Chapter 11 talks about self-assessment through the use of technology. Such technologies can be portfolios, online surveys, presentations, as well as media publications. This chapter also discusses topics that we will see often in the future as educators such as performance-based assessment, digital portfolios, assessment and evaluation through technology, and systems that promote student participation.
One of the main topics that I was most interested in is the topic of digital portfolios. Aside from having to do one for this class, I was curious to see the impact it has on present educators. I agree that some advantages of having a digital portfolio include easy access, creativity, visual displays, as well as access to sharing information with the web community.
Some disadvantages include limitations to computer access, being tech-savvy, and the idea that the presentation may cause content to be overlooked. Reflecting on this information about portfolios, I thought of some ways to overcome the challenges. First, now a days, we have easy access to the Internet whether it would be from our phones to ipads/tablets, and small portable laptops that are not inconvenient to carry around often. In terms of being tech-savvy, simply stay up to date with the latest technology. Lastly, always make sure to have full content that will be well reflected by the style of our portfolios and not to rely on the style only.
Some questions to think about:
How can we make sure portfolios are full with content?
How can we balance style with content?
Tuesday, November 27, 2012
Tuesday, November 20, 2012
Tech Class Ch 9...
Looking at other students' blogs, aapparently I skipped a chapter. My apologies!
Chapter 9 discusses the use of technology in terms of media to use in our classrooms. Technologies such as text, data, pictures, and videos are just a few of the vast usage of media. This chapter digs further into more creative as well as useful forms of media that can be integrated in our teaching. It is important to understand, expose, as well as to be exposed to the variety of media in our teaching and learning. Throughout my childhood years, I must say I was not privileged enough to have the exposure to different kinds of media as the students of this generation do. I believe this will enhance their learning. Furthermore, if almost every young student is able to have an iPhone, or an apple product of some sort, there is simply no excuse to include media in our lessons as future teachers.
For example, the use of PowerPoint presentations are not only visually stimulant for the young mind but can incorporate other forms of media in one screen. Although there are many critiques when it comes to the use of PowerPoint slides, I personally enjoy creating and learning from PowerPoint slide presentations. I find it useful and easy to put together when I am presenting in class as well as taking notes from in my own classes. I cannot think of one class/professor in my college years that has not used PowerPoint presentations in their lessons. With this idea in mind, to this day, I wonder whether or not I have been "trained" to learn from PowerPoint presentations or whether my learning style is more adjusted to this visual form of learning.
Another example of a media-like use of technology is seen in the use of video. Throughout my observations at elementary schools, I have seen many teachers use programs such as "Brain Pop" (videos) in their lessons. At first, I was skeptical at the fact that the teacher just sits back and relaxes, but I then saw how much the students enjoyed watching the videos-as we all know, maintaining the attention of elementary school students can be a difficult task. Lastly, I enjoyed how the chapter mentioned how to make videos because it allowed me to reflect back on our "video trailer" assignment.
Chapter 9 discusses the use of technology in terms of media to use in our classrooms. Technologies such as text, data, pictures, and videos are just a few of the vast usage of media. This chapter digs further into more creative as well as useful forms of media that can be integrated in our teaching. It is important to understand, expose, as well as to be exposed to the variety of media in our teaching and learning. Throughout my childhood years, I must say I was not privileged enough to have the exposure to different kinds of media as the students of this generation do. I believe this will enhance their learning. Furthermore, if almost every young student is able to have an iPhone, or an apple product of some sort, there is simply no excuse to include media in our lessons as future teachers.
For example, the use of PowerPoint presentations are not only visually stimulant for the young mind but can incorporate other forms of media in one screen. Although there are many critiques when it comes to the use of PowerPoint slides, I personally enjoy creating and learning from PowerPoint slide presentations. I find it useful and easy to put together when I am presenting in class as well as taking notes from in my own classes. I cannot think of one class/professor in my college years that has not used PowerPoint presentations in their lessons. With this idea in mind, to this day, I wonder whether or not I have been "trained" to learn from PowerPoint presentations or whether my learning style is more adjusted to this visual form of learning.
Another example of a media-like use of technology is seen in the use of video. Throughout my observations at elementary schools, I have seen many teachers use programs such as "Brain Pop" (videos) in their lessons. At first, I was skeptical at the fact that the teacher just sits back and relaxes, but I then saw how much the students enjoyed watching the videos-as we all know, maintaining the attention of elementary school students can be a difficult task. Lastly, I enjoyed how the chapter mentioned how to make videos because it allowed me to reflect back on our "video trailer" assignment.
tech class ch 10
Chapter 10 focuses on additional forms of technologies that can help teachers come up with alternative ways of teaching for students who need or are accustomed to a different way of learning. For example, certain students might be accustomed to lecture work while other students might be accustomed to hands-on learning. Furthermore, there are technologies that can help students with special needs such as assistive learning devices. These technologies help to promote differentiated instruction as well as the universal design for learning. These include a large range of different activities of teaching the curriculum in a way that can suffice the specific needs of students.
The classroom organization tools on pages 282-283, was very helpful in portraying the idea of what technology tools are considered low, mid, or high tech in terms of the ways that they are used. This allowed my to realized that even the smallest or simplest tasks can be incorporated and used as "high tech" depending on HOW the teachers deliver the lesson.
