Chapter eight was all about how to integrate technology into the arts. This was one of the most interesting chapters in the book and I’m not even a big fan of the arts! It discussed a variety of technological resources and provided lots of links. It actually made the case for using technology effectively.
One of the best ideas from the chapter was that the arts allow students to be creative and expressive themselves in their own way using both sides of their brain. Technology can help students to “find their own voice” and then to share their voice with others. Technology resources allow students to create artworks, songs or even plays and then transmit their completed projects to the world through the Internet. This really enables students to have a meaningful purpose when they are working.
The web also provides students and teachers with access to virtual museums and even musical or dance performances. This allows students to view pieces of art, listen to music, view dance and appreciate culture from all over the world. It opens up the world of possibility to them. Students can view the culture of places that they have never been and may never visit.
One of the museums that especially intrigued me that I hope to investigate with my students is the National Museum of American Indians. I had never heard of this museum before, but I think that it might have lots of images and cultural exhibits that would help my students to understand what the life of a Native American is really like. Only by viewing and immersing themselves into a culture will students truly understand it.
Another interesting thought in the chapter involved dance. The author described a program called EduDance which connects professional dancers with classrooms so that students can increase their level of exercise by learning dance steps. What a novel idea! Having a professional dancer come into the classroom to teach would help any teacher’s comfort level with dance steps. The use of videos and online sites can also help students to learn dance steps.
Overall this chapter provided a real wealth of ideas and great links to check out. Integrating technology into the arts seems pretty easy and also makes a lot of sense. I hope to use more technology in the arts.
Sunday, March 29, 2009
Sunday, March 22, 2009
TPCK Chapter 5 - Integrated Framework for World Language Teachers
Chapter five was all about how the principles of TPCK could be used by World Language teachers. Many interesting suggestions were proposed that got me thinking about the different uses. The chapter also addressed some challenges to technology usage that are prevalent in most subject areas.
One of the ideas about integrating technology to help students learn was through the use of the Internet as a tool. Foreign Language teachers have the job of teaching students how to read, write and speak a second language. They also have the job of helping students to understand a different culture from their own. Technology resources such as the Internet can help students with this. Students now have ways to get direct and immediate information about other cultures and ways of life. They can access virtual field trips which can take them around the world. This type of experience might not be available or affordable otherwise.
The Internet also provides a medium for students to communicate with others around the world. Videoconferencing, e-mail, discussion boards and instant messaging give students direct access to other students either learning the same language or people that are native to that language. One of the best ways for students to learn language skills is through meaningful interaction and communication with others. Technology has opened up the world and brought cultures closer together. There are schools right here in Maine that are in contact with kids from other countries. My students learn Spanish in third grade and I would love to give my students an opportunity like this! I’ll need to speak with the Spanish teacher about trying it out.
One of the concerns expressed by the author in increasing technology integration was the lack of training for many teachers. The author expressed that the “uncertainty” of teachers hinders the integration. Teachers need to understand what to do and how to do it with technology in order for it to be effective. Once in-service training of technology increases then the amount of technology usage will increase. It is up to district leaders to make it happen. This concept is something that will have to be pushed in my district, especially with the current economic downturn.
One of the ideas about integrating technology to help students learn was through the use of the Internet as a tool. Foreign Language teachers have the job of teaching students how to read, write and speak a second language. They also have the job of helping students to understand a different culture from their own. Technology resources such as the Internet can help students with this. Students now have ways to get direct and immediate information about other cultures and ways of life. They can access virtual field trips which can take them around the world. This type of experience might not be available or affordable otherwise.
The Internet also provides a medium for students to communicate with others around the world. Videoconferencing, e-mail, discussion boards and instant messaging give students direct access to other students either learning the same language or people that are native to that language. One of the best ways for students to learn language skills is through meaningful interaction and communication with others. Technology has opened up the world and brought cultures closer together. There are schools right here in Maine that are in contact with kids from other countries. My students learn Spanish in third grade and I would love to give my students an opportunity like this! I’ll need to speak with the Spanish teacher about trying it out.
One of the concerns expressed by the author in increasing technology integration was the lack of training for many teachers. The author expressed that the “uncertainty” of teachers hinders the integration. Teachers need to understand what to do and how to do it with technology in order for it to be effective. Once in-service training of technology increases then the amount of technology usage will increase. It is up to district leaders to make it happen. This concept is something that will have to be pushed in my district, especially with the current economic downturn.
Saturday, March 21, 2009
TPCK Chapter 10 - Role of TPCK in Phys. Ed.
Chapter ten in the TPCK book discussed TPCK use in phys. Ed. I did not find this chapter to be all that helpful in helping me understand the uses of technology with gym class. I know that there are ways of using technology to aid in teaching and learning and I could appreciate the suggestions made, but none of the ideas were all that new.
