboard, etc. The articles suggested that teachers develop a schedule to ensure that all students have a chance to use the computer. When splitting your kids in groups make sure that not one single student is dominating while on the computer. This will allow all students to have an opportunity to practice typing and searching skills.

This article had some great ideas. One idea I plan on using is the idea about breaking my kids into groups of four so they all can use the computers. By breaking my kids into groups, it will help them to become more efficient users of the computer. They will be able to practice their skills more frequently than just going to technology class once a week.

Week 10 Readings

Authentic Assessment Overview
This brief article discussed what authentic assessment is, why teachers should use this type of assessment, and how to use this assessment. Authentic assessment evaluates students’ learning using real world contexts. Authentic assessments are not asking students to simply regurgitate information, but it focuses on students’ analytical skills, working with others, written and oral expression skills, integration of what they have learned, and creativity. So why should I, as a teacher, use this assessment method? I realize that multiple choice tests are not testing the skills students need in order to be successful in the real world. My students should practice higher order thinking skills, and think critically. How can I use authentic assessments in my classroom? The article provides five types of performance samples.
They are:
Performance Assessment- Often require students to work together, apply skills to solve complex problems. Examples: writing, revising, and presenting a report to the class; working with classmates to prepare a classroom debate.
Short Investigations-Many teachers use to assess how students did on a basic concept or skill. Usually begin with a stimulus, students may interpret, describe, explain or predict.
Open-Response Questions- Students are given a stimulus and asked to respond.
Portfolios- Reflects learning over a period of time. Encourages students to self assess, edit and revise their work. Examples: journal reviews, reports, artwork etc.
Self-Assessment- This type of assessment allows students to evaluate their own effort, products, and participation. Students give oral responses to questions.

Thinking back on my own education (grade school-high school), I cannot recall a time when one of my teachers had me complete an authentic assessment. The tests that I took were either multiple choice, fill in the blank, or matching. Do I necessarily remember all that information now? No! I am sure that if I was required to show my learning the information would most likely be with me now.

The Case for Authentic Assessment
This article, A Case for Authentic Assessment, focused on five questions that dealt with authentic assessment. The questions presented were:
What is authentic assessment?
Why do we need to invest in these labor-intensive forms of assessment?
Won’t authentic assessment be too expensive and time consuming?
Will the public have any faith in the objectivity and reliability of judgment-based scores?
I found the information in the article to be more business like rather than how to use authentic assessment in my classroom. However I will keep the information available for future references.

Designing Rubrics for Your Classroom

This article discussed the two types of rubrics: holistic and analytic. The article provided templates for both holistic and analytic rubrics and discussed the seven steps in the design of scoring rubrics. Each step was briefly discussed and then the author Craig Mertler presented two sample scoring guides. Each sample had a scenario and then provided a rubric. At the end of the article the author suggested some Web resources for more information about rubrics.

Authentic Assessment Toolbox
This site provided more information about the different types of assessment. As a teacher I found all this information relevant to my teaching. I reviewed the different assessments and reflected on what types of assessments I commonly use in my classroom. For more information about assessment this is a website that I would recommend. Click here to go to the website.

Some Important Media Education Assessment Terms
This article just provided definitions for education assessment terms. While going over the definitions of some of the terms, I found myself relating it to my classroom. I was assuring myself in my head which assessments I am familiar with and ones I have used.

Week 9 Readings

Fishing the Net

The article, Fishing the Net, discussed how students are overloaded with information on the Internet. Due to the abundance of information that students are bombarded with when they complete research, they often struggle with what information is valid. This article provides steps that teachers can take to help ensure that students are successful with search engines, gathering information, and making sure that the information contained on websites are accurate. The authors, Gerald D. Balley and Dan Lumley, developed a seven step model to clarify information literacy and the relationship with the Internet. Here are the seven steps discussed in the article:
Identifying the right questions: This helps guides students searches
Organize the search: Teachers need to have an understanding of the Internet and how to set up bookmarks/favorites/search engines
Selecting appropriate search tools-
Analyzing online resources
Synthesizing, sorting, sifting
Publishing new information
Getting feedback

I thought that this article provided some great suggestions/questions on how to guide your students on deciphering whether or not information they find is correct or not. I plan on passing this information along to my peers. I also hope to use these strategies to help guide my projects that require the Internet.

