http://techblog.dallasnews.com/archives/2009/11/microsoft-runs-with-mark-cuban.html
As you know, my students are all afforded laptops by Irving ISD for a small insurance fee of $50. With this computer comes wi-fi provided by the city, and it's firewall'd as all-get-out, so trojans, viruses, and inappropriate websites have a hard time finding a way to the laptops. Pretty sweet deal. Except for what might happen in a year or two.
Google is our students preferred choice of research for pictures, articles, information, etc. Microsoft and Newscorp are considering de-indexing from Google in order to force consumers to pay for access. This move would be unprecedented. And it would mean more $$$$$$$$ for Irving ISD to shell out.
Can we afford it as a district? Will the city of Irving have to propose a bond that increases our school budget so that we can afford to buy memberships to pay-for-news sites? We'll see! And let's hope not. Heck, maybe our district sponsor Dr. Pepper can pay for it.
Wednesday, November 25, 2009
#18 The Purpose-Driven Classroom
The Vice-Principal scolds Mr. Jones for not using 2st Century technology in his lesson plans. She writes in all-caps on his PDAS report how he refuses to incorporate the expensive hardware in which the district has recently invested. "Doesn't understand the importance of modernizing his lessons in accordance with the purchases made specificaly for his subject," she types. Mr. Jones replies, "I've been teaching the same subject for 27 years and I don't need any dern laptops to help me. My way works, it's tried and true, and that's that. I ain't adjustin' for you and other VP."
So, who's right? The VP who jumps to conclusions or the grizzled science teacher, stuck to his old ways? Well, IMHO, both. And neither. At some point, they're going to have to meet halfway. And yes, this situation did happen almost exactly how I described it.
They both have the students in mind and that's what matters. Obviously, the VP needs to open her eyes and realize that lesson plan efficacy is not dependent on the use of the most modern tech. Bu tthe teacher needs to recognize the importnace of teaching his students with up-to-date tech, the kidn of tech that broadens the students' horizons, exposing them to new professions and mediums for learning. At the very least, the two people in question nee dto be more cordial in the workplace.
Sunday, November 22, 2009
#17 Cellphones as Computers? What a country!
http://www.dallasnews.com/sharedcontent/dws/dn/education/stories/022009dnmetschoolphones.3ef67c7.html
This picture is from the DMN. The captions reads "Trinity Meadows Intermediate School teacher Matt Cook guides Cole Schechter, 11, in the use of a cell phone as a part of class work. Caleb Collins. 11, works on a project on his cell phone."
This past February, Keller's Trinity Meadows School demonstrated their new policy that not only allows students to use their cellphones in school but actually encourages it!
To confiscate the cellphone or not to confiscate the cellphone. That is the question.
In my school, we teachers are expected to take up any cellphones during school hours. However, cell phone companies and Trinity Meadows faculty would say that cell phones are the new laptops. I'd agree with that statement except policing the sue of cellphones just isn't viable. With laptops, as you'll see in my #16 Post, monitoring is a major advantage over the use of cellphones in class. Also, only a small percentage of students can afford Personal Digital Assistants.
If I had to guess, I'd say that cell phones won't replace Laptops for all the functions that laptops provide. I think it's similar to the TV vs. Radio debate. Apparently, the prevailing thought in the 1960's and 1970's was that TV's would replace radios and the radio was a dead medium. This article makes the same argument for cell phones vs. laptops. Of course, radio is stronger now than ever, and I expect the same thign to happen with laptops. Let's face it, it's just impossile to read a document on a handheld device. Watching a movie on an iPhone vs. a 20-inch screen laptop? Forget about it, the laptops are here to stay.
Having said that, it's very intrigueing that this school is at the forefront of the next generation of technology in theh classroom. And I have no doubt that students are loving every minute of it.
#16 Security Breach!
I spoke with my school's tech administrators about the security systems in place at Nimitz High School (and yes, it was for this blog). I asked the following questions:
1) Are you able to view students laptops as if you had a virtual private network? That is, could you pull up any student's laptops on your laptop screen as if you were a remote user?