It seemed like the use of technology with physical education has many obstacles. This chapter mentioned that cost was a real serious issue. It also described that there weren’t a lot of commercially produced products at this point for teachers to use. I am sure that these problems have been difficult for teachers to overcome when trying to use technology with gym.
The ideas presented that I did find useful were the ways of using technology for data collection and sorting of information during student evaluation. I could see how useful this type of software could be for a teacher trying to collect and sort through hundreds of data points. It definitely aides in the teacher’s ability to analyze the information and plan next steps for instruction. This should definitely help students to receive better educational opportunities.
Utilizing fitness equipment that is programmable can also be a motivating way to help students to increase their fitness levels and to improve their skills. I liked the idea of using heart monitors to ensure that students were reaching their ultimate peak of performance. The issue of lack of money was very evident as the author described the amount of initial cost and upkeep that it would take. This would definitely be a deterrent for using this type of equipment.
For many students, being active and participating in gym is a lot of fun. Technology can serve as a motivational tool for those students, but also for students who may not be as involved. I have noticed that some new gaming devices such as the Wii and things like Dance Dance Revolution have helped some students to become move active. I wonder if this type of technology will become more prevalent?
It seemed like the use of technology with physical education has many obstacles. This chapter mentioned that cost was a real serious issue. It also described that there weren’t a lot of commercially produced products at this point for teachers to use. I am sure that these problems have been difficult for teachers to overcome when trying to use technology with gym.
The ideas presented that I did find useful were the ways of using technology for data collection and sorting of information during student evaluation. I could see how useful this type of software could be for a teacher trying to collect and sort through hundreds of data points. It definitely aides in the teacher’s ability to analyze the information and plan next steps for instruction. This should definitely help students to receive better educational opportunities.
Utilizing fitness equipment that is programmable can also be a motivating way to help students to increase their fitness levels and to improve their skills. I liked the idea of using heart monitors to ensure that students were reaching their ultimate peak of performance. The issue of lack of money was very evident as the author described the amount of initial cost and upkeep that it would take. This would definitely be a deterrent for using this type of equipment.
For many students, being active and participating in gym is a lot of fun. Technology can serve as a motivational tool for those students, but also for students who may not be as involved. I have noticed that some new gaming devices such as the Wii and things like Dance Dance Revolution have helped some students to become move active. I wonder if this type of technology will become more prevalent?
Saturday, March 14, 2009
TPCK Chapter 7 - Mathematics
TPCK Chapter 7 was about integrating technology and math. I found this chapter to be a difficult read. It seemed to be discussing content all over the map, some of which was not directly math related. The topics ranged from using fractals to imagination being the core to mathematics to remembering that children are culturally diverse. I would have liked to see more information on TPCK uses of technology in math.
Some important ideas addressed in the chapter were the importance of teachers being willing to experiment and explore technology with an open mind. It also suggested that it was more important to focus on how technology can be used to teach math concepts rather than what technologies to use. While I agree with both statements I find fault in them. I think that it is extremely difficult for teachers to have an open mind about technology if they do not know what possibilities exist and do not know how to use technology. I also think that for many teachers, me included, that it is tricky to start by focusing on how to use technology to help teach math if you are not familiar with what is out there. Sometimes identifying the tools can spark ideas.
Math is an area that I’m not sure what technology exists. In the chapter it discussed spreadsheets, calculators, and virtual manipulatives. I have tried all of these technologies with my students and they have worked pretty well. I especially found the virtual manipulatives to be effective. I know that there are also many websites on the Internet that provide math games. Other than that I’m not sure what is out there. I would like to know more.
One last thought that I found to be crucial in the chapter was that there is a “Fine line” between using technology to enhance, expand and improve math instruction and “causing deep misconceptions”. (149) As a teacher it is important for me to recognize that fact as I attempt to increase the amount of technology integration. I must assure that the technology does not serve as a distraction to the math concept being taught but rather as an aide.
As I move forward with math and technology integration I will attempt to “imagine the possibilities” as the chapter encourages.
Some important ideas addressed in the chapter were the importance of teachers being willing to experiment and explore technology with an open mind. It also suggested that it was more important to focus on how technology can be used to teach math concepts rather than what technologies to use. While I agree with both statements I find fault in them. I think that it is extremely difficult for teachers to have an open mind about technology if they do not know what possibilities exist and do not know how to use technology. I also think that for many teachers, me included, that it is tricky to start by focusing on how to use technology to help teach math if you are not familiar with what is out there. Sometimes identifying the tools can spark ideas.