Literacy for the 21st Century: The Hope and the Promise

In the article, Literacy for the 21st Century: The Hope and the Promise, discussed how literacy has changed in recent years with the use of technology. Pulling away from the traditional methods of teaching technology has taken us by storm. Schools need to transform their current methods of practice and guide their students to explore, experiment, and discover on their own. The shift needs go from teacher centered to student centered. Teachers need to encourage and motivate students to become life-long learners. They also need to allow students to seek out information on their own and not depend on anyone else for the answers. Lastly, teachers need to develop sound curriculum units that are engaging for all learners.

Authenticating Online Information
This article discussed how students need to decipher information from fact or opinion. They have to understand that just because it’s on the Web doesn’t mean it’s true. They also need to understand how to find good information online and hoe to evaluate the information they find. The article was broken down into four parts. These sections were:
How to find good information-Use dependable sources like bookmarks or educational
sites and understand how to conduct effective searches.
Evaluating online information-Once you find the information you need you need to
evaluate it. To help you weed out bad information ask the following questions: What is the purpose of this website? Has it been created to provide information, or promote its own products? To help students when using the internet, have them use the five w’s.
Plagiarism-Teach students about plagiarism
Copyright- Make sure that you model appropriate use

I found this article to be very helpful. I had never thought of having students use the five w’s to sift through information. I was shocked to read the teachers can find out whether or not your paper is not plagiarized. I guess I didn’t think that people actually would do this.

We Have the Information You Want, But Getting It Will Cost You: Being Held Hostage by Information Overload.

This last article discussed the amount of information that users encounter when using the Internet. Often times this is too much information at one time. To help minimize the unnecessary sites, it is important to know the proper tools and how to use them. The article describes that information overload occurs when the user does not understand the information, does not know where to find the information, knows how to search for it but can not access it. The article continues on to talk about volume, accuracy of the information on the sites, application usability and current trends.
I could relate to the information provided in the article. Sometimes I am amazed at how many websites that are brought up while searching. I try to limit the information by using advance searchers, but sometimes I am still overwhelmed. At times I even lose my patience and quit looking for my information.

Week 8 Readings

Integrating Technology into Instruction

This article discussed the approach that one teacher took in order to successfully incorporate technology into the classroom. The framework that the author, Bill Robertson, suggests includes five basic phases. The phases are planning, research, development, refinement, and implementation. These phases help embed the use of technology into a learning task.
Mr. Robertson states that the first stage, planning, is often the most vital. When beginning to develop a lesson, it is helpful to keep the end project in mind. What is it that you want the students to learn? How are you going to asses what they have learned? During this phase, the educator provides a "hook" to create interest in the learner.
The next phase, research, is the stage that learners are exploring their knowledge through independent or collaborative efforts. This is a great opportunity for the learners to be in charge of their learning. They have the opportunity to think critically as well as make connections to the real world.
The third phase of this process is development. In this phase, the educator provides the learner with the opportunity to build his or her own knowledge about the subject. The learners develop a format to express their ideas. This format leads to the understanding of the material.
The fourth phase is refinement. This phase is where the learner further develops the previous phase and guides the student into the next phase, implementation. During this phase, the learner continues to refine their work. At this stage, their work should be ready to share.
The last stage, implementation, is the phase that the learner demonstrates what they have learned throughout the process. The learners thoughts, ideas, and applications become one. Remember to make this process fit your needs.
I found this article to be similar to the UbD model. The first phase, planning, starts with the end in mind. Before assigning a project, think about the outcomes you desire. Also, keep in mind how students are going to demonstrate their understanding of the task. As I read the article, I could not help but analyze my teaching. Often times I plan activities based on different variables. In order to become a better teacher and ensure the success of my students I need to plan differently.

Laptop Lessons
This article discussed how technology became an integral part of a ninth grade English class. Technology allowed students to communicate with their teacher through a chat room, informally. The teacher noticed that this chatting brought students out of the woodwork. Students that normally did not say anything in class were now chatting with the teacher about various classroom topics.