2) How do we prevent viruses from infecting our thousands of laptops?
3) Does our system of affording each student a laptop for a small insurance fee "work"? That is, is it worth the money and effort?
The answers may surprise you!
1) Yes, they can pull up any students laptop at a moment's notice. In fact, there are certain programs that cause red flags and the admins receive immediate notification about the student using the programs. These programs include file sharing software such as Kazaa and Napster. With file-sharing software, our students can (and often do) download media content that is copyrihted and therefore is illagal. Believe it or not, the admins demonstrated their ability right in front of me. I was in awe that their computer processors were so fast, to be honest.
2) We can't stop all viruses... we just hope to contain 'em. When a student's laptop is infected with a virus, it's just a matter of time before the students turns in the laptop... and if that takes too ong, the admins send an aide to pick up that student's laptop for re-imaging.
3) Our system does work, to an extent. For students who are incapable of takign care of the laptop or can't go a week without infecting it, the laptop idea simply can't work. However, the vast majority of our students handle the responsibility just fine, and it serves them well after high schoool to be fluent in various software packages such as Microsoft Office and Adobe Photoshop.
Is it expensive? Of course, but it's an investment. That was the overlying theme of our conversation. And I for one am proud that IISD has made this investment in our youth.
1) Are you able to view students laptops as if you had a virtual private network? That is, could you pull up any student's laptops on your laptop screen as if you were a remote user?
2) How do we prevent viruses from infecting our thousands of laptops?
3) Does our system of affording each student a laptop for a small insurance fee "work"? That is, is it worth the money and effort?
The answers may surprise you!
1) Yes, they can pull up any students laptop at a moment's notice. In fact, there are certain programs that cause red flags and the admins receive immediate notification about the student using the programs. These programs include file sharing software such as Kazaa and Napster. With file-sharing software, our students can (and often do) download media content that is copyrihted and therefore is illagal. Believe it or not, the admins demonstrated their ability right in front of me. I was in awe that their computer processors were so fast, to be honest.
2) We can't stop all viruses... we just hope to contain 'em. When a student's laptop is infected with a virus, it's just a matter of time before the students turns in the laptop... and if that takes too ong, the admins send an aide to pick up that student's laptop for re-imaging.
3) Our system does work, to an extent. For students who are incapable of takign care of the laptop or can't go a week without infecting it, the laptop idea simply can't work. However, the vast majority of our students handle the responsibility just fine, and it serves them well after high schoool to be fluent in various software packages such as Microsoft Office and Adobe Photoshop.
Is it expensive? Of course, but it's an investment. That was the overlying theme of our conversation. And I for one am proud that IISD has made this investment in our youth.
Wednesday, November 11, 2009
#6 Database
Databases are the most complicated program in any software package like Microsoft Office. At least, it's complicated for me.
Databases offer a wide variety of options when it comes to storing, managing, sorting, and producing data. In fact, I'm currently working on merging a database file with a Word Document. The database program that everybody uses is called Microsoft Access. Here's a screen shot.
People often get the purpose of a spreadsheet confused with that of a spreadsheet, so I've created a table that explains when to use one and not the other!
#5 Spreadsheets
What's a computer application that simulates a paper worksheet?
A spreadsheet, of course. Spreadsheets display multiple cells that comprise a grid of rows and columns, each cell containing either alphanumeric text or numeric values.
Below is a picture of a popular spread sheet program called Microsoft Excel.
However, there is a free spreadsheet program called Open Office Calc. You'll see the layout is almost identical but trust me, a few of the ammenities from Excel are missing.
Both of these programs work great for calculating grade or financial information because they can produce rapid calculations to massive amounts of data in an instant. The formulas are so easy to insitute a cave man could do it!
A spreadsheet, of course. Spreadsheets display multiple cells that comprise a grid of rows and columns, each cell containing either alphanumeric text or numeric values.
