Jason Gaylord
May 8, 2009
Professor McCulloch
I think I would like to use all of the tools explored in class in my own classroom because they were all useful. I really liked Inspiration, iMovie, and Delicious. To point out other things I like for further recognition, I would like to talk about google sites and this blogger. I like putting things on the internet especially when the product is fairly professional looking and easy to use. Google sites is really cool because you can link out from there and also post some really cool pictures. Things that I think could be improved in the class have less to do with the course content and more to do with Webct. I know that I am supposed to fix the settings on my computer, so that I can easily get on the site, but many times and sporadically, my computer and every other computer I used had problems with the site. I mean even on computers at Cal State San Marcos, there were problems using the site.
Friday, May 8, 2009
Post #14/15
Jason Gaylord
May 8, 2009
Professor McCulloch
After getting together with my group and working on the video or iMovie project, I found the editing process to be very gratifying. It is like taking a big chunk of clay and whittling down into a fine piece of art. I was very impressed with the final product and thought that iMovie was a fairly easy tool to use in order to create such a professional looking piece of work. In fact, though I always start out with this idea that anything I make is going to be totally awesome and it always does not meet very high expectations, I find that this project came out pretty close to expectations. The only real problem I see in the future is keeping the film on time and not going over the limited allotted.
In the article "Splicing Video into the Writing Process" by Scot and Harding, there are several valuable illustrations and points the authors make. For instance, they write, "Using digital videos as a tool for teaching content ties what could be just a glitzy, new technology directly to the curriculum and increases students capacity to communicate in the digital age." I agree with this assessment because after making a movie myself, I found that there were several elements that went into actually executing the production. For example, like Scot and Harding point out, there is a lot that goes on before actual filming. The process, on a whole is actually quite complex. There is a formulation of a thesis, a storyboard, and conclusion, which is then followed by revising and editing. Consequently, it is easy to see how using video technology is very comparable to writing a full length essay; however, as Scot and Harding point out, there are several other elements to creating a video that an essay might not have. With video production, there is a tremendous amount of participation by the students, working to together and building communication skills, and completing a project that students are proud to show off to others.
I think video production is a good tool, if used correctly, to reach students on multiple levels.
May 8, 2009
Professor McCulloch
After getting together with my group and working on the video or iMovie project, I found the editing process to be very gratifying. It is like taking a big chunk of clay and whittling down into a fine piece of art. I was very impressed with the final product and thought that iMovie was a fairly easy tool to use in order to create such a professional looking piece of work. In fact, though I always start out with this idea that anything I make is going to be totally awesome and it always does not meet very high expectations, I find that this project came out pretty close to expectations. The only real problem I see in the future is keeping the film on time and not going over the limited allotted.
In the article "Splicing Video into the Writing Process" by Scot and Harding, there are several valuable illustrations and points the authors make. For instance, they write, "Using digital videos as a tool for teaching content ties what could be just a glitzy, new technology directly to the curriculum and increases students capacity to communicate in the digital age." I agree with this assessment because after making a movie myself, I found that there were several elements that went into actually executing the production. For example, like Scot and Harding point out, there is a lot that goes on before actual filming. The process, on a whole is actually quite complex. There is a formulation of a thesis, a storyboard, and conclusion, which is then followed by revising and editing. Consequently, it is easy to see how using video technology is very comparable to writing a full length essay; however, as Scot and Harding point out, there are several other elements to creating a video that an essay might not have. With video production, there is a tremendous amount of participation by the students, working to together and building communication skills, and completing a project that students are proud to show off to others.
I think video production is a good tool, if used correctly, to reach students on multiple levels.
Monday, April 20, 2009
Post#12
Jason Gaylord
April 19, 2009
M-W 1/2:15
Educ 422, McCulloch
The themes my group talked about were focused on the way that we could make a short video that was easy to understand and fun and exciting. Because we were all interested in the humanities, we wanted to focus on a video that was a little more Hollywood and historical than the other subjects that we could have chosen to have done. The creative process had only lasted about a class period and the actual shooting of the film an hour and a half. I am satisfied what we got done. It was very efficient and done well. I felt good about the whole thing. We chose the battle of Iwo Jima to give students a good grasp about the major battles that took place on the South Pacific. We also decided to print the movie in black and white to give it a more fitting feel.