I could completely relate to the authors experiences with the use of technology. It never fails that when I bring the laptop cart into my classroom, something always goes wrong. Some students have trouble logging on, sometimes the network is slow, and other times the laptop is just not responding. During these malfunctions, I find myself thinking about ways to work around the problem, what I can do to prevent the problem from occurring again. Sometimes I immediately call our technology teacher for the answers.
I thought that it was great the teacher let down their guard and chatted informally with students on the Internet. Students seemed to be more motivated and willing to stick their necks out on a limb to discuss concepts or information from that day’s class. Though I think this teacher seized the moment, I would be hesitant to participate in a chat with my students. I think paranoid of the trouble that can arise from the situation is more like it. Can a teacher get in trouble for communicating with students informally like this?

Learning With Confidence
Encouraging Risk and Failure in Learning

This article focused on how the education system is preparing students for the society that awaits them. Are teachers teaching students to cope or take risks? Are students developing skills that are going to help them overcome problems, develop solutions, and learn from their mistakes? Educators need to make sure that students are not being spoon-fed the answers. Students need to learn to take chances and develop their self-confidence. Technology can help with this process. Technology often brings out the best in students. Students that often do not say much in the classroom are allowed to develop their own understandings at their own pace. In order for students to be successful, the teacher must realize that not all students are alike. Teachers need to be flexible and willing to make changes that may benefit the students.

I can relate to the contents of this article. Daily I have a conversation with my students about problem solving and how me giving them the answer is not helping them out at all. It may be instant gratification but I am hurting them in the end. The students that always have their hand up are referred to as helpless hand raisers. I have concluded that last years teachers just gave them the answer once frustration took over. Now, I am trying to readjust their thinking that it is okay to make mistakes and learn from them.

Week 7 Readings

Understanding by Design

Since there were three articles on Understanding by Design, I thought that I would just list the key points that I learned about in my readings. I also used this information for an assignment that we had to post to Wikipedia.

Promotes student engagement
Start with the end in mind
Provides design tools and template
Encourages teachers to establish spirals of learning
Can be challenging for many teachers
Uses multiple methods of instruction
Allows students to revisit and rethink ideas
Uses a variety of resources
Use of many strategies
Active construction of meaning
Samples or models are available for students
Big ideas and essential questions are shared with students
Authentic tasks rather than memorization
Curriculum is structured rather than trying to cover material
Made up three stages:
Identifying desired results
Determining acceptable evidence
Plan learning experiences and instructions
Focuses on understanding
Establishes curricular priorities
Incorporates six facets of Understanding
Can explain
Can interpret
Can apply
Has perspective
Can empathize
Has self-knowledge

Learners can:
Explain what they are doing and why
Describe the method in which their work will be evaluated
Engaged in activities
Describe the goals for the unit
Involved in self- or peer-assessment
Set goals

ePortfolios: Constructing Meaning Across Time, Space, and Curriculum

The uses of ePortfolios are on the rise and are becoming a more valuable component of the learning process. This article discusses what an ePortfolio is, who’s using ePortfolios, why it is significant, challenges, and assessment.

What is an ePortfolio?
Collection of work
Place where students hold their work
Demonstrates what learning as taken place
There are six stages
Conception stage
Collection stage
Selection stage
Reflection stage
Connection stage

Who’s using portfolios?
Higher education (especially in teacher education programs)
Teachers as a reflection of their growth
Being used more in classrooms

Why is it significant?
Deeper understanding of the learning process
Allows for reflection
Users analyze and synthesize their work

Challenges
These vary from student to student

Assessment
Important to involve learners in the assessment and review of their work
Teachers plan lessons based on the learners’ performance

This article reinforced that the use of ePortfolios could benefit both students and teachers. Since beginning the Educational Technology program I have been giving the opportunity to create a portfolio. I have found that reflecting at the end of the semester has been a great learning tool. I use my reflection to guide my choices in my current assignments.