Below is a picture of a popular spread sheet program called Microsoft Excel.
However, there is a free spreadsheet program called Open Office Calc. You'll see the layout is almost identical but trust me, a few of the ammenities from Excel are missing.
Both of these programs work great for calculating grade or financial information because they can produce rapid calculations to massive amounts of data in an instant. The formulas are so easy to insitute a cave man could do it!
#4 Word Processors
If Budweiser is the King of Beers, Microsoft Word is the King of Word Processors. Check out all the options in this screen shot.
Sure, it's not always easily navigable, but it's all there. Just takes some getting used to.
Word processors are computer applications that can compose, edit, and format documents. Obviously, the most popular is Microsoft Word, which is included in the software package Microsoft Office.
However, my school district opted to use the free version - the Web 2.0 version - of the modern word processor, which is developed by Sun Systems, and it's included in the Open Office Software Package. It's called Open Office Writer.
You can see from the screen shot that it's comparable in appearance, but I mean it when I say the program is worth what you pay for. It's caused all sorts of problems for my students who haven't adjusted well from the change from Microsoft Word. What can ya do other than practice, practice, practice?
Sure, it's not always easily navigable, but it's all there. Just takes some getting used to.
Word processors are computer applications that can compose, edit, and format documents. Obviously, the most popular is Microsoft Word, which is included in the software package Microsoft Office.
However, my school district opted to use the free version - the Web 2.0 version - of the modern word processor, which is developed by Sun Systems, and it's included in the Open Office Software Package. It's called Open Office Writer.
You can see from the screen shot that it's comparable in appearance, but I mean it when I say the program is worth what you pay for. It's caused all sorts of problems for my students who haven't adjusted well from the change from Microsoft Word. What can ya do other than practice, practice, practice?
#3 Classroom Lesson - Tech Apps
I observed the following lessons from http://www.techappsnetwork.org/.
American Revolution (8th Grade)
"Students review different aspects of the American Revolution by rotating through five stations. Students use word processing software, video cameras, and publishing software while completing the activities."
This activity consists of a compilation of newspaper articles via groupwork. It would be difficult to conduct this lesson with ESL students, but if the articles were at a low-reading level, it could work. The "Closure" is paramount. Closing the lesson with a meaningful wrap-up can be the difference between an average classroom activity and a memorable one. THe rubric was extensive and useful... this lesson is ready-to-use.
Civil Rights Significant Leader Project (9-12)
"Students will research and prepare a software presentation on a significant leader of the Civil Rights Movement."
Oo, a movie production! My students could use Windows Movie Maker for this project. 6-7 days is an appropriate amount of time to dedicate to the Civil Rights. As much as I'd like to discuss the contributions of Martin Luther King, Jr. to our culture and society, there are so many TEKS objectives to cover in a Six Weeks that we just can't afford to spend any morethan two weeks on him and his movement. The rubric isn't provided, and the author of this lessons suggests that we have the students evaluate themselves. I'm not self-evaulations are effective, but this lesson could work so perhaps if I ever use it I'll fit in a self-evaluation in the rubric.
Major Events of the Twentieth Century (9th)
"As an end of the year project students will work in groups to create a timeline of a specific period from twentieth century America history. Students will create a web map using graphic organizer software for a class presentation of their research."
This project could work. It does require several weeks, though, and I may not be willing to commit to that extensive length. I'm not sure my sutdents could handle a project of that size. Also, I would have to figure out how to get some daily grades from my students while they worked on that project.
The rubric provided is ready-to-use, so this project could definitely work in my classroom since I teach 9th grade geography. Thanks, Tech Apps!!
American Revolution (8th Grade)
"Students review different aspects of the American Revolution by rotating through five stations. Students use word processing software, video cameras, and publishing software while completing the activities."
This activity consists of a compilation of newspaper articles via groupwork. It would be difficult to conduct this lesson with ESL students, but if the articles were at a low-reading level, it could work. The "Closure" is paramount. Closing the lesson with a meaningful wrap-up can be the difference between an average classroom activity and a memorable one. THe rubric was extensive and useful... this lesson is ready-to-use.
