How do corporations provide training resources for teachers? Give examples.
There is an ever increasing use of technology in classrooms around the world. Countless corporations create hardware and produce software to enhance the education process for both teachers and students. With all of this technology on the market, consumers can often get confused or frustrated when trying to learn a new program. That is why many companies offer training to better incorporate the programs into everyday lessons.
To help educators make their way through the maze of technology, companies offer resources that range from short pamphlets to week-long conferences. Any company looking to keep up with the technological advances and market demand will have to make sure buyers know how to use the software.
Most of the top software makers provide professional development resources. Microsoft, for example, provides tutorials, lesson plans for teachers, and articles that provide easy-to-follow instructions. Another example is WebCT. Their organization offers online training as well as on site workshops.
Other companies that provide technological software and products for the classroom also offer training support. Some of these companies include Adobe, Apple, Inspiration, and Annenberg Media. Adobe offers a wide array of training to meet individual needs. Online resources combine with self-paced or instructor-led courses, certification programs, professional development workshops, and seminars to help teachers learn how to use the technology. Inspiration, on the other hand, offers quick tours of software products, quick start tutorials, training CDs, and classroom product tours. Both companies offer online support as well.
Of all the top manufacturers, it is perhaps Apple that provides the greatest training opportunities. Apple's programming is user friendly and provides a wide variety of multimedia applications for use in the classroom. Apple also provides opportunities to learn not only how to use the programs, but also offer tools to help teachers integrate the technology into their lesson plans.
Costs of the various training programs range depending on the type of program that is being conducted. Obviously on-site workshops are more expensive than training manuals. Some companies however, like Annenberg Media's Learning.org, provide professional development for teachers free of charge.
Overall, it is in the corporation's best interests to make sure that users know how to operate the hardware and software to the fullest of its potential. After all, if a program is hard to use, then people are less likely to purchase the product.
Sunday, December 2, 2007
Monday, November 19, 2007
Week 13 - Chapter 11
What are the four questions related to the fair use guidelines that teachers should ask before using copyrighted material?
Since the rise of technology and the widespread use of the internet, it has become virtually impossible to regulate the use of copyrighted material in the "virtual" world. Teachers are especially susceptible to using material created by others. Therefor, creators and publishers have set forth fair use guidelines to help describe the circumstances in which copyrighted material may be used both legally and ethically. But before a teacher can run off and use anything they want, they should ask themselves four basic questions when considering the fair use policy.
The first question is, "What is the intended use of the material?" Deciding the purpose of using the material is crucial. I mean , if you are charging an audience to see a movie, it is a little different from showing an educational video to your class. Obviously, using material for profit is not allowed.
The second question is, "What type of work is it?" Determining the nature off the work is critical also. Did the creators intend for it to be used in the classroom? Does the material contain fact or fiction? Teachers should decide if it primarily for entertainment or educational purposes. Showing Star Wars to a class does not count as an astronomy lesson! All material used in a classroom should be of an educational nature.
The next questions teachers should when considering the fair use guidelines is, "How much of the work do you intend to use?" Is it a clip, or a full-length feature film? Are you copying a couple of pages, or an entire text? Common sense dictates what teachers should do. They should never reproduce anything in its entirety unless it is absolutely necessary.
The last question is perhaps the most important. "What impact does this kind of use have on the market for the work?" Taking money out of the hands of the creators and publishers is exactly what we are trying to avoid. If an original can be purchased, than it should be. Of showing a new movie to an entire school is going to keep those students from going to the theater to see it, then it should not be shown. Again, a little common sense is in order.
Even if the material falls within the fair use guidelines, teachers should not just go around copying anything they wish. Teachers should limit the amount of copyrighted material used in their classrooms. Using work for one class once a year is acceptable, repeated use is not. And as always, teachers should give credit where credit is do, to the people who created the material in the first place.
Since the rise of technology and the widespread use of the internet, it has become virtually impossible to regulate the use of copyrighted material in the "virtual" world. Teachers are especially susceptible to using material created by others. Therefor, creators and publishers have set forth fair use guidelines to help describe the circumstances in which copyrighted material may be used both legally and ethically. But before a teacher can run off and use anything they want, they should ask themselves four basic questions when considering the fair use policy.
The first question is, "What is the intended use of the material?" Deciding the purpose of using the material is crucial. I mean , if you are charging an audience to see a movie, it is a little different from showing an educational video to your class. Obviously, using material for profit is not allowed.
The second question is, "What type of work is it?" Determining the nature off the work is critical also. Did the creators intend for it to be used in the classroom? Does the material contain fact or fiction? Teachers should decide if it primarily for entertainment or educational purposes. Showing Star Wars to a class does not count as an astronomy lesson! All material used in a classroom should be of an educational nature.