It's Elementary! Using Electronic Portfolios with Young Students

This article discussed what portfolios are, the components of a portfolio and the reflection process, benefits of its use, and how two multiage teachers incorporated portfolios into their classroom. Here is some information on how portfolios were used in the writing class:
· Writing Workshop took place for 90 minutes a day, except Friday
· Long-range plans were used (genre studies lasted about four weeks)
· During the workshop students had their own choice on what to write about as long as it was practicing the genre their studying.
· One work sample was due at the end of the genre study. This sample was to be included in their electronic portfolios.
· Monday through Thursday teachers taught mini-lessons about the genre or the writing process.
· On Friday students participate in a Publishing Workshop. Students used this time to write their weekly reflections, sharing their reflections, and working on publishing their writing.

After reading this article, I decided to rethink the way I teach writing. The article also got me thinking about the uses of portfolios in my classroom. I had wanted to begin using portfolios in my classroom after the winter break; however the article suggested beginning the process during the first of the year. A problem that I believe that I might face is getting my students into the technology lab. Even bringing in the laptops could be a problem.


Can Digital Teaching Portfolios Become Tools for Technology Integration?

The authors, Rick Baker and Alice Christie, conducted a study that explored the creation of digital portfolio and use of technology in the classroom. Participants were graduate students enrolled in the educational technology program at Arizona State University West. These students created their own digital portfolio that contained work samples from their class assignments. Each piece included a reflection. Once the portfolios were done, participants were asked to respond to three different surveys. The types of surveys that participants completed were a portfolio survey, technology standards assessment survey, and a process survey. The remainder of the article reviewed the results of each survey type.

Week 6 Readings

Integrating Technology into the Language Arts Classroom

This article was about various ways teachers can integrate technology into the language arts classroom. The bulk of the article provided multiple lesson ideas for language arts. Sample lesson ideas included:
· Digital presentations
· Books Online
· WebQuests
· Discussion and focus on plagiarism with the Internet
· Streaming Video
· Grammar instruction (individual practice)
· PowerPoint™ Presentations
· Word Processing software available for writing projects

I found the lesson samples in this article to be insightful. I have never thought of
using PowerPoint™ to list my objectives for the day in a presentation. This is a good idea, especially since my administrator requires us to list the daily objectives on the board. Another idea I found interesting was about plagiarism. I was unaware that you can pay a fee and submit students’ papers to check to see if it is their original work or someone else’s.

Alaska Department of Education & Early Development
Technology: The Social Studies Enter the 21st Century

This article discusses how Alaska’s Department of Education is stressing the need for their students to use technology and understand how technology affects individuals and society. A way that teachers can meet both the technology standards and other subject area standards is by the integration of technology to enhance the content area learning. The article describes what technology is, resources for assessment and planning, application considerations, evaluating and selecting computer software, technology and civic responsibility in a Republic, and classroom examples.
Technology-

• Low tech vs. high tech
• Maps, magazines, photographs, copiers,TV'slephones, TVs, VCRs, & overhead projectors most likely found in classrooms.
• Added as technology enhanced was fax machines, computers, photo and video digitizing, E-mail, Internet, scanners, etc.
• Teachers cannot wait on high tech solutions to arrive. They must use what is available to them.

Technology Resources: Assessment and Planning

• Teachers should make use of all opportunities to further their own technology skills
• Technology should be used effectively
• Don’t bite off more than you can chew: Do not purchase software and hardware that can be mastered in one shot.
• Greater teacher mastery of technology is less effort needed for classroom use and student mastery.

Application Considerations

The section discussed seven types of computer-based applications that teachers find most useful.

• Simulations
• Data Bases
• Networks
• Desktop Publishing
• Presentations
• Hypermedia/Interactive Multimedia
• Color Printing

Evaluating and Selecting Computer Software

This section discussed the selection process of determining software that would best serve the educational needs.

• Determine what you need
• Find out what products are out there
• Techniques of Previewing Software
• Sources of funding and grant-writing tips

Technology and Civic Responsibility in a Republic

Technology has effected not only education but the government has well. The government has reflected on how to integrate technology into the daily operations to get more citizens involved.

