When I read Alan November's chapter on using primary sources, I couldn't wait to check out the National Archives and Records Administration (NARA) website. www.archives.gov/index.html Once I got on the website, I didn't want to stop browsing it. It is full of historical facts with original, first-hand documents, manuscripts, photographs, newspaper articles, films, etc.
I am so thankful to learn how to find primary resources. I have so many ideas on how I am going to use this information as a school librarian. This will be a great tool to use with middle school students. I plan on developing a page on my website dealing with information and links to primary sources. I will use the, "Questions for using Primary Sources," (on page 61) as a guideline when helping students. I will also generate questions (as on page 67) to help students think critically about primary source material. The worksheets (pages 71-73) are a great way to help guide students to evaluating primary sources.
Monday, April 16, 2007
Monday, April 9, 2007
Connection Between Computers and Education (Perceptions)
Perceptions that Michael T. Romano makes that I most closely identify with:
There is a generalized intuitive feeling that computers should have a vital role in teaching and learning. what is lacking is a sharply focused definition of that role and a strategy for integrating computers into education alongside books. and chalkboards-in a mode that secures the teacher's central role. I know many teachers that seem to be enthusiastic about using the computer in the classroom, but have no idea where to begin. There needs to be some in depth training specifically on how to use the computer with lessons.
Because computers store multimedia information interactively retrievable utilizing software that is course-specific, they allow teachers to provide each member of the class an increased number of individualized learning experiences based on the learner's needs rather than the teacher's availability. Everyone has their own learning style. Students may use differently learning styles in regards to certain subjects as well. Multimedia programs allow students to learn at their own pace and level. The best thing about these programs is that it allows all students to be successful.
At the beginning of the twenty-first century, it is apparent that society is driven by information managed in three literacy modes: print literacy, video literacy, and computer literacy. To maximally empower teachers, all three should be integrated into the implementation of the curriculum. What is not apparent is how this is best accomplished. I think that this statement reflects what was mentioned above, that is, teachers are not comfortable in integrating the computer into their classroom lessons. Not that they are not willing to do it, they just do not know how to do it. Consistent training and actual lesson demonstrations would be helpful to teachers.
Interactive multimedia, stored and retrieved by computer, represents a linkage, or convergence, of print literacy, video literacy, and computer literacy. Its growing importance in contemporary society suggests it be identified by the term the new literacy. its full potential in the classroom is significant and still to be realized. The combination of all three would greatly impact a teacher's method of lesson planning. If mastered, one would have an extremely beneficial literacy program. Students would receive a well-rounded education in literacy.
The new literacy-interactive multimedia-offers teachers the opportunity to improve the fidelity, the relevancy, and the accessibility of the information driving the teaching-learning process and thus enhance student achievement. The goal is to enhance student achievement. New literacy-interactive multimedia does achieve this. It allows one multiple ways to find, grasp and understand ideas.
The fundamental role of computers in the classroom is to extend the capacity of teachers to provide individualized tutoring to learners, thus compensating for the disparity in each individual's capacity to achieve. Multimedia programs allow for students to work on an individual pace. They give tutorials, explanations, examples, etc. to help the student understand the concepts. Being a teacher, I understand that all students are not always on the same pace. These programs allow all students the capability to be successful. I think that it is a fantastic idea for each student to have their own computer.
There is a generalized intuitive feeling that computers should have a vital role in teaching and learning. what is lacking is a sharply focused definition of that role and a strategy for integrating computers into education alongside books. and chalkboards-in a mode that secures the teacher's central role. I know many teachers that seem to be enthusiastic about using the computer in the classroom, but have no idea where to begin. There needs to be some in depth training specifically on how to use the computer with lessons.
Because computers store multimedia information interactively retrievable utilizing software that is course-specific, they allow teachers to provide each member of the class an increased number of individualized learning experiences based on the learner's needs rather than the teacher's availability. Everyone has their own learning style. Students may use differently learning styles in regards to certain subjects as well. Multimedia programs allow students to learn at their own pace and level. The best thing about these programs is that it allows all students to be successful.
At the beginning of the twenty-first century, it is apparent that society is driven by information managed in three literacy modes: print literacy, video literacy, and computer literacy. To maximally empower teachers, all three should be integrated into the implementation of the curriculum. What is not apparent is how this is best accomplished. I think that this statement reflects what was mentioned above, that is, teachers are not comfortable in integrating the computer into their classroom lessons. Not that they are not willing to do it, they just do not know how to do it. Consistent training and actual lesson demonstrations would be helpful to teachers.
Interactive multimedia, stored and retrieved by computer, represents a linkage, or convergence, of print literacy, video literacy, and computer literacy. Its growing importance in contemporary society suggests it be identified by the term the new literacy. its full potential in the classroom is significant and still to be realized. The combination of all three would greatly impact a teacher's method of lesson planning. If mastered, one would have an extremely beneficial literacy program. Students would receive a well-rounded education in literacy.
