Activating Your School: Movement-Oriented Learning
By Pete Rognli
Rognli discusses the need for more physical activity during the school day for students. This article highlights several recommendations for physical activity, such as the 30 minute a day recommendation for the American Heart Association as well as research done by Dr. James Levine on Non-Exercise Activity Thermogenesis (NEAT). The research behind NEAT showed that you can work your body without a sweat, and led to the project The School of the Future. With the help of wireless technology, Elton Hills Elementary was able to put this project into action and add movement to their learning. For example, students were able to listen to their lessons as podcasts while walking the track. However, Rognli goes on to say that expensive technology, such as the iPod, is not necessary to get the students moving. It is important just to add the 30 minute block of activity a day and get the school, community and parents involved to promote good health for students.
1. What activities do the American Heart Association recommend for schools to promote?
The American Heart Association recommends that schools promote students walking or biking to school as well as have a variety of intramural sports available. Schools also need to set a “mandatory” thirty minutes of physical activity per school day. This thirty minutes can be broken up into 10 minute chunks and still be just as effective as one large chunk of activity.
2. What are some things teachers can do in the classroom to get students moving without expensive technology?
The first thing teachers can do is set a goal, such as thirty minutes of physical activity every school day. Utilizing the space in your classroom can be important, which means possibly moving the desks aside for group work or other activities to provide more space for movement. Activity breaks instead of rest breaks are recommended as well as even a last minute movement activity such as a relay.
Tuesday, April 24, 2007
Journal #8
Virtual Schooling
By Niki Davis and Dale S. Niederhauser
In this article, Davis and Niederhausen give a detailed look at what virtual schooling is. They discuss the rising enrollment in such schooling as well the reasons for choosing virtual schooling. The article cites “the National Center for Educational Statistics reported that about one-third of public school districts had students enrolled in distance education courses during the 2002-03 school year”. Some of the reasons students are enrolling in virtual schooling include courses were unavailable in traditional setting, to access advance placement courses, credit recovery, and flexible scheduling, as well as an opportunity for students unable to attend traditional school environments. Davis and Niederhausen discuss in depth the roles in a typical VS course, such as the teacher, designer, IT coordinator, administrator and facilitator, in both VS provider and the K-12 school. They also discuss the interactions that take place in the VS classroom and responsibilities of everyone involved.
1. What is virtual schooling?
Virtual schooling is a type of distance learning that takes place online in a virtual classroom. Internet is used to deliver instruction and with the use of a learning management system allows students and teachers to interact with each other and course materials. There is extensive infrastructure and support provided by both the VS provider and the K-12 school.
2. What are some of the key roles in Virtual Schooling?
There are three main roles in virtual schooling: teacher, designer, and VS site facilitator. A support system is necessary as well and includes the principals, counselors, IT coordinators and parents or guardians. To make VS work organization is key and all of the main roles and support system must work together, at times even overlapping these roles.
By Niki Davis and Dale S. Niederhauser
In this article, Davis and Niederhausen give a detailed look at what virtual schooling is. They discuss the rising enrollment in such schooling as well the reasons for choosing virtual schooling. The article cites “the National Center for Educational Statistics reported that about one-third of public school districts had students enrolled in distance education courses during the 2002-03 school year”. Some of the reasons students are enrolling in virtual schooling include courses were unavailable in traditional setting, to access advance placement courses, credit recovery, and flexible scheduling, as well as an opportunity for students unable to attend traditional school environments. Davis and Niederhausen discuss in depth the roles in a typical VS course, such as the teacher, designer, IT coordinator, administrator and facilitator, in both VS provider and the K-12 school. They also discuss the interactions that take place in the VS classroom and responsibilities of everyone involved.
1. What is virtual schooling?
Virtual schooling is a type of distance learning that takes place online in a virtual classroom. Internet is used to deliver instruction and with the use of a learning management system allows students and teachers to interact with each other and course materials. There is extensive infrastructure and support provided by both the VS provider and the K-12 school.
2. What are some of the key roles in Virtual Schooling?
There are three main roles in virtual schooling: teacher, designer, and VS site facilitator. A support system is necessary as well and includes the principals, counselors, IT coordinators and parents or guardians. To make VS work organization is key and all of the main roles and support system must work together, at times even overlapping these roles.