Classroom Examples

• Any learning experience can be integrated with technology
• Teachers are key to the success of technology integration
• Teachers need support

This article was full of useful information for me as a teacher. However, the section on purchasing software was not relevant to my classroom. In my district, we are limited to what software can be loaded on the computer. Of course, this information comes in handy for my personal computer. I find that teachers are unwilling to use technology in the classroom because they are not familiar with it themselves. If teachers felt more comfortable about their own skills, I think they would be more likely to use technology.

A Friend for the Language Arts
What I liked about the article was the information off to the side of the main article. I especially liked the eight ideas for language arts teachers. The information will be helpful in my teaching. Another aspect of the article I liked what the seven ways not to improve writing instruction with computer labs. The article also contained ways in which technology could be combined with smart teaching.

Integrating Technology in the Social Studies Class
This article provided sample lessons to integrate technology in the social studies curriculum. Lessons included a title, technology used, method, and Web resources. To check out the sample lessons visit: http://www.glencoe.com/sec/teachingtoday/subject/integrating_tech_ss.phtml

Week 5 Readings

What is a WebQuest?

This article discusses what a Web Quest is, its components, the two types of Web Quests, and the pedagogical principals that support the uses of Web Quests.

What is a Web Quest?

• Interactive learning exercises that involve using resources from the internet
• Web Quests can be short-term. They involve knowledge application and integration. Short-term Web Quests often are one to three class periods long.
• Web Quests can also be long-term. This longer Web Quest extends and refines knowledge. Long-term Web Quests can take from one to four weeks to complete.
• Students participate to maximize their learning. Students are guided through steps to complete a tangible task.

What are the components of a Web Quest?
A Web Quest should include the following:

• Introduction-
  Introduction of the Web Quest and should raise interest
• The Task-
  Description of what the learner will accomplish. Needs to be doable and may be a product.
• The Process-
  Suggested steps in which the learner follows in order to complete the task. May include advice for completion, how to divide the task into subtasks, or descriptions of roles.
• Resources-
  A list of Web pages the instructor has found to help students in the process. Should be pre-selected.
• Evaluation-
  Completed with a rubric
• Conclusion-
  Brings closure to quest, reminds the students of what they learned, and allows students to summarize their experience in completing the Web Quest.
• Reflection-
  Students reflect on the resources that were most helpful and valid
• Extension-
  Other opportunities to extend learning beyond the classroom
• Notes to the Teacher-
  Goals and objectives are listed, hints on completion of Web Quest, and any other materials that may be needed.

QuestGarden Overview

QuestGarden is an online tool, community, and hosting service that aides its users in creating Web Quests. The article goes over QuestGarden, features that are available currently and features that are going to be available, membership, how to get started, and future development of the site. To learn more about QuestGarden or to start building a WebQuest visit the following site: http://webquest/questgarden/author/overview.htm

Project, Problem, and Inquiry-based Learning
This article discussed what are problem, project, inquiry based learning is, how these approaches are similar and different, and how to chose the best approach for my classroom. When each type of learning is used, technology is used to facilitate learning.

• Project-based Learning:
  Focuses on developing a product or a creation.
• Problem-based Learning:
  Learning focuses on the process of solving a problem and gaining knowledge. This approach may also be inquiry-based.
• Inquiry-based Learning:
  Student-centered, active learning, focuses on questioning, critical thinking, and problem solving.

The best approach is one that meets the needs of your own learners. Find the approach the works best for you. Often times the three are intertwined.

I found this article to be short and to the point. After reading more about project, inquiry, and problem based learning, I realize I need to incorporate these strategies into my classroom. Am I letting my students down by not using these strategies?

Learner-Centered Classrooms, problem-Based Learning, and the Construction of Understanding and Meaning by Students

This article discussed the necessary components to create and effective learning situation in a classroom, how problem-based learning supports a Constructivist approach to learning and six assumptions about creating a learning-centered classroom. To read the whole article visit: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc3learn.htm

While reading this article I could honestly say that I include many of these components in my teaching. I was surprised about some of the six assumptions about creating a learning-centered classroom.

Field Trips Go Virtual

This article discussed what Virtual Field Trips are and tips to help make your virtual tour a success. A Virtual Tour can be video, still photographs, audio clips, or online games. The tour allows the students to visit a place they have never been before. In order to make your tour a success here are some tips mentioned in the article.