April 19, 2009
M-W 1/2:15
Educ 422, McCulloch
The themes my group talked about were focused on the way that we could make a short video that was easy to understand and fun and exciting. Because we were all interested in the humanities, we wanted to focus on a video that was a little more Hollywood and historical than the other subjects that we could have chosen to have done. The creative process had only lasted about a class period and the actual shooting of the film an hour and a half. I am satisfied what we got done. It was very efficient and done well. I felt good about the whole thing. We chose the battle of Iwo Jima to give students a good grasp about the major battles that took place on the South Pacific. We also decided to print the movie in black and white to give it a more fitting feel.
Post #11
Jason Gaylord
April 13, 2009
McCulloch
I learned in the Wiki assignment that it can be harder than I thought working in groups and not being able to communicate with partners other than through the internet. Also I learned how it important it is that the Wiki be informative and easy to access for teachers who want to use the site. I personally did the helpful sites list. It was really informative looking up the sites and figuring out which sites would be helpful and easy to access for teachers to use. As far as the group work was concerned, it was very compartmentalized, so I did not really get to do the other work. I still think, however, that I got a good understanding on what it takes to make a wiki site.
April 13, 2009
McCulloch
I learned in the Wiki assignment that it can be harder than I thought working in groups and not being able to communicate with partners other than through the internet. Also I learned how it important it is that the Wiki be informative and easy to access for teachers who want to use the site. I personally did the helpful sites list. It was really informative looking up the sites and figuring out which sites would be helpful and easy to access for teachers to use. As far as the group work was concerned, it was very compartmentalized, so I did not really get to do the other work. I still think, however, that I got a good understanding on what it takes to make a wiki site.
Monday, March 30, 2009
Midterm
Jason Gaylord
3/29/2009
MW 1-2:15
Instructor McCulloch
Blog #10
Both the midterms were fair and offered challenging questions that required some analytical thought. The only difficulty I faced was me. I did not take enough time to check over my answers, and as a result, I made a couple mistakes on the Excel questions that I should answered correctly. I guess another difficulty was the question about Iste. I do not remember going to advanced searches in class, and so it took me awhile to figure out exactly how to get there. I guess the questions could have been a little clearer, so that I could have known exactly how the questions should be answered. This may have been my own anxiety but the detail required for the Inspiration question was unclear to me.
The length of the test was easy to me. I thought the test would be longer and take more time. I feel that I am less precise on the computer, and so a longer test would make me feel like I have proven more of my skills. As well, some of the questions did not challenge the tester as much as it could have, such as the questions that only required short answers. These question required more memorization than thought.
3/29/2009
MW 1-2:15
Instructor McCulloch
Blog #10
Both the midterms were fair and offered challenging questions that required some analytical thought. The only difficulty I faced was me. I did not take enough time to check over my answers, and as a result, I made a couple mistakes on the Excel questions that I should answered correctly. I guess another difficulty was the question about Iste. I do not remember going to advanced searches in class, and so it took me awhile to figure out exactly how to get there. I guess the questions could have been a little clearer, so that I could have known exactly how the questions should be answered. This may have been my own anxiety but the detail required for the Inspiration question was unclear to me.
The length of the test was easy to me. I thought the test would be longer and take more time. I feel that I am less precise on the computer, and so a longer test would make me feel like I have proven more of my skills. As well, some of the questions did not challenge the tester as much as it could have, such as the questions that only required short answers. These question required more memorization than thought.
Saturday, March 14, 2009
Post# 8
Jason Gaylord
3/14/2009
Educ 422,
Instructor McCulloch
Post #8- Creating Valuable Class Websites by Elizabeth A. Baker explains the simplicity of creating a website in class for students to post assignments and create on their own. What is apparent is that many teachers know that making class websites and getting their students on the computer is a necessary part of the curriculum for this age of technology; however, what is also apparent is that most teachers are not certain about how to work technology into their class. Many teachers cite the difficulties and lack of resources (personal and material) they have for reason enough to not include technology into the classroom and for activities. Baker’s main point is that no matter what the resources available are nowadays there is enough free resources and knowledge out there for teachers to acquire and successfully integrate technology into the classroom. For instance, she talks about blogs, free servers, and wikis, and makes clear that all of these resources are at the finger tips of all teachers and students. Each resource she points out requires different levels of skill knowledge, but as she suggests, there is access to making web pages for all levels. One interesting point she makes is that though teachers may work off of a simpler server, teachers can approve other resources for their students to use that require a more specific knowledge about creating websites. This she suggests allows students to do some of their own exploring about the possibilities about websites and learn some of the more advanced skills that are required for working a professional looking website.