In addition, I have a big interest in assistive learning technologies. Having been a speech-language pathologist major during my undergraduate years, I am informed of the high need for assistive learning technologies for the communicative impaired. Students with disabilities may have limitations on their learning when compared to mainstream students. With the help of assitive learning devices, the learning gap between these students can decrease. Some examples of assistive technologies that were discussed in the chapter are handheld dictionaries, advanced calculators. Furthermore, for those students who have communicative impairments, there are speech recognition software as well as text reading software that the teacher can use in order to help with the learning process.
The classroom organization tools on pages 282-283, was very helpful in portraying the idea of what technology tools are considered low, mid, or high tech in terms of the ways that they are used. This allowed my to realized that even the smallest or simplest tasks can be incorporated and used as "high tech" depending on HOW the teachers deliver the lesson.
In addition, I have a big interest in assistive learning technologies. Having been a speech-language pathologist major during my undergraduate years, I am informed of the high need for assistive learning technologies for the communicative impaired. Students with disabilities may have limitations on their learning when compared to mainstream students. With the help of assitive learning devices, the learning gap between these students can decrease. Some examples of assistive technologies that were discussed in the chapter are handheld dictionaries, advanced calculators. Furthermore, for those students who have communicative impairments, there are speech recognition software as well as text reading software that the teacher can use in order to help with the learning process.
Tech Class catching up:
I just wanted to spend a blog entry on reflecting on my experience after Hurricane Sandy. What I have experienced was only a mere fraction compared to those around me. Living on Long Island, it is not often that we get hurricanes or severe storms that cause what hurricane Sandy has caused. I only lost power but for some people it was their homes.
I felt so disconnected from the world by not having power. I couldn't get updates from the news or see the devastation that took place until I got power back. As soon as I saw the news I was so shocked at the misfortune that happened. Even so, without having power for a long period of time, I was able to go to other places where I can charge my laptop and phone, and then look up the latest news of hurricane Sandy. I even got to reply to my family members overseas, letting them know that my family and I are alright. I was more worried about replying back to them then about having power in my house. They informed me of how tragic and "non filtered" the news was in their country. That is probably why they were so worried. In their point of view, they saw the most damage and the saddest news stories about hurricane Sandy.
In addition, after being off from work for several days, I return to work mentally preparing myself for more sad news to hear. My supervisor lives in Oceanside, and she was one of the many from my job who lost their homes. What was only left of her house standing were the frames of the house. Furthermore, she even saw the homes of her neighbors destroyed and cars burst into flames. She and her husband did have a place to stay, however, she is still suffering through the panic and stress of getting her home back together. This includes, going over the, at times, misinformation given in regards to insurance claims, going back and forth in terms of what has to get done first, as well as where to seek even further help (red cross/shelters).
Watching her now as she constantly is calling her insurance agent, the electrician, the inspector, her smile is what amazes me the most. The fact that she can still manage to laugh and smile despite all that has happened is inspiring.
I felt so disconnected from the world by not having power. I couldn't get updates from the news or see the devastation that took place until I got power back. As soon as I saw the news I was so shocked at the misfortune that happened. Even so, without having power for a long period of time, I was able to go to other places where I can charge my laptop and phone, and then look up the latest news of hurricane Sandy. I even got to reply to my family members overseas, letting them know that my family and I are alright. I was more worried about replying back to them then about having power in my house. They informed me of how tragic and "non filtered" the news was in their country. That is probably why they were so worried. In their point of view, they saw the most damage and the saddest news stories about hurricane Sandy.
In addition, after being off from work for several days, I return to work mentally preparing myself for more sad news to hear. My supervisor lives in Oceanside, and she was one of the many from my job who lost their homes. What was only left of her house standing were the frames of the house. Furthermore, she even saw the homes of her neighbors destroyed and cars burst into flames. She and her husband did have a place to stay, however, she is still suffering through the panic and stress of getting her home back together. This includes, going over the, at times, misinformation given in regards to insurance claims, going back and forth in terms of what has to get done first, as well as where to seek even further help (red cross/shelters).
Watching her now as she constantly is calling her insurance agent, the electrician, the inspector, her smile is what amazes me the most. The fact that she can still manage to laugh and smile despite all that has happened is inspiring.
Digital Games for Learning Activity
NETS for Teachers were addressed in many ways when I was on freerice.com. At first, I was confused at what had to get done, but then I realized that my task was to find synonyms to the words provided to me. In addition, I realized the hunger awareness information that was presented in other parts of the website. For every question I answered correctly, grains of rice were place in the bowl and I was informed that those grains would be donated. I became more interested in the other tasks I can do to donate more rice. The website had links to other websites that are informative in regards to hunger awareness and how one can help.
For this game, I saw both NET-T 4, which teachers can be exposed to the social and global issues of hunger awareness. In addition, teachers become aware of other sources of information that can be utilize to inform.
In addition, I also saw NETS-S 5, which students are exposed to the societal issues of global hunger. Just as I realized what the website entails, so will the students. Furthermore, the students took action in helping with hunger by participating in the activity and selected the correct answer to the questions provided. Although I don't know how reliable the scale is in terms of how much rice grains are really donated for the cause, that could be something the teacher can look further into.
For this game, I saw both NET-T 4, which teachers can be exposed to the social and global issues of hunger awareness. In addition, teachers become aware of other sources of information that can be utilize to inform.
In addition, I also saw NETS-S 5, which students are exposed to the societal issues of global hunger. Just as I realized what the website entails, so will the students. Furthermore, the students took action in helping with hunger by participating in the activity and selected the correct answer to the questions provided. Although I don't know how reliable the scale is in terms of how much rice grains are really donated for the cause, that could be something the teacher can look further into.
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