Monday, April 23, 2007
Journal #7
Technology in the Early Childhood Classroom
By Elizabeth Ross Hubbell
In this article, Hubbell starts by pointing out articles discussing technology in the classroom are not directed towards children ages 3-6. She goes on to discuss that many educational models in use, such as those of Maria Montessori and John Dewey, put emphasis on learning through “practical life” exercises and everyday tasks. Since technology is rapidly becoming part of daily life for citizens in today’s society, Hubbell suggests that it technology fits into these educational models and then becomes a necessary part of the “practical life” exercises. Many age appropriate websites and software resources for early childhood education are listed in the article as well.
1. How can technology be used as part of a “practical life” exercise?
Just by having children use the computer, mouse and software, and become familiar with these tools are considered “practical life” exercises. This is especially true since many children have seen technology in use even before entering elementary school, for example, adults e-mailing, scanning items in the store, and surfing the Internet.
2. What software or website can help children ages 3-6, that are pre- or early readers utilize the computer and how?
Hubbell recommends www.starfall.com as a good source to help build reading skills, also software like kidspiration use graphical organizers to help support written materials. The pictures and graphs as well as the kinesthetics of building them on the computer help the many different kinds of learners to process information.
By Elizabeth Ross Hubbell
In this article, Hubbell starts by pointing out articles discussing technology in the classroom are not directed towards children ages 3-6. She goes on to discuss that many educational models in use, such as those of Maria Montessori and John Dewey, put emphasis on learning through “practical life” exercises and everyday tasks. Since technology is rapidly becoming part of daily life for citizens in today’s society, Hubbell suggests that it technology fits into these educational models and then becomes a necessary part of the “practical life” exercises. Many age appropriate websites and software resources for early childhood education are listed in the article as well.
1. How can technology be used as part of a “practical life” exercise?
Just by having children use the computer, mouse and software, and become familiar with these tools are considered “practical life” exercises. This is especially true since many children have seen technology in use even before entering elementary school, for example, adults e-mailing, scanning items in the store, and surfing the Internet.
2. What software or website can help children ages 3-6, that are pre- or early readers utilize the computer and how?
Hubbell recommends www.starfall.com as a good source to help build reading skills, also software like kidspiration use graphical organizers to help support written materials. The pictures and graphs as well as the kinesthetics of building them on the computer help the many different kinds of learners to process information.
Wednesday, March 14, 2007
Journal #6
Social Justice: Choice or Necessity?
By Colleen Swain and David Edyburn
In this article, Swain and Edyburn break down social justice to the level of instructional technology. It is interesting that although students of today must be able to fluently use technology, namely computers to get ahead in their future education and employment. However, existing framework only allows for the access to technology in school (for example limited computer lab time and standardized testing on the computer), not enough instruction to produce effective users of technology. More than this is in the instances when teachers do not allow for equal hands on time for all students or assigning students activities based on achievement scores (practicing “vocational” skills vs “advanced problem solving” skills). These are examples of social injustices in technology instruction. To correct these social injustices, Swain and Edyburn give several suggestions such as ways of improving classroom access to technology, using the resources you have gained effectively, and reflecting on the use of technology and the meaningful interactions the students have.
1. What are some ways to ensure that technology is equitably implemented?
Technology can be equitably implemented when it is made readily available to students and they use in routinely. It is important that all students use technology to enhance learning opportunities and in ways that reflect real-world applications.
2. What are some resources to help teachers gain access to technology for their classrooms and close the digital divide?
There are ways for schools to get discounted computers, new or refurbished, as well as many resources to get free or open source software. A great resource to help with this along with how to make instructional technology a regular part of the classroom, is the free Digital Equity Portal and Toolkit (http://digitalequity.edreform.net).
By Colleen Swain and David Edyburn
In this article, Swain and Edyburn break down social justice to the level of instructional technology. It is interesting that although students of today must be able to fluently use technology, namely computers to get ahead in their future education and employment. However, existing framework only allows for the access to technology in school (for example limited computer lab time and standardized testing on the computer), not enough instruction to produce effective users of technology. More than this is in the instances when teachers do not allow for equal hands on time for all students or assigning students activities based on achievement scores (practicing “vocational” skills vs “advanced problem solving” skills). These are examples of social injustices in technology instruction. To correct these social injustices, Swain and Edyburn give several suggestions such as ways of improving classroom access to technology, using the resources you have gained effectively, and reflecting on the use of technology and the meaningful interactions the students have.