Personally, I find Baker’s information useful for all teachers because she points out several resources that I, myself, have never though about using and will eventually have to tryout. There is a sense of accomplishment after posting something on the web for all to see, but again, as Baker points out, a teacher can also limit who is allowed to view his or her website for the purposes of privacy of the teacher and students in the classroom.
3/14/2009
Educ 422,
Instructor McCulloch
Post #8- Creating Valuable Class Websites by Elizabeth A. Baker explains the simplicity of creating a website in class for students to post assignments and create on their own. What is apparent is that many teachers know that making class websites and getting their students on the computer is a necessary part of the curriculum for this age of technology; however, what is also apparent is that most teachers are not certain about how to work technology into their class. Many teachers cite the difficulties and lack of resources (personal and material) they have for reason enough to not include technology into the classroom and for activities. Baker’s main point is that no matter what the resources available are nowadays there is enough free resources and knowledge out there for teachers to acquire and successfully integrate technology into the classroom. For instance, she talks about blogs, free servers, and wikis, and makes clear that all of these resources are at the finger tips of all teachers and students. Each resource she points out requires different levels of skill knowledge, but as she suggests, there is access to making web pages for all levels. One interesting point she makes is that though teachers may work off of a simpler server, teachers can approve other resources for their students to use that require a more specific knowledge about creating websites. This she suggests allows students to do some of their own exploring about the possibilities about websites and learn some of the more advanced skills that are required for working a professional looking website.
Personally, I find Baker’s information useful for all teachers because she points out several resources that I, myself, have never though about using and will eventually have to tryout. There is a sense of accomplishment after posting something on the web for all to see, but again, as Baker points out, a teacher can also limit who is allowed to view his or her website for the purposes of privacy of the teacher and students in the classroom.
Sunday, March 8, 2009
Post #7
Jason Gaylord
March 8, 2009
Instructor McCulloch
MW 1-2:15
Post #7
The first reading focuses on the creation of databases for the purpose of organizing a lot of information and replacing the old dusty papers in the filing cabinet with electronic data. Databases offer a lot of advantages for teachers organizing a lot of material. The most obvious is the downsizing of filing room. However, there are many more advantages. For instance, teachers can use databases to help manage material usually done on paper. Assignments, for instance, can now be turned in online and delivered to a specific place that allow the teacher to access the work easily. As well, evaluations students turn in at the end of the semester assessing a teachers effectiveness can be now done anonymously in databases and allow for the information to be easily accessed by the teacher at anytime. Recommended tools for creating a database are FileMaker Pro 4.0 and ClarisHome Page 3.0. Unfortunately, as the article points out, there are still disadvantages to using the technology that may inhibit teachers' initiative to use the programs and technology. For instance, cost for such programs are still high, and computer space is still limited. As well, learning the language, such as HTML, may prevent teachers from using the technology effectively.
Reading article 2 presents more information that supports the use of databases. First the article points out the necessity that students of the 21st century learn technology. The author categorizes these essentials as compute, communicate, conclude, confirm, categorize, and classify. By learning these new skills, the author points out that this will promote students to problem solve and manage information effectively. For instance, students can also use databases to organize large amounts of information and use that organization to come up with compelling arguments. So on the positive, databases should be a tool that teachers use, and also, a tool used by the students. Some of the advantages the author lists as one of the pros of using a database, besides organization, is the flexibility it gives teachers. The recommended tool is Microsoft Works 4.0 Database.
Reading three recommends the use of databases particularly in computer classrooms. However, the article makes clear that databases are effective tools in other areas as well.
For myself, I think a database would be a great tool for several different things. For instance, if I wanted to learn about my students, then I could use a database to ask them some simple questions about themselves. This would allow me to understand them a little bit better, but also, pay attention to certain things such as their birthday or favorite music. Also, I could use a database to keep grades or students progress. Finally, I could use a database to give the students assignments and keep track of their work.