Civil Rights Significant Leader Project (9-12)
"Students will research and prepare a software presentation on a significant leader of the Civil Rights Movement."
Oo, a movie production! My students could use Windows Movie Maker for this project. 6-7 days is an appropriate amount of time to dedicate to the Civil Rights. As much as I'd like to discuss the contributions of Martin Luther King, Jr. to our culture and society, there are so many TEKS objectives to cover in a Six Weeks that we just can't afford to spend any morethan two weeks on him and his movement. The rubric isn't provided, and the author of this lessons suggests that we have the students evaluate themselves. I'm not self-evaulations are effective, but this lesson could work so perhaps if I ever use it I'll fit in a self-evaluation in the rubric.
Major Events of the Twentieth Century (9th)
"As an end of the year project students will work in groups to create a timeline of a specific period from twentieth century America history. Students will create a web map using graphic organizer software for a class presentation of their research."
This project could work. It does require several weeks, though, and I may not be willing to commit to that extensive length. I'm not sure my sutdents could handle a project of that size. Also, I would have to figure out how to get some daily grades from my students while they worked on that project.
The rubric provided is ready-to-use, so this project could definitely work in my classroom since I teach 9th grade geography. Thanks, Tech Apps!!
#2 Technology Skills Individual Progress Plan
My results from the Atomic Learning survey? I correctly guessed over half the answers, so I'm not that worried...
My time spent in the MTT Program needs to be spent on specific software packages and learning how best to incorporate 21st century technology in my classroom. Atomic Learning offers a plethora of tutorials, and I expect to make the most of them!
5 technology related goals that I would like to accomplish during this course (and how I plan to accomplish them).
1) Master the various programs within Microsoft Office.
The same goes for Open Office, too, but I'll start with Microsoft Office. I never knew that Access files could be merged with Word before this month. But now, not only do I know about it - I can do it with ease! And this newfound ability will really help with planning the Mavericks field trip.
There are features like the aforementioned merging that I don't know about, but really really really should... because they can directly help me in the classroom! So I need to keep Atomic Learning my web browser favorites and never forget to use it. And of course, I need to make good use of the Help function in each of the software package's programs.
2) Become fluent in computer terminology.
The mid-term was my moment of clarity for me. Turns out that I don't know all the tech vocab I thought I did. So obviously I need to hit the books. Darn.
But it's more than that... I need to keep a glossary handy... I need to practice using words like "hyper-text mark-up language" and "Internet Protocol," keep them in my everyday lexicon. Then I should be ready for high-brow conversations with my professor and answer any tech questions from my students with ease :-)
3) Improve my class by sprucing up my webpage.
I use my webpage almost every day, so it's a big part of my classroom experience. The more user-friendly my site, the less hassle for my students. I'll improve on my website as I become more familiar with the navigation and shortcuts provided by wikispace. Of course, my assignments may need streamlining, but I expect all of these Atomic Learning tutorials to help me with this aspect.
4) Become a better teacher of technology to my co-workers, not just my classmates.
The biggest obstacle to producing tech-lessons at my high school isn't because students can't handle the hardware/software. In fact, it's because the students are so far ahead of the teacher in terms of tech fluency and comfortability.
Hopefully I can improve on my ability to spread awareness and know-how of the various programs and equipment by practicing and communicating with my group members in this class. The more I talk tech, the more comfortable I'll be with my co-workers.
5) Build a list of trustworthy websites where my students can use for research/references.
Wikipedia and Dictionary.com just don't cut it. CIA Factbook helps,but I need at least a dozen websites that are free, easy to find, and user-friendly for my students. And obviously, the sites need to be accurate and trustworthy. These sites are hopefully more and more common as the Web2.0 generation progresses. I know Google Scholar and Knol are the next steps in this all-free, all-online movement... so for this task,, I need to curent on the latest in online encyclopedias and databases. After all, these sites can make or break a research project.