1. What are some ways to ensure that technology is equitably implemented?
Technology can be equitably implemented when it is made readily available to students and they use in routinely. It is important that all students use technology to enhance learning opportunities and in ways that reflect real-world applications.
2. What are some resources to help teachers gain access to technology for their classrooms and close the digital divide?
There are ways for schools to get discounted computers, new or refurbished, as well as many resources to get free or open source software. A great resource to help with this along with how to make instructional technology a regular part of the classroom, is the free Digital Equity Portal and Toolkit (http://digitalequity.edreform.net).
Friday, March 9, 2007
Journal #4
From Toy to Tool: Audioblogging with Cell Phones
By Liz Kolb
In this article Kolb, discusses the many practical and engaging ways in which cell phones can be used as an educational tool. As many students are already carrying cell phones, using cell phones to add a new dynamic to learning while building a connection to the students lives outside of school is innovative and definitely thinking outside of the box. Audioblogging with cell phones provides a convenient way for students to interview, journal, and record people, things and experiences in the world around them.
1. How do you include those students who may not have the resources ( cell phone, money, etc.) to participate in audioblogging assignments?
There are sites that allow for free audioblogging, for example Gabcast, and charge no more than a phone call. Teachers can offer the use of their own personal cell phones to students who may not have one. Another option is write mini technology grants to purchase classroom cell phones. There are also free online phone services, such as Skype, that allow for free phone calls if the student does not have a cell phone or long distance calling.
2. What are some of the major concerns with audioblogging and how could they be dealt with?
Major concerns that go with audioblogging in the classroom are privacy, copyright, cost and control issues. Privacy issues can be dealt with by upgrading to include password protection or using a service, such as blogzy.com, that includes it. Also ensuring that students identities are not given in the audioblogging. It is also important to make sure students understand the importance of copyright laws and that they cannot use copyrighted materials in their audioblogs without permission. Cost issues can be dealt with by using the many free resources such as Blogger.com, Skype, Blogzy.com, etc… To deal with possible control issues it is important to have a contract with the students that set out guidelines and rules for use in school and the classroom.
By Liz Kolb
In this article Kolb, discusses the many practical and engaging ways in which cell phones can be used as an educational tool. As many students are already carrying cell phones, using cell phones to add a new dynamic to learning while building a connection to the students lives outside of school is innovative and definitely thinking outside of the box. Audioblogging with cell phones provides a convenient way for students to interview, journal, and record people, things and experiences in the world around them.
1. How do you include those students who may not have the resources ( cell phone, money, etc.) to participate in audioblogging assignments?
There are sites that allow for free audioblogging, for example Gabcast, and charge no more than a phone call. Teachers can offer the use of their own personal cell phones to students who may not have one. Another option is write mini technology grants to purchase classroom cell phones. There are also free online phone services, such as Skype, that allow for free phone calls if the student does not have a cell phone or long distance calling.
2. What are some of the major concerns with audioblogging and how could they be dealt with?
Major concerns that go with audioblogging in the classroom are privacy, copyright, cost and control issues. Privacy issues can be dealt with by upgrading to include password protection or using a service, such as blogzy.com, that includes it. Also ensuring that students identities are not given in the audioblogging. It is also important to make sure students understand the importance of copyright laws and that they cannot use copyrighted materials in their audioblogs without permission. Cost issues can be dealt with by using the many free resources such as Blogger.com, Skype, Blogzy.com, etc… To deal with possible control issues it is important to have a contract with the students that set out guidelines and rules for use in school and the classroom.
Journal #3
Video in the Age of Participation by Glen Bull
In this article Bull discusses the large number of digital videos being used on the web. He goes on to highlight some educational sites that allow educators access to digital videos along with resources to content the video to curriculum standards. It is suggested that by using these online databanks to supplement the curriculum, the technological gap in digital video between the world at large and the classroom communities will be significantly decreased with this rapidly evolving tool.
