I tell myself I do not like computers, but I believe it is because I do not know a great deal about them. Moreover, I believe it is due to the idea that I like to depend on myself. Sometimes, I cannot depend on my computer to do what it is supposed to due; things happen, and technology has its flaws.
My experience with computers had been limited to word processing and PowerPoint presentations. After I finished my undergraduate career, I took a graduate class entitled Teaching with Technology. This class changed my technological experience portfolio. I learned and used several valuable technological tools during the class.
The first tool I learned how to use is called a weblog. Here, I was able to publish my thoughts on the internet. In addition, I was able to respond to the posts of others. I discovered that, through our posts and responses, we are able to create an online discussion as if we were sitting in a classroom.
In addition to weblogs, I was also able to create digital stories. As a former English major, I already enjoyed writing stories. This tool only increased my interest in storytelling. With this tool I was able to create stories that go beyond the traditional black ink on a white page. With Moviemaker, I was able to design stories that use images and music. Further, I was able to turn my written story into a recorded audio track.
I learned another way to record audio tracks through podcasts. Earlier, I had discovered recording on my own via a program called Cakewalk. I had to go out and purchase that program, though. With Audacity, I learned that I, and my students, could access this recording technology for free.
After using all of these tools, I feel like I have been exposed to a great deal of useful technology. As a teacher, I will be able to use it to enhance subject matter. Further, I can see that technology will motivate students. As a teacher, I will be able to use technology to accomplish many things in and outside of the classroom.
Monday, May 25, 2009
Response to Chapter 9
Richardson calls the internet, “[…] the most comprehensive source of information in history” (125). I completely agree with him; it is. I also feel that the internet should remain only informational, or educational. The vast amounts of information on the internet are becoming more and more collaborative (125). When students collaborate via the internet, its focus should be on something that will teach them. However, I feel that too much internet collaboration is a bad thing for students. Students, in my opinion, should learn the social ropes of group work while working face to face. There is much to be gained from working right next to somebody. I do not mean that the internet should never be used as a collaborative teaching tool. It should just be used in moderation.
A sub-heading in this chapter is entitled “New Literacies”. Technology is creating a new definition of what it means to be literate. Kids must learn to be critical readers, so as to judge if the content they are reading is worthy, is correct. In addition, students must learn to be publishers of information, since nearly everyone with internet access is capable of publishing work.
All of these changes in technology should also lead writing teachers to expand on the ways that they teach writing to students. Richardson quotes the National Endowment for the Arts as saying that less than 50% of adults in America read literature (131). This should speak to teachers. Our society is becoming fast paced. People find it harder to take the time to sit down with a good book. Examples of this can be seen through sports as well. America, a long time ago, was wild about baseball. Now, many baseball stadiums—save World Series games—are left barely occupied. The nation’s focus has shifted towards more fast paced and entertaining sports such as football and basketball.
Teachers need to do the same thing. They need to switch their focus to things that are fast paced and entertaining. Teachers should teach writing by using tools such as Moviemaker, which allow students to expand their written stories with things like music, images, and narration.
A sub-heading in this chapter is entitled “New Literacies”. Technology is creating a new definition of what it means to be literate. Kids must learn to be critical readers, so as to judge if the content they are reading is worthy, is correct. In addition, students must learn to be publishers of information, since nearly everyone with internet access is capable of publishing work.
All of these changes in technology should also lead writing teachers to expand on the ways that they teach writing to students. Richardson quotes the National Endowment for the Arts as saying that less than 50% of adults in America read literature (131). This should speak to teachers. Our society is becoming fast paced. People find it harder to take the time to sit down with a good book. Examples of this can be seen through sports as well. America, a long time ago, was wild about baseball. Now, many baseball stadiums—save World Series games—are left barely occupied. The nation’s focus has shifted towards more fast paced and entertaining sports such as football and basketball.
Teachers need to do the same thing. They need to switch their focus to things that are fast paced and entertaining. Teachers should teach writing by using tools such as Moviemaker, which allow students to expand their written stories with things like music, images, and narration.
Thursday, May 21, 2009
Memo About a Webquest
Webquests are extremely useful to teachers. This technology should be given a chance to help students succeed in the classroom. There are many reasons that support the use of webquests. First, a webquest could save students from losing a day of solid instruction in the case that their teacher is absent. An online assignment will give them all a chance to get direct instruction from their teacher. In addition, a webquest will guide students along as if the teacher were right there with them. Second, webquests are a great way to teach students about working together with a common goal. Moreover, student will be in varying buy similar proximal zones of development. Group work could benefit students, because they can learn from their peers.