Right now, I do not really work with databases, except for my work at a law office, but the office could probably utilize the system a little more effectively. I would like to learn more about databases, but for now, it sounds like databases are the much better and concise for organizing a lot of information and coming up with ideas about the information stored. I will probably use databases once I get a better grasp on how to use them and set them up for use.
March 8, 2009
Instructor McCulloch
MW 1-2:15
Post #7
The first reading focuses on the creation of databases for the purpose of organizing a lot of information and replacing the old dusty papers in the filing cabinet with electronic data. Databases offer a lot of advantages for teachers organizing a lot of material. The most obvious is the downsizing of filing room. However, there are many more advantages. For instance, teachers can use databases to help manage material usually done on paper. Assignments, for instance, can now be turned in online and delivered to a specific place that allow the teacher to access the work easily. As well, evaluations students turn in at the end of the semester assessing a teachers effectiveness can be now done anonymously in databases and allow for the information to be easily accessed by the teacher at anytime. Recommended tools for creating a database are FileMaker Pro 4.0 and ClarisHome Page 3.0. Unfortunately, as the article points out, there are still disadvantages to using the technology that may inhibit teachers' initiative to use the programs and technology. For instance, cost for such programs are still high, and computer space is still limited. As well, learning the language, such as HTML, may prevent teachers from using the technology effectively.
Reading article 2 presents more information that supports the use of databases. First the article points out the necessity that students of the 21st century learn technology. The author categorizes these essentials as compute, communicate, conclude, confirm, categorize, and classify. By learning these new skills, the author points out that this will promote students to problem solve and manage information effectively. For instance, students can also use databases to organize large amounts of information and use that organization to come up with compelling arguments. So on the positive, databases should be a tool that teachers use, and also, a tool used by the students. Some of the advantages the author lists as one of the pros of using a database, besides organization, is the flexibility it gives teachers. The recommended tool is Microsoft Works 4.0 Database.
Reading three recommends the use of databases particularly in computer classrooms. However, the article makes clear that databases are effective tools in other areas as well.
For myself, I think a database would be a great tool for several different things. For instance, if I wanted to learn about my students, then I could use a database to ask them some simple questions about themselves. This would allow me to understand them a little bit better, but also, pay attention to certain things such as their birthday or favorite music. Also, I could use a database to keep grades or students progress. Finally, I could use a database to give the students assignments and keep track of their work.
Right now, I do not really work with databases, except for my work at a law office, but the office could probably utilize the system a little more effectively. I would like to learn more about databases, but for now, it sounds like databases are the much better and concise for organizing a lot of information and coming up with ideas about the information stored. I will probably use databases once I get a better grasp on how to use them and set them up for use.
Sunday, March 1, 2009
Post #6
Jason Gaylord
March 1, 2009
Instructor McCulloch
Edu. 422
Post #6
Benjamin Bloom's taxonomy on the different questions a teacher or instructor might ask his or her students is quite interesting. He basically breaks down the different kinds of questions there are a possibility of being asked and maps the amount of thinking that actually needs to take place to answer the question. Questions based solely on knowledge such as memorizing and reciting facts are at the base of his pyramid because these kinds of questions are the most simple and require the least amount of thinking. He follows knowledge categorized questions with Comprehension, Application, Synthesis, and Evaluation. Starting from the least to the greatest, these types of questions require different amounts of thinking to answer. His reasoning for developing this taxonomy is to come up with a way to measure the difficulty and purpose for asking particular questions. Most importantly, however, this taxonomy allows teachers to develop tests and ask questions that promote or force their students to use more of their brain than just reciting facts. Too often and as the reading presents specifically, 95% of questions asked on tests are just asking students to recite knowledge they learned, instead of asking them to actually apply, synthesize, and evaluate the knowledge. What this means is that teachers are not promoting students to use and assess the full potential of the knowledge they learned. If utilized correctly, Bloom's taxonomy can be used by teachers to push their students to their full potential.