• Be sure the students know the Web site they are to be viewing. Make sure they understand that the cannot leave the designated site.
• Make sure you research the tour before sending your students off. Make sure links are age-appropriate and are sites that are about your topic.
• Activate prior knowledge. Get the students excited about the trip they are about to take.
• Provide activities that extend learning.
• Create follow up activities to the tour.

Virtual tours are a wonderful way to take students to a place that you want to go, but can't. Students will enjoy the chance to visit wonderful places around the world. Using virtual tours are a great introduction to the curriculum and can also be used as the meat of a concept. Before you begin creating your own, check the Web.

Week 4 Readings

Week 4 Readings

This week’s readings dealt with the use of curriculum maps. Curriculum maps are created to provide school administration, teachers, and parents with an overview of the content, skills, and assessments that will be used throughout the year. Curriculum maps are a great visual and timeline to use in the classroom. Curriculum maps are not limited to just a particular school. Curriculum maps can be created for an individual school or a whole district. The use of curriculum maps helps a grade level pace learning appropriately. Curriculum maps also serve as a transition between grade levels.

Currently at my school, we are only expected to have curriculum maps for language arts instruction. Even then, it seems as though the maps overlap and often times are not used. I find that even within district transfers students are not studying the same concepts and skills. My district expects us to be “premier” by 2009. If this is to occur, why is it that a district curriculum map is not in place? However, we are currently un-wrapping the standards. Throughout this process, we have been told that teachers will not have a part in the creation of the district curriculum map. I thought that if you participate in the development of the plan, you are more likely to use the information.

Week 3 Readings

How Wikis Work

This article discussed the new communication fad, Wikis. What is a Wiki you ask? A Wiki is a community where a group of people can edit previous submissions or post information about any given topic. People who come across this site play one or more roles. The people can be reading to for pleasure or seeking information, some people become writers and post their ideas, and others act as editors. If you are a frequent visitor of Wikipedia, you might even be granted administrator privileges. Take time to peruse through all the articles on Wikipedia. Some of the topics will amaze you.


I have yet to post my first Wiki and I am hesitant to do so. However, I have browsed through many of the articles on Wikipedia. I even found the nerve to edit an entry about cardboard. I cannot see myself spending time developing an article for people to edit the information or even delete the entry. I guess that editing and adding information to an entry is what makes this site so interesting. I think once I let down my guard and learn more about Wikis, I would like to have some of my students post some of their writing. My kids would be so excited!


The Technology-Rich Classroom

This article discussed the technology and software applications that classrooms should have to maximize student learning. In order to decide what type of equipment and software teachers and students prefer to utilize, a computer lab was established at Kent State University in Kent, Ohio. This computer lab served and an observation area where middle school students and teachers toyed with the latest technology. At the end of each semester, when the opportunity concluded, teachers were surveyed and interviewed to discover what software and hardware that they felt was most useful and beneficial. The highest ranked hardware items were as follows: computers, printers, and digital cameras. Other necessities included a document camera, LCD projector, CD player, and a VCR. Software that ranked the highest amongst those surveyed and interviewed are as follows: word processing, a Web browser, and presentation software. Other important programs that the teachers would like to have are photo manipulation software, brainstorming software, and graphics software.


As a school system, how can we provide all of the necessary hardware and software to help bridge the gap of the digital divide? Should schools be searching out partnerships with local universities? I would love, and I know my students would as well, to have the opportunity to test out the latest technology. I currently have a scanner, an LCD projector, two computers, a digital camera, a camcorder, and a Smart Board in my classroom. The students love when they have the opportunity to use these tools within the classroom. I feel that all classrooms should have at least a computer, an LCD projector, and Smart Board.

The Art of Blogging – Part 1 and 2

Both articles discussed another way to communicate with people and how to get started on your own blog. This new rave is blogging. Blogging is another way users can post thoughts, ideas, responses, customer service, storytelling, and many others to a blog. Once you submit your blog, you can receive comments from anyone. One can also search for specific blogs.