The next questions teachers should when considering the fair use guidelines is, "How much of the work do you intend to use?" Is it a clip, or a full-length feature film? Are you copying a couple of pages, or an entire text? Common sense dictates what teachers should do. They should never reproduce anything in its entirety unless it is absolutely necessary.
The last question is perhaps the most important. "What impact does this kind of use have on the market for the work?" Taking money out of the hands of the creators and publishers is exactly what we are trying to avoid. If an original can be purchased, than it should be. Of showing a new movie to an entire school is going to keep those students from going to the theater to see it, then it should not be shown. Again, a little common sense is in order.
Even if the material falls within the fair use guidelines, teachers should not just go around copying anything they wish. Teachers should limit the amount of copyrighted material used in their classrooms. Using work for one class once a year is acceptable, repeated use is not. And as always, teachers should give credit where credit is do, to the people who created the material in the first place.
Wednesday, November 14, 2007
Week 12 - Chapter 10
What are alternative learning systems? How might they enhance traditional education?
Alternative learning systems (or alternative delivery systems) are hybrid instructional systems that use both traditional and distance learning strategies for the delivery of instruction. This means students not only receive instruction from their teachers on-site, but also from instructors around the country.
Distance learning technology has been around for decades, but its use has been limited by expensive, hard to use equipment. As technology has advanced, more and more schools are turning to non-traditional methods to reach students. The equipment is now cheaper and more user friendly and as it turns out, many of the techniques used in distance learning can be applied in traditional classrooms.
Teachers must be careful however, when using this type of technology. Often times, lessons are simply repeated, leaving students stuck in redundancy. But when used properly, in tandem with traditional classroom work, alternative learning strategies enhance student learning and teacher delivery. It is especially useful when trying to reach those hard-to-reach students that might otherwise fall behind with classwork.
These strategies include, but are not limited to, online lectures, course materials and calendars, online activities, interactive programs, webquests, and online practice exams. Students and teachers can create presentations that can be viewed by any computer. Parents, students, and teachers can easily keep track of assignments or conduct online conferences that might not have otherwise taken place. The uses for this type of technology are virtually limitless.
Application of these systems provide opportunities for self-paced learning and allow time for make-up work. It also allows teachers to update materials from home at night, on the weekends, or even while vacationing. Online conferencing provides users the opportunity to share information, form study groups, or review test materials.
When used together with traditional classroom teaching methods, alternative learning strategies can really enhance instruction and learning, benefiting both students and teachers alike. The use of technology gets students ready for the work force and the sooner they learn how to use these systems, the brighter their future will be.
Alternative learning systems (or alternative delivery systems) are hybrid instructional systems that use both traditional and distance learning strategies for the delivery of instruction. This means students not only receive instruction from their teachers on-site, but also from instructors around the country.
Distance learning technology has been around for decades, but its use has been limited by expensive, hard to use equipment. As technology has advanced, more and more schools are turning to non-traditional methods to reach students. The equipment is now cheaper and more user friendly and as it turns out, many of the techniques used in distance learning can be applied in traditional classrooms.
Teachers must be careful however, when using this type of technology. Often times, lessons are simply repeated, leaving students stuck in redundancy. But when used properly, in tandem with traditional classroom work, alternative learning strategies enhance student learning and teacher delivery. It is especially useful when trying to reach those hard-to-reach students that might otherwise fall behind with classwork.
These strategies include, but are not limited to, online lectures, course materials and calendars, online activities, interactive programs, webquests, and online practice exams. Students and teachers can create presentations that can be viewed by any computer. Parents, students, and teachers can easily keep track of assignments or conduct online conferences that might not have otherwise taken place. The uses for this type of technology are virtually limitless.
Application of these systems provide opportunities for self-paced learning and allow time for make-up work. It also allows teachers to update materials from home at night, on the weekends, or even while vacationing. Online conferencing provides users the opportunity to share information, form study groups, or review test materials.
When used together with traditional classroom teaching methods, alternative learning strategies can really enhance instruction and learning, benefiting both students and teachers alike. The use of technology gets students ready for the work force and the sooner they learn how to use these systems, the brighter their future will be.
Saturday, November 3, 2007
Week 11 - Chapter 9
Why is it important to preview and evaluate videos? What tools should you use to be sure a video is communicating the intended message to your students?
There is a plethora of movies and videos available for use in the classroom today. From downloadable DVDs to VHS, virtually every subject in school has some sort of video program available for educators to use in tandem with each lesson. These programs enhance learning and can serve to stimulate the interests of young learners. But with so many choices out there, it can be difficult to choose which video is the best for conveying the desired information.