About a Webquest
A webquest is, essentially, an online assignment. With a webquest, though, the internet takes the place of the usual paper assignments. All the questions and directions to the assignment appear on the web page that the teacher has created. Students are guided through the assignment as if the teacher were there instructing them.
Webquests can go beyond a teacher’s instruction. The internet’s multitude of information is right at each student’s fingertips. Moreover, a webquest also offers great visual aides, and assessment tools (www.teachersfirst.com). Most every page on the internet uses some kind of visual representation. As a result, webquests will benefit students who are visual learners.
Webquests can go beyond a teacher’s instruction. The internet’s multitude of information is right at each student’s fingertips. Moreover, a webquest also offers great visual aides, and assessment tools (www.teachersfirst.com). Most every page on the internet uses some kind of visual representation. As a result, webquests will benefit students who are visual learners.
Wednesday, May 20, 2009
Response to Chapter 6
I had some trouble accepting the ideas in this chapter. I may have already made up my mind before I even read it, though. In the second sentence of the chapter I read this: "[...] our relationship with the internet [...]" (Richardson 89). This made me think: are our relationships with the internet, or are they with the actual people who sit behind their computer screens throughout the world? Farther down I read this: "[...] we have many friends out there just waiting to be found and connected to [...]" (89). This quote made be consider many students with whom I went to school with, and the many students I have come into contact with in the recent past. Many of those students don't have their love and belongingness needs met. As a teacher, would I be setting these children up with a false hope, a false mindset for meeting their essential needs?
In contrast to my anti-social web comments above, I easily accepted what Will Richardson had to say at the end of chapter 6. He notes that we can use social networks to benefit our own learning (100). I completely agree with this. As long as social networks are used to meet students' knowledge needs, and not their love and belongingness needs, they are very beneficial. Moreover, they should be used to enhance students' knowledge.
In contrast to my anti-social web comments above, I easily accepted what Will Richardson had to say at the end of chapter 6. He notes that we can use social networks to benefit our own learning (100). I completely agree with this. As long as social networks are used to meet students' knowledge needs, and not their love and belongingness needs, they are very beneficial. Moreover, they should be used to enhance students' knowledge.
Response to Chapter 8
I like the idea that Podcasting is a way for people to work together with a common goal. When people work together with a common goal, great things can be accomplished. Podcasting, Richardson tells us, "is yet another way for [students] to be creating and contributing ideas to a larger conversation [...]" (Richardson 116). This technology affords teachers an opportunity to teach their students, not only about technology, but also about life: working together can accomplish a great deal.
I also like the notion of Podcasting, because it gives teachers a way to motivate kids about their subjects. For example, a history teacher allowed students to recreate an historic event via podcasting. This way, students are learning, and they are having fun. When these two things are paired together, kids benefit, and that's what teaching is all about--helping the students.
I also like the notion of Podcasting, because it gives teachers a way to motivate kids about their subjects. For example, a history teacher allowed students to recreate an historic event via podcasting. This way, students are learning, and they are having fun. When these two things are paired together, kids benefit, and that's what teaching is all about--helping the students.
Monday, May 18, 2009
Chapter 4
Responses to Chapter 4
Richardson writes that, “everyone together is smarter than anyone alone” (Richardson 61). This gives using Wikipedia a new meaning. It allows teachers to use it to teach a profound lesson that is valuable to both teachers and students. Students can see how beneficial it is to work together with a common goal. This type of behavior has created the amazing informational bank that Wikipedia is.
Richardson suggests that, if you have a student who constructs an amazing research paper, you could allow your student to publish on Wikipedia. This would be great for teaching students how to defend and question their papers. People will likely edit the post, then students can question whether the edit was correct, or their original post was correct. It would spark critical thinking and analysis skills.
Richardson writes that, “everyone together is smarter than anyone alone” (Richardson 61). This gives using Wikipedia a new meaning. It allows teachers to use it to teach a profound lesson that is valuable to both teachers and students. Students can see how beneficial it is to work together with a common goal. This type of behavior has created the amazing informational bank that Wikipedia is.
Richardson suggests that, if you have a student who constructs an amazing research paper, you could allow your student to publish on Wikipedia. This would be great for teaching students how to defend and question their papers. People will likely edit the post, then students can question whether the edit was correct, or their original post was correct. It would spark critical thinking and analysis skills.
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