My time spent in the MTT Program needs to be spent on specific software packages and learning how best to incorporate 21st century technology in my classroom. Atomic Learning offers a plethora of tutorials, and I expect to make the most of them!
5 technology related goals that I would like to accomplish during this course (and how I plan to accomplish them).
1) Master the various programs within Microsoft Office.
The same goes for Open Office, too, but I'll start with Microsoft Office. I never knew that Access files could be merged with Word before this month. But now, not only do I know about it - I can do it with ease! And this newfound ability will really help with planning the Mavericks field trip.
There are features like the aforementioned merging that I don't know about, but really really really should... because they can directly help me in the classroom! So I need to keep Atomic Learning my web browser favorites and never forget to use it. And of course, I need to make good use of the Help function in each of the software package's programs.
2) Become fluent in computer terminology.
The mid-term was my moment of clarity for me. Turns out that I don't know all the tech vocab I thought I did. So obviously I need to hit the books. Darn.
But it's more than that... I need to keep a glossary handy... I need to practice using words like "hyper-text mark-up language" and "Internet Protocol," keep them in my everyday lexicon. Then I should be ready for high-brow conversations with my professor and answer any tech questions from my students with ease :-)
3) Improve my class by sprucing up my webpage.
I use my webpage almost every day, so it's a big part of my classroom experience. The more user-friendly my site, the less hassle for my students. I'll improve on my website as I become more familiar with the navigation and shortcuts provided by wikispace. Of course, my assignments may need streamlining, but I expect all of these Atomic Learning tutorials to help me with this aspect.
4) Become a better teacher of technology to my co-workers, not just my classmates.
The biggest obstacle to producing tech-lessons at my high school isn't because students can't handle the hardware/software. In fact, it's because the students are so far ahead of the teacher in terms of tech fluency and comfortability.
Hopefully I can improve on my ability to spread awareness and know-how of the various programs and equipment by practicing and communicating with my group members in this class. The more I talk tech, the more comfortable I'll be with my co-workers.
5) Build a list of trustworthy websites where my students can use for research/references.
Wikipedia and Dictionary.com just don't cut it. CIA Factbook helps,but I need at least a dozen websites that are free, easy to find, and user-friendly for my students. And obviously, the sites need to be accurate and trustworthy. These sites are hopefully more and more common as the Web2.0 generation progresses. I know Google Scholar and Knol are the next steps in this all-free, all-online movement... so for this task,, I need to curent on the latest in online encyclopedias and databases. After all, these sites can make or break a research project.
#1 Standards
NETS
The International Society for Technology in Education created the NETS, or National Educational Technology Standards in 2000 to produce the goals and scopes for the upcoming years in schols across America, both private and public. The NETS are updated every year to coincide with te edeveloping technology in teh classroom.
As of 2008, the NETS for Teachers are described as:
1. Facilitate and Inspire Student Learning and CreativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual
environments
2. Design and Develop Digital-Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success
and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information
resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools
and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using
digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community
building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital
tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
The official website for the National Educational Technology Standards is here.
MTT
The state of Texas also follows the standards of the Master Teachers of Technology.
The official website for the Master Teachers of Technology is here.
TEKS
The Texas Eseential Knowledge and Skills have their own unique goals and standards. They can be found in their entirety here.
I think the most important aspect of the NETS is 2a: "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity"
Without relevancy to the students, the lesson will fail. I've learned this the hard way. I've created lessons that require several hours of labor, focus, and deep thinking only to see the lesson fall flat. Usually it was because the lesson had no real connection to the students. I'd provide examples, but it's not easy to see how the lesson wouldn't work in my classroom unless you were there.
Also, the purpose of any tech lesson should be to "promote student learning and creativity," not just to expose them to new technology. Too many times I've seen teachers pat themselves on the back because they incorporated a 'smart board' or some other 21st century gadget... those teachers should be proud of their lesson for its placement on the Bloom's Taxonomy Scale, not the coolness of their tech.