The new literacy-interactive multimedia-offers teachers the opportunity to improve the fidelity, the relevancy, and the accessibility of the information driving the teaching-learning process and thus enhance student achievement. The goal is to enhance student achievement. New literacy-interactive multimedia does achieve this. It allows one multiple ways to find, grasp and understand ideas.
The fundamental role of computers in the classroom is to extend the capacity of teachers to provide individualized tutoring to learners, thus compensating for the disparity in each individual's capacity to achieve. Multimedia programs allow for students to work on an individual pace. They give tutorials, explanations, examples, etc. to help the student understand the concepts. Being a teacher, I understand that all students are not always on the same pace. These programs allow all students the capability to be successful. I think that it is a fantastic idea for each student to have their own computer.
Technological Innovations
The use of a television in a classroom has expanded over the years. Not only can one watch an educational VHS, DVD or cable station, one has the capability to conduct an interactive class by the way of video conferencing. Gradually more and more of these types of conferences are becoming available. This is an excellent way to learn and communicate with someone anywhere in the world. Every time, I have had a class by the way of video conferencing, all my students were engaged in learning, eager to ask questions and find out answers. I always try my best to keep all my students engaged in my lessons. During a video conference, I don't have to try, they just engage into the discussions by themselves.
Unfortunately, most video conferences are very expensive. Because of proven successful learning that video conferences give students, I would push that they be included in the budget. Even if it is for each class to participate in a conference once or twice a year, I believe it would be worth it. Just experiencing it would enlighten students. Hopefully, over the next few years, the conferences will not be so expensive, that way all children will be able to benefit from them.
Unfortunately, most video conferences are very expensive. Because of proven successful learning that video conferences give students, I would push that they be included in the budget. Even if it is for each class to participate in a conference once or twice a year, I believe it would be worth it. Just experiencing it would enlighten students. Hopefully, over the next few years, the conferences will not be so expensive, that way all children will be able to benefit from them.
Sunday, April 1, 2007
Perceptions on Technology's Role in the Classroom
The master teachers of the Information Age are those who develop the capacity to navigate the worldwide oceans of information and selectively retrieve that which can provide an enriched experience for their learners. I feel if teachers know exactly what to look for on the web, how to search for and locate sites, and evaluate sites will be able to save time and provide beneficial information to the learner.
How teachers manage information has a major impact on the outcome of the teaching-learning process. Technology facilitates and amplifies the teacher's capacity to provide learners with information of higher fidelity in an individualized, interactive mode. I believe that teachers who thoroughly manage information for lessons and integrate it through technology will achieve positive learner results.
Teachers plan, communicate, guide, and evaluate. Information technology can be adapted to allow the teacher to do these better and, thus, impact positively the efficiency of the teaching-learning process. I agree that information technology helps guide teacher instruction. It allows the teacher to view and evaluate multiple sources based on criteria and specific needs for planning purposes.
There is compelling evidence that learning is heightened when teachers create visually rich experiences, this engaging the learner's entire brain-rather than only half. I believe that a well rounded education is achieved not only by hearing it but by seeing visuals as well.
In great part, the effectiveness of the communication phase of the teaching-learning process determines the outcome. A teacher must communicate information clearly, therefore evaluating information on websites is crucial before teaching it. A teacher must make sure the information is clear and accurate, not misleading or difficult to decipher.
Information technology skillfully integrated into the curriculum will allow teachers to improve the fidelity, relevancy, and accessibility of the information they make available to learners. It is proposed that this empowers teachers so that they might do what they do-better. I feel that teachers who integrate information technology with curriculum will see positive results. Not only on assignments, but how students will continue to use information technology in many areas.
I know that I will benefit from the knowledge I have gained in this class. When I am a school librarian, I plan on using information technology in a number of areas. Not only will I use it for myself, but I plan on using it directly with the students, teachers and administrators. I have many ideas about what I am going to do. I can't wait to create a library website where I will be able to incorporate them.
How teachers manage information has a major impact on the outcome of the teaching-learning process. Technology facilitates and amplifies the teacher's capacity to provide learners with information of higher fidelity in an individualized, interactive mode. I believe that teachers who thoroughly manage information for lessons and integrate it through technology will achieve positive learner results.
Teachers plan, communicate, guide, and evaluate. Information technology can be adapted to allow the teacher to do these better and, thus, impact positively the efficiency of the teaching-learning process. I agree that information technology helps guide teacher instruction. It allows the teacher to view and evaluate multiple sources based on criteria and specific needs for planning purposes.
There is compelling evidence that learning is heightened when teachers create visually rich experiences, this engaging the learner's entire brain-rather than only half. I believe that a well rounded education is achieved not only by hearing it but by seeing visuals as well.
In great part, the effectiveness of the communication phase of the teaching-learning process determines the outcome. A teacher must communicate information clearly, therefore evaluating information on websites is crucial before teaching it. A teacher must make sure the information is clear and accurate, not misleading or difficult to decipher.
Information technology skillfully integrated into the curriculum will allow teachers to improve the fidelity, relevancy, and accessibility of the information they make available to learners. It is proposed that this empowers teachers so that they might do what they do-better. I feel that teachers who integrate information technology with curriculum will see positive results. Not only on assignments, but how students will continue to use information technology in many areas.
