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.
Monday, March 30, 2009
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.
Subscribe to:
Comments (Atom)