The International Society for Technology in Education created the NETS, or National Educational Technology Standards in 2000 to produce the goals and scopes for the upcoming years in schols across America, both private and public. The NETS are updated every year to coincide with te edeveloping technology in teh classroom.
As of 2008, the NETS for Teachers are described as:
1. Facilitate and Inspire Student Learning and CreativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual
environments
2. Design and Develop Digital-Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success
and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information
resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical
behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools
and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using
digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community
building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital
tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
The official website for the National Educational Technology Standards is here.
MTT
The state of Texas also follows the standards of the Master Teachers of Technology.
The official website for the Master Teachers of Technology is here.
TEKS
The Texas Eseential Knowledge and Skills have their own unique goals and standards. They can be found in their entirety here.
I think the most important aspect of the NETS is 2a: "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity"
Without relevancy to the students, the lesson will fail. I've learned this the hard way. I've created lessons that require several hours of labor, focus, and deep thinking only to see the lesson fall flat. Usually it was because the lesson had no real connection to the students. I'd provide examples, but it's not easy to see how the lesson wouldn't work in my classroom unless you were there.
Also, the purpose of any tech lesson should be to "promote student learning and creativity," not just to expose them to new technology. Too many times I've seen teachers pat themselves on the back because they incorporated a 'smart board' or some other 21st century gadget... those teachers should be proud of their lesson for its placement on the Bloom's Taxonomy Scale, not the coolness of their tech.
#15 My 21st Century Students
Louis Armstrong sang, "I hear babies cry...... I watch them grow. You know their gonna learn a whole lot more than I'll never know."
That's how I feel with my students... sometimes. At the age of 14, they can do the following:
Upload videos to YouTube
Navigate the traps and tricks of the WWW
Make calls via VOIP
Utilize proxy servers to access their favorite banned sites
Access encrypted WiFi with minimal effort
Does that surprise you? It shouldn't; these students are the norm, not the exception. Which is why Irving ISD incorporates technology in the classroom better than any other district in Texas. (I honestly believe that.)
In my classroom - and I'm not the best example - students use Windows MovieMaker, Microsoft Office programs, and other software packages that would make my parents pull out their own hair.
The goal now is to use these tools - and a number of educational websites - to further their education and prepare them for the outside world.
I bumped into a former student at IHOP last week. She's a secretary at the police station. How did she land that posh desk job with no college education? Because she's proficient with Windows and can operate a computer all by herself! What a success story!
That's how I feel with my students... sometimes. At the age of 14, they can do the following:
Upload videos to YouTube
Navigate the traps and tricks of the WWW
Make calls via VOIP
Utilize proxy servers to access their favorite banned sites
Access encrypted WiFi with minimal effort
Does that surprise you? It shouldn't; these students are the norm, not the exception. Which is why Irving ISD incorporates technology in the classroom better than any other district in Texas. (I honestly believe that.)
In my classroom - and I'm not the best example - students use Windows MovieMaker, Microsoft Office programs, and other software packages that would make my parents pull out their own hair.
The goal now is to use these tools - and a number of educational websites - to further their education and prepare them for the outside world.
I bumped into a former student at IHOP last week. She's a secretary at the police station. How did she land that posh desk job with no college education? Because she's proficient with Windows and can operate a computer all by herself! What a success story!
#14 The Problem with Blackboard
We all want to incorporate the most efficacious technological lessons as frequently as possible. We all want a hassle-free system of grading those technological assignments, too.
But that's easier said than done.
How does a teacher grade computer-based work without investing so many hours that the teacher wishes he/she had just done the assignment on paper??
"Blackboard," you say. "Blackboard is a user-friendly, easily accessible, self-explanatory platform for turning in assignments. From there, grading is a cinch."
Except, no. It's none of the above.
My students are confounded by Blackboard, and I end up spending more time one-on-one explaining how to turn in assignments than I should. Way more than I should.
