Chapter 5 - Reflection

Chapter 5 "Modeling with Technologies" is about using computers as mindtools for building models of meaning. I thought the chapter was a little less interesting than previous ones but informative none the less. I can't say that using mindtools to engage different kinds of thinking is a relatively new idea for me nor is the fact that simple computer recall questions aren't the most effective teaching tools. One thing that I did discover while reading this chapter though is that constructing technology mediated models is among the most conceptually engaging tasks that students can undertake. I find this incredibly encouraging because although I feel that technology is often encouraged to be explored and used in the classroom, i've heard very little debate about how technology is needed in the classroom in order to provide conceptually engaging activities. I bet that there will be a dramatic increase in studies surrounding the positive, and probably negative effects, that technology is having on our students. This thought caused me to wonder about how behind or advanced america is in regard to other countries use of technology in the classroom. I know our nation has been struggling at the bottom of the education list despite our high rank as an advanced first world country. I wonder if this development in education could be what we need to catch up to the higher ranked education countries. I look forward to hearing more about this in the future.

Exit Slip #5- What did I take away from class today?

- Information about when to ask for a letter of recommendation
- Prezi presentations can look like gloster one but with movement
- Wolfquest sounds like a really awesome game to use in class
- My delicious account will be really helpful to me if i use it appropriately and regularly. I have a feeling it would be easy to just let it go though so i'm going to try hard to maintain it.

Reflection- Chapter 3

For some reason my original posting of this reflection did not work on my learning log. That reflection was due over two weeks ago but I assumed doing something was rather than nothing. Also I foolishly did not save the original reflection from that week but rather just copied and pasted it from a word document to the blog website. This is the revised version of my reflection but many of my points will hopefully be the same, if not better, as before.

Chapter 3, Experimenting with technologies, is about how students can investigate or examine various technology in order to become proficient or able to use them effectively. Some of the types of technology discussed in this chapter include microworlds, simulations, video games and virtual worlds. I think I would definitely consider using some of the components of each of these types of technology in my future classroom although I would carefully consider the sources before implementing them. Although I am not certain which grade level I plan on teaching I would definitely have to take that into consideration before exposing my students to things such as various virtual worlds or video games. The video games we were shown in class involving Darfur and third world farmers were incredibly graphic or emotionally disturbing and would not be appropriate for elementary aged students. There are many games and simulations that would be beneficial for students though including types of simulations that can not be replicated in a classroom like ones that are expensive, dangerous or take too long to complete. One downside to these types of simulations though is that students may come to believe that every simulation they are shown online is accurate. This may not always be the case and hopefully students will learn from my teaching of credibility and accuracy (as discussed in chapter 2) will help students to understand that everything they learn online must be confirmed with triangulated sources. I may even try and prove to student’s that the information I show them from online is correct by showing how I triangulated sources every time I present to them online material. Regardless of age though I do feel that there are many types of technology that can be successfully implemented in the classroom and that it is simply up to teachers to research which ones work best and to ensure that the information and activities used by student’s are instruction is safe and accurate.

Reflection- Chapter 4

Chapter 4, supporting writing with Technology, is about how technological tools can be used to support both individual and collaborative writing. One of the tools discussed in the chapter was concept maps. Fortunately I have had an opportunity to work with digital concept maps this semester already. The program we used was called CMAP and was surprisingly easy to use to create a concept map with. I think I will definitely use this type of technology in my classroom to promote writing because concept maps can help students to organize their information both individually and collaboratively in an easy to see kind of way.

A topic I thought was interesting in the chapter was how technology can support creative writing. I have seen how the promise of publishing has helped to motivate students to write and I can only imagine how something such as a class website where everyone can be published would help in encouraging students to want to expand their creative writing minds. I love the idea of this and definitely plan on using it in my classroom for any subject that I end of teaching because students definitely deserve to feel that their work is more than just words on a page. I would of course have to take into account the type of student that would not want their work published and although I would try and persuade them to share their work with the world I certainly would not want to do something that they do not want me to do since it is their work after all. I think a way to overcome this type of resistance would be to begin the publishing by selecting a piece that was written by a student that does want to be published. Hopefully the excitement that this student brings to the idea of being published would help persuade others to want to be as well. Making publishing a reward for hard work could also be a way to help intrinsically motivate students as well.

Exit Slip #4 - What did I take away from class today?

Today we saw several more digital autobiographies. It was nice to have a change in music. Then Tassie and Marissa presented their Chapter 3 project. I liked the way they presented using glogster. I didn't realize you could use it that way and I think I'll give it a try in the future. The add they showed us for sim city made me want to go and buy it. I'm excited about my inquiry project because I'm interested in finding out about how i can safely use social networking in my classroom. I am a little nervous about the final project presentation but I know I'll be fine. I'm really enjoying working on scratch. I learned how to use the broadcast button today which will make my project a lot smoother and I just learned variable too which is also really helpful. I think i'm going to be very proud of my scratch project by the time i'm done.

Exit Slip #3- What did i take away from class today?

Today I learned more about Racheal, Marissa, Tassie and Kelsey in their digital autobiographies. Then Tiffany and I presented chapter 2 which went really well. I need to work on slowing down when I am presenting information but other than that I think I did great. We came up with our inquiry questions and it became obvious to me that getting the input of 17 other people really helped to reassure me that I choose a good one. Scratch seems like it will be something I look back on and say "why did I think this was going to be so hard?". Right now it seems a little over whelming though. My character got stuck upside down at one point and then i accidentally deleted it. I plan on watching the resources in order to become better acquainted with the program.

Inquiry Question

How can teachers use social networking communities (SNCs) to promote cooperative learning?