March 1, 2009
Instructor McCulloch
Edu. 422
Post #6
Benjamin Bloom's taxonomy on the different questions a teacher or instructor might ask his or her students is quite interesting. He basically breaks down the different kinds of questions there are a possibility of being asked and maps the amount of thinking that actually needs to take place to answer the question. Questions based solely on knowledge such as memorizing and reciting facts are at the base of his pyramid because these kinds of questions are the most simple and require the least amount of thinking. He follows knowledge categorized questions with Comprehension, Application, Synthesis, and Evaluation. Starting from the least to the greatest, these types of questions require different amounts of thinking to answer. His reasoning for developing this taxonomy is to come up with a way to measure the difficulty and purpose for asking particular questions. Most importantly, however, this taxonomy allows teachers to develop tests and ask questions that promote or force their students to use more of their brain than just reciting facts. Too often and as the reading presents specifically, 95% of questions asked on tests are just asking students to recite knowledge they learned, instead of asking them to actually apply, synthesize, and evaluate the knowledge. What this means is that teachers are not promoting students to use and assess the full potential of the knowledge they learned. If utilized correctly, Bloom's taxonomy can be used by teachers to push their students to their full potential.
Sunday, February 22, 2009
Post #5
Jason Gaylord
February 22, 2009
Educ 422, MW 1-2:15
Instructor McCulloch
Ariel Owen writes in her article about WISE online mapper and "casual mapping," which allows students to generate easy to understand relationships out of complex data. Reflecting on this article makes me think about what we learned in class last week about how every individual learns differently. In this case, Owen is using several different strategies that appeal to many different learning styles. For instance, she talks about her students learn about creeks and water by going on field trips, which appeals to natural learners, visual learners, and pretty much the whole scale; however, she also talks about using the computer software program WISE online mapper. Not only does WISE allow users to organize their data and come up with simple relationships, but it also connects to learners who actually have to go through the steps of something to get it, and see things in ways they had never thought about. As Owen says about how this technology complements her students field trips, "Part of science is simplicity, and in these maps it is essential," because the maps help illustrate relationships.
Like Owens relates, technology is a useful tool in the classroom because it allows students to actually create something that is easy for them to see. As well, technology allows them to work quickly on projects and get what they need to get done and learn from their mistakes. For instance, as Owen relates to the readers, some students will use the technology to work through a problem and will present their maps and stop and realize there is more work that is needed to be done to get it right; and as Owen writes, there is nothing more essential to showing that someone is learning when they can correct and teach themselves.
My personal thoughts on this article is that it is excellent that these kids are able to use technology inside the classroom to help connect them to the outside world of biology. For me as a naturalistic learning, I need that connection, and I am more able to learn when that happens.
Jason Gaylord
February 22, 2009
Educ 422, MW 1-2:15
Instructor McCulloch
Ariel Owen writes in her article about WISE online mapper and "casual mapping," which allows students to generate easy to understand relationships out of complex data. Reflecting on this article makes me think about what we learned in class last week about how every individual learns differently. In this case, Owen is using several different strategies that appeal to many different learning styles. For instance, she talks about her students learn about creeks and water by going on field trips, which appeals to natural learners, visual learners, and pretty much the whole scale; however, she also talks about using the computer software program WISE online mapper. Not only does WISE allow users to organize their data and come up with simple relationships, but it also connects to learners who actually have to go through the steps of something to get it, and see things in ways they had never thought about. As Owen says about how this technology complements her students field trips, "Part of science is simplicity, and in these maps it is essential," because the maps help illustrate relationships.
Like Owens relates, technology is a useful tool in the classroom because it allows students to actually create something that is easy for them to see. As well, technology allows them to work quickly on projects and get what they need to get done and learn from their mistakes. For instance, as Owen relates to the readers, some students will use the technology to work through a problem and will present their maps and stop and realize there is more work that is needed to be done to get it right; and as Owen writes, there is nothing more essential to showing that someone is learning when they can correct and teach themselves.
My personal thoughts on this article is that it is excellent that these kids are able to use technology inside the classroom to help connect them to the outside world of biology. For me as a naturalistic learning, I need that connection, and I am more able to learn when that happens.
Jason Gaylord
Sunday, February 15, 2009
Posting #4
Jason Gaylord
February 15, 2009
Instructor McCulloch
Posting #4
The spreadsheets reading was a nice simple tutorial on how to use Microsoft Excel. I found it to be helpful and give me some of the necessary answers for beginning my first project in Excel. In particularly, the tutorial showed me the importance of Excel and how it is useful in organizing data and easier than using pen and paper. For example, Excel does all the changes for the user. If data changes, it simply makes the adjustments. In previous experience, I rarely used Excel, but it always has come up as the tool people want used when figuring out data and organizing it. This is because Excel is easy to use, and also because it is neat and organizes data in a manageable way. Further down the road, Excel allows its users to add colors, create charts and graphs. These are things that are very valuable to anybody who works with a large amount of material containing numbers.