I understand the concept of blogging; however, what is the point of blogging when we already have e-mail and instant messaging capabilities? Is it for free speech? Is it a place to vent? On the other hand, is blogging something that will soon go out of style? If it is possible, I would like to have the staff at my school begin blogging information about teaching strategies.

A Multimedia Odyssey

What I want to say about this article is brief. Technology is a tool that allows students to become responsible for their own learning, motivation to learn increases, and everyone should use these tools to assist the learning process. Of course, it is important to use technology in a meaningful way. The article also suggested some great ideas on how to use technology within the classroom.

Week 2 Readings

Building Knowledge

This article discussed what one teacher, Katherine Williams, did to intertwine the use of technology and a constructivist teaching approach within her classroom. Ms. Williams developed an assignment that allowed students to become independent thinkers and problem-solvers. The assignment was to design a cost-effective and ecologically sensitive road projects on imaginary regional maps. Once the project was assigned, the method used to teach the class changed. No longer was Ms. Williams classroom teacher-centered, it had now become student-centered. Ms. Williams felt that the use of technology changed the format in which learning took place.

One piece of the article that really hit home, and I wish all educators would realize, is that technology is an "empowering tool." Students attitude and willingness to complete a task improves when technology is implemented. It is amazing how technology, along with the use good teaching practices, can change an learning environment. Why aren't more teachers including technology?

School Reform: What Role can Technology Play in a Constructivist Setting?

The author, Melissa Matusevich, discusses how technology and constructivism are linked to maximize learning. Ms. Matusevich defines constructivism , how a constructivist approach is being used in the Montgomery County Public Schools, and how theories of constructivism and integration of technology are being used in her daily work.

Information about Constructivism from the article:

• Constructivism is child-centered
• focus should be on authentic tasks
• Children learn from whole to part
• Learning process is driven by the interests and ideas of students
• focuses on knowledge construction, not regurgitation of material
• Teachers are flexible and often times become facilitator
• Promotes higher level thinking

Technology rich classrooms:

• From whole class instruction to small group
• Teacher is more of a coach rather than a lecturer
• Students are more engaged
• Collaborative rather than competitive
• individualized

I feel that a constructivist approach is the way to go. I can definitely understand the benefits, but I am not sure if I am capable of creating this environment with the lack of resources. While reading this article, I began to think about the school district that I work in. Our superintendent wants our district to be "premier" by 2009. If we do not provide our students with the resources and skills to be contributing members of society, we are letting them down. If we want to be premier, why aren't we taking a constructivist approach?

Teaching Materials Using Case Studies

This article discussed many aspects of case studies. What is a case study? I gathered that case studies are:

• Student-centered
• Contain a problem that needs to be solved (exposure to real-world problems that may be faced)
• Task-oriented
• A way that learning strategies can be used within the classroom

What are the benefits to using case studies in teaching?

• practical, real-world applications
• interactive
• student-centered
• Increases students to learn
• Problems apply to real-world
• Can be completed individually or collaborately
• Skills such as presentation and practical skills
• Research and time management

What are some pitfalls?

The article briefly discussed the pitfalls of using case studies. The pitfalls described in the article were geared more toward the case studies that this institution created. If creating a case study, I would keep these in mind. I feel that creating a case study could be time consuming. But, who knows! Oh, case studies might not be for everyone.

The article goes on to describe the process in developing a case study. Methods of creation include: Development of case studies based on interests of staff or research, students develop case studies based on their individual interests, from scratch, and to replace more traditional teaching on the same topic.

How do you know if your audience are meeting your objectives? Some ways that were mentioned in the article were providing a questionnaire, interviews, discussions, and an independent evaluator. It is important that you receive feedback about the case studies. By doing so, you can take the feedback and apply the information when another case study is presented.

The more I read about case studies the more I become interested in them. I find myself reflecting on my experience in the teacher preparation program. Why weren't case studies apart of our learning process? I can only think of how beneficial it would have been to complete a case study on a child that is displaying reading difficulties. Are there areas that we can access case studies previously created? I think that incorporating case studies in staff development would be helpful.

Constructivism and Technology

This was a quick read. The chart provided clear descriptions on what computers bring to Constructivism and what Constructivism brings to computers. Definitely something that should be shared with educators.