1. What are some of the resources that can help a teacher connect digital videos for the internet to the content standards for curriculum?
Bull lists several online resources to help teachers with the connection of videos to content standards. The main resource mentioned is the Discovery Educators Network. DEN offers not only digital video clips that have been flagged and condensed to help eliminate wasted time spent cueing videos in the classroom, but allows for the teachers and students to participate by giving the capability to edit and remix licensed unitedstreaming content. Some other resources were Annenberg Media (http://www.learner.org), PBS (http://www.pbs.org/teachersource) and Next Vista (http://www.nextvista.org) for digital video clips.
2. How does digital video fit into the age of participation?
Bull discussed how a major characteristic of the age of participation was “ a two-way flow of information”. These new online resources, such as Discovery Educators Network, allow for that two-way flow. While students and educators have access to video clips, they are also given the capability to give their own input on these clips. They now have the ability to submit video clips along with instructional materials that they have edited, remixed and commented on.
In this article Bull discusses the large number of digital videos being used on the web. He goes on to highlight some educational sites that allow educators access to digital videos along with resources to content the video to curriculum standards. It is suggested that by using these online databanks to supplement the curriculum, the technological gap in digital video between the world at large and the classroom communities will be significantly decreased with this rapidly evolving tool.
1. What are some of the resources that can help a teacher connect digital videos for the internet to the content standards for curriculum?
Bull lists several online resources to help teachers with the connection of videos to content standards. The main resource mentioned is the Discovery Educators Network. DEN offers not only digital video clips that have been flagged and condensed to help eliminate wasted time spent cueing videos in the classroom, but allows for the teachers and students to participate by giving the capability to edit and remix licensed unitedstreaming content. Some other resources were Annenberg Media (http://www.learner.org), PBS (http://www.pbs.org/teachersource) and Next Vista (http://www.nextvista.org) for digital video clips.
2. How does digital video fit into the age of participation?
Bull discussed how a major characteristic of the age of participation was “ a two-way flow of information”. These new online resources, such as Discovery Educators Network, allow for that two-way flow. While students and educators have access to video clips, they are also given the capability to give their own input on these clips. They now have the ability to submit video clips along with instructional materials that they have edited, remixed and commented on.
Journal #2
Breathing Fire into Web 2.0. By Justin Hardman and David Carpenter
In this article, Hardman and Carpenter discuss the advantages to using classroom and curriculum management software that has been integrated into a web-based tool, myDragonNet. The article explains the transition the software made, originally being file storage and calendar to becoming a tool for communication, collaboration, and maintaining individual portfolios for students, teachers and administrators, in addition to mapping and managing curriculum. The goal was to develop software and a web-based tool that would prepare and allow students, teachers and administrators a connection to the technological world outside of school.
1. Why was myDragonNet developed? And what were some of the criteria it was expected to meet?
Schools tend to be unconnected with the technological world outside their walls. MyDragonNet was a way to help schools adapt to and “fully engage with the Web 2.0 world”. While it originally was file storage and calendar, there was a need for a program that also included a way to “enhance communication and collaboration” for teachers and students, “provide curriculum mapping…[and] development”, and “serve as an online portfolio management system”.
2. Why is it important that myDragonNet be able to store and showcase individual’s work?
The reason to allow students and teachers to showcase their work on myDragonNet is to illustrate the growth and progress made by individuals and allow for reflection. It also allows for a diversity of work to be demonstrated. MyDragonNet also allows for a personalization of the work showcased, reflecting each individual’s “creativity” and “passions”. Since myDragonNet also includes storage, teachers can reference prior years work for examples.
In this article, Hardman and Carpenter discuss the advantages to using classroom and curriculum management software that has been integrated into a web-based tool, myDragonNet. The article explains the transition the software made, originally being file storage and calendar to becoming a tool for communication, collaboration, and maintaining individual portfolios for students, teachers and administrators, in addition to mapping and managing curriculum. The goal was to develop software and a web-based tool that would prepare and allow students, teachers and administrators a connection to the technological world outside of school.