On the quiz, I missed three of the ten questions. Though this is a considerable amount when thinking about what kind of grade I would have received had it been a test, I feel confident that the tutorial and the quiz taught me many good skills to get started on my Excel project. Also after reviewing the material, I feel that if I had to take the test again, I would receive a perfect. This week I am excited to utilize the skills I have gained through the short tutorial and the lecture from Instructor McCulloch. I think that the equations like SUM, MULT, DIVD, and SUBT will be crucial to my future as a teacher and organizing grades for my students.
Jason Gaylord
Jason Gaylord
February 15, 2009
Instructor McCulloch
Posting #4
The spreadsheets reading was a nice simple tutorial on how to use Microsoft Excel. I found it to be helpful and give me some of the necessary answers for beginning my first project in Excel. In particularly, the tutorial showed me the importance of Excel and how it is useful in organizing data and easier than using pen and paper. For example, Excel does all the changes for the user. If data changes, it simply makes the adjustments. In previous experience, I rarely used Excel, but it always has come up as the tool people want used when figuring out data and organizing it. This is because Excel is easy to use, and also because it is neat and organizes data in a manageable way. Further down the road, Excel allows its users to add colors, create charts and graphs. These are things that are very valuable to anybody who works with a large amount of material containing numbers.
On the quiz, I missed three of the ten questions. Though this is a considerable amount when thinking about what kind of grade I would have received had it been a test, I feel confident that the tutorial and the quiz taught me many good skills to get started on my Excel project. Also after reviewing the material, I feel that if I had to take the test again, I would receive a perfect. This week I am excited to utilize the skills I have gained through the short tutorial and the lecture from Instructor McCulloch. I think that the equations like SUM, MULT, DIVD, and SUBT will be crucial to my future as a teacher and organizing grades for my students.
Jason Gaylord
Jason Gaylord
Sunday, February 8, 2009
Post #3
Jason Gaylord
February 8, 2009
Educ. 422 MW 1-2:15
Instructor McCulloch
Posting #3:
This week in class, I learned a few important things that I believe will help me in my pursuit of becoming a great teacher. For instance, like I covered in the post before,. will be a great tool for helping my students stay on track when researching and getting extra help for assignments, as well as, be a great source for me to view other teachers' bookmarked sites. In addition to the Delicious website, I also got a brief tutorial on how to use Rubistar, which allows users to view and post rubrics for class assignments. This will be particularly useful for me as a future teacher because it will allow me to post the criteria for a project, and then, grade a student's work accordingly. Not to mention, however, that this will also allow my future students a reference and guide of expectations for projects they will have to execute in the course.
In the article "Then, Now, and Beyond, Oh the Changes We've Seen" by Maureen Brown Yoder, there are several examples of how technology has changed over the past thirty years. For instance, the first significant thing Yoder points out is that technology in the classroom was first thought of as a passing feature; however, as Yoder articulates quoting a peer, "Technology was not a fad, but a tool providing possibilities that we could only imagine 30 years ago"(2). Technology has been effectively utilized by several teachers to add collaboration, communication, speed, problem solving, and confidence in students and their learning. By working in groups on the computer, as is later pointed out in the supplemental reading about the Integrated Technology Classroom, students are able to teach each other, as well as, the computer is able to help tutor students when the teacher is not available. Through this collaboration, students are, then, becoming more confident with using the computer and teaching themselves. As the article suggests, "Teachers encouraged students to make mistakes, revise, and rethink their original hypotheses, respecting their ability to learn without formal, one-way instruction"(3). Interestingly enough, Yoder points out several software programs and interactive learning guides, such as, the "Compelling Real-World Stories" like The Voyage of the Mimi, which is a video story complemented by interactive software, that are allowing and encouraging students to participate in real world scenarios and problem solving the explorers themselves had to go through to accomplish a goal(5). I, for one, did have a class where this story was used, and it did force me to think about real situations and how I would solve the problems the crew faced on the vessel of the Mimi (Ben Affleck was one of the crew members).