Once they've turned it in, I have to retrieve from Blackboard, grade it, then re-post the graded assignment on Blackboard (so the students can see the evaluation).
Then I have to transfer the grade to Gradespeed, which is seperate from Blackboard.
Do you know how tedious that is? Consider the amount of time each assignment requires, even assuming you have a T3 Ethernet connection.
Ah, but I have a solution, and it's in the veign of "keep it simple, stupid."
When my students finish a computer-assignment, such as a document or slide show or spreadsheet, or whatever, they simply copy it to my flashdrive.
Simple. No one-on-one session required.
Easy. Even a cave-man could do it.
Quick. No connection to the Internet necessary!!!!!
When students finish an assignment, they just pass my flash drive around the class. Are there problems with this method of turning in assignments? Sure,but there's no perfect answer to this sort of situation. But I'm pretty close to perfection with my new system of keeping it simple.
But that's easier said than done.
How does a teacher grade computer-based work without investing so many hours that the teacher wishes he/she had just done the assignment on paper??
"Blackboard," you say. "Blackboard is a user-friendly, easily accessible, self-explanatory platform for turning in assignments. From there, grading is a cinch."
Except, no. It's none of the above.
My students are confounded by Blackboard, and I end up spending more time one-on-one explaining how to turn in assignments than I should. Way more than I should.
Once they've turned it in, I have to retrieve from Blackboard, grade it, then re-post the graded assignment on Blackboard (so the students can see the evaluation).
Then I have to transfer the grade to Gradespeed, which is seperate from Blackboard.
Do you know how tedious that is? Consider the amount of time each assignment requires, even assuming you have a T3 Ethernet connection.
Ah, but I have a solution, and it's in the veign of "keep it simple, stupid."
When my students finish a computer-assignment, such as a document or slide show or spreadsheet, or whatever, they simply copy it to my flashdrive.
Simple. No one-on-one session required.
Easy. Even a cave-man could do it.
Quick. No connection to the Internet necessary!!!!!
When students finish an assignment, they just pass my flash drive around the class. Are there problems with this method of turning in assignments? Sure,but there's no perfect answer to this sort of situation. But I'm pretty close to perfection with my new system of keeping it simple.
Wednesday, November 4, 2009
#13 Great website for my class
One of my favorite online activities is SheppardSoftware.com. The students prefer it to the old-fashioned method of learning political/physical locations. It's simple - use your mouses to locate/click-and-drag/hi-lite the requested spot. Aim for a high score, not just beacuse it's a high score, but because I provide positive reinforcement for great performances.
Pros:
Never had a bad connection. Shep Sof must have a good server.
Dozens of levels applicable to my curriculum.
Proper enunciation included!
It's free!
Cons:
This site is really only applicable to Social Studies. Sorry, other core subjects.
Can't fabricate my own levels.
Internet-based, so wi-fi is a must, and that's limiting to schools with great bandwidth.
#12: Technology Across the Senses
The most effect multiple intelligences that best describe how I learn would be Bodily/Kinesthenetic.
The article I read gives a few example of this multiple intelligence including construction tools, kitchen utensils, screw, lever, wheel and axle, inclined plane, pulley, wedge, physical education equipment, manipulative materials, mouse, joystick, simulations that require eye-hand coordination, and assistive technologies. Basically, it's the hands-on stuff.
However, I teach with 2 multiple intelligences: Bodily/Kinesthenetic and Visual and Spatial.
The latter would include an overhead projector, television, video, picture books, art supplies, chalkboard, dry erase board, slide shows, charting
and graphing, monitor, digital camera/camcorder, and scanner graphics editor. Basically, all the things you can see and hear - but not touch.
It would be nice if every student learned the same, but alas, they don't. Some students learn better if they can touch the realia, the materials that give a first-hand experience of the lesson.
Some students can close their eyes and learn just fine! So as a teacher, I'm obligated to incorporate a multitude of learning strategies and multiple intelligencss.
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