Math is an area that I’m not sure what technology exists. In the chapter it discussed spreadsheets, calculators, and virtual manipulatives. I have tried all of these technologies with my students and they have worked pretty well. I especially found the virtual manipulatives to be effective. I know that there are also many websites on the Internet that provide math games. Other than that I’m not sure what is out there. I would like to know more.
One last thought that I found to be crucial in the chapter was that there is a “Fine line” between using technology to enhance, expand and improve math instruction and “causing deep misconceptions”. (149) As a teacher it is important for me to recognize that fact as I attempt to increase the amount of technology integration. I must assure that the technology does not serve as a distraction to the math concept being taught but rather as an aide.
As I move forward with math and technology integration I will attempt to “imagine the possibilities” as the chapter encourages.
TPCK Chapter 9 - Science, Technology, and Teaching
Chapter nine has definitely been the most interesting chapter that I have read to date in the TPACK book. It was a nice balance of encouragement and reality at the same time. I found myself agreeing with the chapter in several places.
One of the concepts that I appreciated was the acknowledgement that it is not realistic for teachers to be expected to know all of the content knowledge and the technology opportunities that fall under the broad umbrella of Science. Science is very diverse and there are thousands of ways to incorporate technology. There is no one list of technology skills that every teacher should have but that it depends on the circumstances of local schools and districts. The key is that teachers need to know what technology is available to them and then figure out what is the best technology to use for a certain skill or standard. I completely agree with these ideas and I think this is an essential place for classroom teachers to start investigating
Another point addressed by the author of this chapter, Raven McCrory, were the complexities that are added to teaching at the initial stages of using technology in Science. McCrory commented that new technology use can turn even a veteran science teacher into a novice again and that it is okay for veteran teachers to feel that way. It is important for teachers to accept that when trying to use technology things may not go according to plan and to relax and experiment with the available resources. Technology can be a “vicious cycle”. It needs to be used for it to become an effective teaching and learning tool. These ideas made me feel a little more comfortable with where I am at with technology because I have felt frustrated and helpless when using technology before. Though I appreciate the comments, it can be hard as a teacher with 21 third graders in front of you to relax when things are not going according to plan.
I liked the notion that science is an ideal place to use technology and I agree with it. It is amazing how many opportunities are now available for students because of the advances of science and technology. Technology can help students to see and understand processes that might not be possible or realistic in a classroom. Lots can be learned about and through tools like the Proscope (microscope) and through programs like Virtual Frog. Communication with experts around the world and data collection and organization are also enhanced.
Technology is a cool piece of educating future and current science students. I need to remember and utilize the tools that are available to produce future scientists!
One of the concepts that I appreciated was the acknowledgement that it is not realistic for teachers to be expected to know all of the content knowledge and the technology opportunities that fall under the broad umbrella of Science. Science is very diverse and there are thousands of ways to incorporate technology. There is no one list of technology skills that every teacher should have but that it depends on the circumstances of local schools and districts. The key is that teachers need to know what technology is available to them and then figure out what is the best technology to use for a certain skill or standard. I completely agree with these ideas and I think this is an essential place for classroom teachers to start investigating
Another point addressed by the author of this chapter, Raven McCrory, were the complexities that are added to teaching at the initial stages of using technology in Science. McCrory commented that new technology use can turn even a veteran science teacher into a novice again and that it is okay for veteran teachers to feel that way. It is important for teachers to accept that when trying to use technology things may not go according to plan and to relax and experiment with the available resources. Technology can be a “vicious cycle”. It needs to be used for it to become an effective teaching and learning tool. These ideas made me feel a little more comfortable with where I am at with technology because I have felt frustrated and helpless when using technology before. Though I appreciate the comments, it can be hard as a teacher with 21 third graders in front of you to relax when things are not going according to plan.
I liked the notion that science is an ideal place to use technology and I agree with it. It is amazing how many opportunities are now available for students because of the advances of science and technology. Technology can help students to see and understand processes that might not be possible or realistic in a classroom. Lots can be learned about and through tools like the Proscope (microscope) and through programs like Virtual Frog. Communication with experts around the world and data collection and organization are also enhanced.
Technology is a cool piece of educating future and current science students. I need to remember and utilize the tools that are available to produce future scientists!
Saturday, March 7, 2009
Working on Integrated Unit w/ Colleague - Stage 1
Working with colleagues from my school on an integrated unit has been an interesting process so far. There have been some frustrations, but also some positive accomplishments as well.
The frustration began right at the beginning of this process. Finding the time to meet and discuss the unit was challenging. It took me all of last week to find a time to work with my peers. I am working with two other third grade teachers and it was impossible for us to find a chance to meet all together. I ended up only meeting with one of them because the other was swamped with work and did not have the free time.