However, the more compelling feature technology has helped change in the classroom, may be the more simple utilities of the computer. As is pointed out in Yoder's article, "Learners are freed from the tedium of paper and pencil efforts that are time consuming and unforgiving"(4). For example, with the computer, students are now able to produce a project that is well organized and easy to read. Instead of having to hand write papers and formulate new templates, students can now type and use templates to accomplish and produce assingments. This feature, alone, has made technology a time saving tool which has allowed students to focus more on content than making sure their products are legible.
February 8, 2009
Educ. 422 MW 1-2:15
Instructor McCulloch
Posting #3:
This week in class, I learned a few important things that I believe will help me in my pursuit of becoming a great teacher. For instance, like I covered in the post before,
In the article "Then, Now, and Beyond, Oh the Changes We've Seen" by Maureen Brown Yoder, there are several examples of how technology has changed over the past thirty years. For instance, the first significant thing Yoder points out is that technology in the classroom was first thought of as a passing feature; however, as Yoder articulates quoting a peer, "Technology was not a fad, but a tool providing possibilities that we could only imagine 30 years ago"(2). Technology has been effectively utilized by several teachers to add collaboration, communication, speed, problem solving, and confidence in students and their learning. By working in groups on the computer, as is later pointed out in the supplemental reading about the Integrated Technology Classroom, students are able to teach each other, as well as, the computer is able to help tutor students when the teacher is not available. Through this collaboration, students are, then, becoming more confident with using the computer and teaching themselves. As the article suggests, "Teachers encouraged students to make mistakes, revise, and rethink their original hypotheses, respecting their ability to learn without formal, one-way instruction"(3). Interestingly enough, Yoder points out several software programs and interactive learning guides, such as, the "Compelling Real-World Stories" like The Voyage of the Mimi, which is a video story complemented by interactive software, that are allowing and encouraging students to participate in real world scenarios and problem solving the explorers themselves had to go through to accomplish a goal(5). I, for one, did have a class where this story was used, and it did force me to think about real situations and how I would solve the problems the crew faced on the vessel of the Mimi (Ben Affleck was one of the crew members).
However, the more compelling feature technology has helped change in the classroom, may be the more simple utilities of the computer. As is pointed out in Yoder's article, "Learners are freed from the tedium of paper and pencil efforts that are time consuming and unforgiving"(4). For example, with the computer, students are now able to produce a project that is well organized and easy to read. Instead of having to hand write papers and formulate new templates, students can now type and use templates to accomplish and produce assingments. This feature, alone, has made technology a time saving tool which has allowed students to focus more on content than making sure their products are legible.
Sunday, February 1, 2009
Blog #2
Jason Gaylord
February 1, 2009
Educ 422, MW 1-2:15
Instructor: McCulloch
This week in Educ 422, I learned about the website del.icio.us. It makes cataloging all of your favorite sites much easier and neat. I thought it was really cool because its primary goal for users is to utilize the site for social bookmarking. Social Bookmarking is important to teachers because it allows students to use predetermined sites prescribed by the teacher to do assignments, as well as, allows other teachers to see what their colleagues are using as sites for teaching in order to streamline and come up with more effective and efficient lesson plans and learning tools. Personally, I am excited to use the site once I have a classroom because it will allow me to direct students to the best sites and most academically respected material in the field of study.
Also this week, in the internet assignment, there were several helpful learning websites listed. In my exploration of some of these sites, I found that most of them would be helpful in teaching a class in the particular field I want to teach. For instance, Rubistar would be helpful because it allows teachers to create a standard students need to follow in order to succeed on the assignment or course. As well, it allows teachers to easily assess the performance of students and their progress with the material. Something, however, that I thought would be even more important to students about RubiStar was that it allows students to track and see their progress.
In the reading for this week, I found quite a few helpful tips and philosophies about learning. With regards to the article "Teaching for Understanding," the article explains that students have many preconceived ideas before they ever step foot into the classroom, and with these preconceived notions, each student learns differently than the other. Keeping this in mind, teachers should come up with several ways to change students preconceived misconceptions and as the article explains, a good way to do this is by developing several different teaching strategies with technology. For example, technology allows students to explore many different explanations that challenge their misconceptions, as well as, allows students to find several formats, in which, these misconceptions are busted. Maybe one of the most helpful ways technology can help a teacher explain to students the rights and wrongs about a particular subject is by helping teachers quickly assess the misconceptions students have about a subject or lesson. Summarized, technology should allow a teacher to quickly identify the problems students are having and offer many different learning methods to change their minds, as well as, allow students to participate in this experience bringing the things they learned in complete harmony with the knowledge they already have.