I know that I will benefit from the knowledge I have gained in this class. When I am a school librarian, I plan on using information technology in a number of areas. Not only will I use it for myself, but I plan on using it directly with the students, teachers and administrators. I have many ideas about what I am going to do. I can't wait to create a library website where I will be able to incorporate them.
Monday, March 12, 2007
Worst Fears & Best Hopes Regarding Technology
Alan November says that paper is a very powerful medium, but it is not dynamic and it does not provide the sound, animation, real-time feedback, and capacity for continuous expansion of global relationships. He also goes on to say that teachers need to promote student responsibility for learning. Students must have a sense of owning the problem rather than seeing it as an assignment from the teacher. I agree with November's statements and believe students will be more engaged in learning, learn better and faster, and work more efficiently, (or should I say these are my "Best Hopes.") through educational technology.
Some of my fears that I have with students using the technology is, of course, using it inappropriately. I know the importance of net etiquette and believe that each student should be thoroughly aware of what and what not to do while on the Internet or any computer for that matter. Educating students on proper use should help to "almost," eliminate inappropriate computer use. Unfortunately, you may not be able to stop all of it, but there are ways that teachers can monitor what students are doing.
I think that addiction to technology is another fear. I think that it is a good idea to combine both technology with the real world. For example, in Colleen's Healthcare Database Project, she created a database to list all the recreational services available for the handicapped population in the area. This is an excellent idea which provided much information for her community. After collecting some information, I think it would be a great idea to physically go out and inspect the organizations in person. After inspecting them in person, Colleen could add her experiences to her database.
I see barriers all the time among teachers using technology in the classroom. Most do not know where to begin. Also, it takes a lot of spare time to plan using technology when one has used traditional methods for years. It is like starting all over again as if a new teacher. Some teachers are so afraid of technology that they come right out and say that they are NOT COMPUTER LITERATE. On-going professional development can help ease teacher's fears, but I think that we need more actual lesson demonstrations on how to use the technology with our students. Most of the professional development classes on technology is how to use electronic spreadsheets, slide shows, word documents, etc. Teachers begin to gain confidence on how to use them, but not on how to incorporate them into their lessons. Hopefully, we will start training teachers to incorporate technology into their lessons by providing examples for them to follow.
One thing that I have learned in class and by reading the text is how children are enthusiastic to participate while learning with technology. For example, I plan on filming my students taking on the responsibility of keeping our classroom clean and germ free. I told them about it and they are extremely excited. I have not actually done it yet because I am still trying to figure out exactly how I should approach this project. Here is one of my fears, not knowing exactly what I should do first. I am going to try my best and plan each part at a time. I do not expect it to be perfect and I know that there will be a lot of trial and errors, but I believe that I will gain confidence as the project continues. I am also going to allow my students to give comments and suggestions on what they think should be said and done, providing a more student-centered project. Of course, they will be the stars of the film as well. I look forward to seeing how it turns out.
Some of my fears that I have with students using the technology is, of course, using it inappropriately. I know the importance of net etiquette and believe that each student should be thoroughly aware of what and what not to do while on the Internet or any computer for that matter. Educating students on proper use should help to "almost," eliminate inappropriate computer use. Unfortunately, you may not be able to stop all of it, but there are ways that teachers can monitor what students are doing.
I think that addiction to technology is another fear. I think that it is a good idea to combine both technology with the real world. For example, in Colleen's Healthcare Database Project, she created a database to list all the recreational services available for the handicapped population in the area. This is an excellent idea which provided much information for her community. After collecting some information, I think it would be a great idea to physically go out and inspect the organizations in person. After inspecting them in person, Colleen could add her experiences to her database.
I see barriers all the time among teachers using technology in the classroom. Most do not know where to begin. Also, it takes a lot of spare time to plan using technology when one has used traditional methods for years. It is like starting all over again as if a new teacher. Some teachers are so afraid of technology that they come right out and say that they are NOT COMPUTER LITERATE. On-going professional development can help ease teacher's fears, but I think that we need more actual lesson demonstrations on how to use the technology with our students. Most of the professional development classes on technology is how to use electronic spreadsheets, slide shows, word documents, etc. Teachers begin to gain confidence on how to use them, but not on how to incorporate them into their lessons. Hopefully, we will start training teachers to incorporate technology into their lessons by providing examples for them to follow.
One thing that I have learned in class and by reading the text is how children are enthusiastic to participate while learning with technology. For example, I plan on filming my students taking on the responsibility of keeping our classroom clean and germ free. I told them about it and they are extremely excited. I have not actually done it yet because I am still trying to figure out exactly how I should approach this project. Here is one of my fears, not knowing exactly what I should do first. I am going to try my best and plan each part at a time. I do not expect it to be perfect and I know that there will be a lot of trial and errors, but I believe that I will gain confidence as the project continues. I am also going to allow my students to give comments and suggestions on what they think should be said and done, providing a more student-centered project. Of course, they will be the stars of the film as well. I look forward to seeing how it turns out.
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