1. Why was myDragonNet developed? And what were some of the criteria it was expected to meet?
Schools tend to be unconnected with the technological world outside their walls. MyDragonNet was a way to help schools adapt to and “fully engage with the Web 2.0 world”. While it originally was file storage and calendar, there was a need for a program that also included a way to “enhance communication and collaboration” for teachers and students, “provide curriculum mapping…[and] development”, and “serve as an online portfolio management system”.
2. Why is it important that myDragonNet be able to store and showcase individual’s work?
The reason to allow students and teachers to showcase their work on myDragonNet is to illustrate the growth and progress made by individuals and allow for reflection. It also allows for a diversity of work to be demonstrated. MyDragonNet also allows for a personalization of the work showcased, reflecting each individual’s “creativity” and “passions”. Since myDragonNet also includes storage, teachers can reference prior years work for examples.
Monday, February 5, 2007
Journal #1
Finding New Ways to Connect: Professors adjust their methods to reach technology-savvy generation. By Eleanor Yang Su
This article, Eleanor Yang Su discusses the use of technology in and by colleges. She points out the many ways in which students now use technology in their daily lives and the effects of their multitasking. The way in which colleges and professors are finding ways to relate and integrate new technology to better reach the students and even keep them involved.
1. What are the effects of “multitasking”?
According to students there are many advantages to the multitasking allowed by technology. Cell phones allow a constant connection to others (talking or texting), and laptops being used for note taking and web surfing. All these things being done at the same time, is the world of speed and mobility that students live in. A UCSD freshman, Anjali Nigam says the key to multitasking “is to adjust to the situation”. However research shows, no matter how comfortable with technology and multitasking a person maybe, “that people make more errors and complete tasks more slowly when trying to do several things at once”.
2. How will colleges and professors overcome the distractions posed by student’s multitasking?
Many colleges and professors have shifted to online tools, anything from registration to chat groups for discussion. Professors are integrating technology into the classroom as well to help “make an impression in the classroom”. Multimedia and digital presentations, such as PowerPoint, are finding their way into the classroom supplementing lectures.
This article, Eleanor Yang Su discusses the use of technology in and by colleges. She points out the many ways in which students now use technology in their daily lives and the effects of their multitasking. The way in which colleges and professors are finding ways to relate and integrate new technology to better reach the students and even keep them involved.
1. What are the effects of “multitasking”?
According to students there are many advantages to the multitasking allowed by technology. Cell phones allow a constant connection to others (talking or texting), and laptops being used for note taking and web surfing. All these things being done at the same time, is the world of speed and mobility that students live in. A UCSD freshman, Anjali Nigam says the key to multitasking “is to adjust to the situation”. However research shows, no matter how comfortable with technology and multitasking a person maybe, “that people make more errors and complete tasks more slowly when trying to do several things at once”.
2. How will colleges and professors overcome the distractions posed by student’s multitasking?
Many colleges and professors have shifted to online tools, anything from registration to chat groups for discussion. Professors are integrating technology into the classroom as well to help “make an impression in the classroom”. Multimedia and digital presentations, such as PowerPoint, are finding their way into the classroom supplementing lectures.
Monday, January 29, 2007
My Intro Letter
Greetings, my name is Kirsten Long. I was born locally in La Jolla, CA. I attended kindergarten through fourth grade in San Diego at two different Catholic schools. Fifth grade to the beginning of seventh I attended school in Poway. While I have spent the majority of life in California, most of my seventh grade year I attended school in Prescott, Arizona and Butte, Montana. I returned to California my eighth grade year and attended school in Ramona until I graduated.
I am a Mac user. Three out of the four computers in my house are Macs. Originally I was a PC user, until I met my husband. He used to work tech support at a university and convinced me to switch. Now I only use a PC when required and even then reluctantly. While I am not completely up to date with all of the most recent technology trends, I feel I am still more technologically savvy than most. I shop, pay my bills, bank, etc. online. I definitely don’t get nervous if asked to produce something that requires the use of a computer.
When reading the College of Education’s Mission Statement for the first time, one statement absolutely grabbed my attention, “We are committed to diversity, educational equity, and social justice, exemplified through reflective teaching, life-long learning, innovative research, and ongoing service”. This statement sums up what teaching is about. It is a very empowering statement that fits well with my own personal goal and commitment to teaching.
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