Netiquette, another reading for this week, simply is the correct way, in which people should correspond over the internet. There are several lessons and rules to be followed in Netiquette, but the most far reaching rule, is that the way you correspond in business, is the way you should correspond over the web. For instance, be sure to be clear and not vague in emails. Also, allow some time to pass when responding to an email you think may be provoking because simply put, you may just be misunderstanding the others prose.
Jason Gaylord
February 1, 2009
Educ 422, MW 1-2:15
Instructor: McCulloch
This week in Educ 422, I learned about the website del.icio.us. It makes cataloging all of your favorite sites much easier and neat. I thought it was really cool because its primary goal for users is to utilize the site for social bookmarking. Social Bookmarking is important to teachers because it allows students to use predetermined sites prescribed by the teacher to do assignments, as well as, allows other teachers to see what their colleagues are using as sites for teaching in order to streamline and come up with more effective and efficient lesson plans and learning tools. Personally, I am excited to use the site once I have a classroom because it will allow me to direct students to the best sites and most academically respected material in the field of study.
Also this week, in the internet assignment, there were several helpful learning websites listed. In my exploration of some of these sites, I found that most of them would be helpful in teaching a class in the particular field I want to teach. For instance, Rubistar would be helpful because it allows teachers to create a standard students need to follow in order to succeed on the assignment or course. As well, it allows teachers to easily assess the performance of students and their progress with the material. Something, however, that I thought would be even more important to students about RubiStar was that it allows students to track and see their progress.
In the reading for this week, I found quite a few helpful tips and philosophies about learning. With regards to the article "Teaching for Understanding," the article explains that students have many preconceived ideas before they ever step foot into the classroom, and with these preconceived notions, each student learns differently than the other. Keeping this in mind, teachers should come up with several ways to change students preconceived misconceptions and as the article explains, a good way to do this is by developing several different teaching strategies with technology. For example, technology allows students to explore many different explanations that challenge their misconceptions, as well as, allows students to find several formats, in which, these misconceptions are busted. Maybe one of the most helpful ways technology can help a teacher explain to students the rights and wrongs about a particular subject is by helping teachers quickly assess the misconceptions students have about a subject or lesson. Summarized, technology should allow a teacher to quickly identify the problems students are having and offer many different learning methods to change their minds, as well as, allow students to participate in this experience bringing the things they learned in complete harmony with the knowledge they already have.
Netiquette, another reading for this week, simply is the correct way, in which people should correspond over the internet. There are several lessons and rules to be followed in Netiquette, but the most far reaching rule, is that the way you correspond in business, is the way you should correspond over the web. For instance, be sure to be clear and not vague in emails. Also, allow some time to pass when responding to an email you think may be provoking because simply put, you may just be misunderstanding the others prose.
Jason Gaylord
Monday, January 26, 2009
Jason Gaylord
Educ. 422 MW 1-2:15
Instructor McCulloch
POSTING #1
Something important I learned this week would definitely be learning that to be able to observe everything on Webct6, I needed to reset some of my current internet pop-up blocker settings. Though this was something small, it will certainly be an important piece of knowledge I need to be successful in the course. Obviously, if I am unable to view the syllabus and observe the instructional material on how to do the assignments, I would not be able to complete the criteria for passing the class. I think it is interesting that throughout my educational experience, it has always been the little things that cause the biggest problems, but also, knowing how to do the little things that help the most. I have also learned that it is very important to pay attention to detail and organize everything in folders clearly marked and labeled, so that all my work will be easy to find and finished in a timely manner. My educated guess would be that many people have had the same problem. For example, he or she completed the homework or assignment on time but right when it was due were unable to locate the file or paper. I know from experience that the “dog ate my homework” excuse could have been a believable story had my teachers seen my room in junior high.
This week, however, I also learned more important information about the bigger picture of becoming a successful teacher. Professionalism is a quality all good teachers must possess, not only to be effective in the classroom, but also to get a job and standout among his or her peers. Everyone could stand for more polishing, and I am no exception to the rule. For instance, before I read some of the extra material on how to correctly write a business letter, I would have probably taken a much more casual approach and style to my writing, something I did not fully master in previous college experience.
Jason Gaylord
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