In discussing the expectations and sharing stage one, there was some initial resistance from the teacher I met with. She stated that she was very willing to work with me, but felt like an awful lot was expected of her for a course she was not taking. I completely understood her point of view and explained that I would do my best to limit the pressure and workload. After a bit of sweet talking and a little bribing (dinner), we were able to continue along with the process.
Interestingly, as conversations continued, she explained that she had actually learned about Understanding by Design in the late nineties so she had some background. She was curious how things had changed since then.
I began teaching (or reviewing) about stage one by sharing my completed template for the Social Studies portion of the unit. I walked her through the process that I went through and asked her for feedback on what I had already done. She was pleased by the outcomes and acknowledged that it appeared to be an organized way to lay out ideas for the unit. I think that she liked being asked her opinion on what I had already done.
Next, I pulled out a blank template and began modeling the process used. I told her we could work on it together. I had us start by thinking of the big understandings and the essential questions for language arts that could apply to this unit, Life in the 1800’s. This was a challenging task and a bit frustrating because Language Arts is so broad. After much discussion over big ideas versus tasks, my colleague settled on the ideas that “writing is a useful communication tool to express and explain events in life” and that “literature can help students understand their past.” It was challenging for us to think of these big ideas, but I think they will work. Using these ideas as our framework, we next found some goals in Maine’s Learning Results and the district curriculum that would fit.
After clearing the “big ideas” hurdle, the rest of the template was not too bad. Together, we were able to pretty quickly establish the knowledge that students should know for both reading and writing. Coming up with skills to go with what students should know also went quite smoothly though it took much support on my end in order to use the six facets. My colleague, I have to admit was not really into using all six facets, but we managed it.
Overall this process took a lot of give and take. I had to be very supportive and encouraging. The modeling and working on the template together worked well and it was probably the only way that my colleague would have participated.
After working on stage one, I shared my ideas on the end of the unit performance assessment. I explained that the end result had to use type II technology and this made my colleague a bit nervous, but she was eager to learn more about using technology so it should work out. She liked the idea of using Garageband and having the kids create podcasts with pictures demonstrating what they knew. She wasn’t sure about including the Historical Society, but was willing to go along with it. She felt that the assessment would be a good measuring tool for both the Language Arts and Social Studies content.
The frustration began right at the beginning of this process. Finding the time to meet and discuss the unit was challenging. It took me all of last week to find a time to work with my peers. I am working with two other third grade teachers and it was impossible for us to find a chance to meet all together. I ended up only meeting with one of them because the other was swamped with work and did not have the free time.
In discussing the expectations and sharing stage one, there was some initial resistance from the teacher I met with. She stated that she was very willing to work with me, but felt like an awful lot was expected of her for a course she was not taking. I completely understood her point of view and explained that I would do my best to limit the pressure and workload. After a bit of sweet talking and a little bribing (dinner), we were able to continue along with the process.
Interestingly, as conversations continued, she explained that she had actually learned about Understanding by Design in the late nineties so she had some background. She was curious how things had changed since then.
I began teaching (or reviewing) about stage one by sharing my completed template for the Social Studies portion of the unit. I walked her through the process that I went through and asked her for feedback on what I had already done. She was pleased by the outcomes and acknowledged that it appeared to be an organized way to lay out ideas for the unit. I think that she liked being asked her opinion on what I had already done.
Next, I pulled out a blank template and began modeling the process used. I told her we could work on it together. I had us start by thinking of the big understandings and the essential questions for language arts that could apply to this unit, Life in the 1800’s. This was a challenging task and a bit frustrating because Language Arts is so broad. After much discussion over big ideas versus tasks, my colleague settled on the ideas that “writing is a useful communication tool to express and explain events in life” and that “literature can help students understand their past.” It was challenging for us to think of these big ideas, but I think they will work. Using these ideas as our framework, we next found some goals in Maine’s Learning Results and the district curriculum that would fit.
After clearing the “big ideas” hurdle, the rest of the template was not too bad. Together, we were able to pretty quickly establish the knowledge that students should know for both reading and writing. Coming up with skills to go with what students should know also went quite smoothly though it took much support on my end in order to use the six facets. My colleague, I have to admit was not really into using all six facets, but we managed it.
Overall this process took a lot of give and take. I had to be very supportive and encouraging. The modeling and working on the template together worked well and it was probably the only way that my colleague would have participated.
After working on stage one, I shared my ideas on the end of the unit performance assessment. I explained that the end result had to use type II technology and this made my colleague a bit nervous, but she was eager to learn more about using technology so it should work out. She liked the idea of using Garageband and having the kids create podcasts with pictures demonstrating what they knew. She wasn’t sure about including the Historical Society, but was willing to go along with it. She felt that the assessment would be a good measuring tool for both the Language Arts and Social Studies content.
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