Previewing and evaluating each and every video shown in the classroom is crucial for a teacher. Although the task may get somewhat arduous, it is vital that educators know what they are showing, if not just to be sure there is not any inappropriate material being shown, but that the material is relevant and entertaining. After all, no student wants to watch a boring video about an uninteresting topic.
There are many evaluation tools available for teachers to use to determine the effectiveness of a video program. Just like with the movies from Hollywood, educational videos often use a five-star rating system for quick and easy assessment. These reviews are often biased, however. To avoid bias, educators should use one of the many rubrics that can be found online or in education resource magazines.
These rubrics take into account subject areas, costs, and relevance and rate areas such as content currency and accuracy, engagement, support materials, and technical qualities. These tools allow teachers to quickly decide which show is right for which lesson and which shows are inappropriate for the classroom. Because of the sheer amount of videos available, no one teacher can watch everything, but he or she must watch what is going to be shown in their own rooms no matter what.
There is a plethora of movies and videos available for use in the classroom today. From downloadable DVDs to VHS, virtually every subject in school has some sort of video program available for educators to use in tandem with each lesson. These programs enhance learning and can serve to stimulate the interests of young learners. But with so many choices out there, it can be difficult to choose which video is the best for conveying the desired information.
Previewing and evaluating each and every video shown in the classroom is crucial for a teacher. Although the task may get somewhat arduous, it is vital that educators know what they are showing, if not just to be sure there is not any inappropriate material being shown, but that the material is relevant and entertaining. After all, no student wants to watch a boring video about an uninteresting topic.
There are many evaluation tools available for teachers to use to determine the effectiveness of a video program. Just like with the movies from Hollywood, educational videos often use a five-star rating system for quick and easy assessment. These reviews are often biased, however. To avoid bias, educators should use one of the many rubrics that can be found online or in education resource magazines.
These rubrics take into account subject areas, costs, and relevance and rate areas such as content currency and accuracy, engagement, support materials, and technical qualities. These tools allow teachers to quickly decide which show is right for which lesson and which shows are inappropriate for the classroom. Because of the sheer amount of videos available, no one teacher can watch everything, but he or she must watch what is going to be shown in their own rooms no matter what.
Monday, October 29, 2007
Week 10 - Chapter 8
What is acceptable use policy? What impact does it have on the use of the Web in the classroom?
Due to the nature of the Internet and the inquisitive nature of children, it is necessary for school and school districts to implement acceptable use policies (AUP). These policies lay out rules and regulations that guide student Internet use. Teachers and administrators try to ensure both students and parents are familiar with these policies and in some cases, require signatures from all the parties so that there can be no misunderstanding.
Individual districts usually set the policy, some are very strict while some are more liberal. Regardless of the amount of material a district allows student access to, the goal of AUP is to ensure students can not venture into improper sites, while allowing enough access so students can utilize the technology to its potential.
In my classroom, I am somewhat frustrated by the amount of web sites that have been blocked by our IT department. If I am able to review a blocked site prior to the lesson, then I can submit a form to have the site unblocked for a few days as long as I provide a valid reason for using the site. Our computer lab is a little more liberal. I can bring my entire class in there and do a web quest or even allow them to play "g-rated" games. I sometimes reward student behavior by allowing trips to the computer lab.
To me the big drawback comes in those spur of the moment when I want to show the class something that has come up unexpectedly during a lecture. If I can't have access to sites when I need them, it can be detrimental to the lesson.
This type of censuring may not be considered AUP as the students have no choice in which sites are blocked by the school. Still, you can't black everything and kids will be kids; they will definitely try to visit sites that are not appropriate. This is where appropriate use policies are useful.
My district allows students a few chances at violating our AUP. Punishments range from loss of computer time to expulsion. At least having the policy in place, students, teachers, parents, and administrators are familiar with which sites students should and should not be exploring. And even though some web capabilities may be limited, AUPs are ultimately used to protect the students.
Due to the nature of the Internet and the inquisitive nature of children, it is necessary for school and school districts to implement acceptable use policies (AUP). These policies lay out rules and regulations that guide student Internet use. Teachers and administrators try to ensure both students and parents are familiar with these policies and in some cases, require signatures from all the parties so that there can be no misunderstanding.
Individual districts usually set the policy, some are very strict while some are more liberal. Regardless of the amount of material a district allows student access to, the goal of AUP is to ensure students can not venture into improper sites, while allowing enough access so students can utilize the technology to its potential.
In my classroom, I am somewhat frustrated by the amount of web sites that have been blocked by our IT department. If I am able to review a blocked site prior to the lesson, then I can submit a form to have the site unblocked for a few days as long as I provide a valid reason for using the site. Our computer lab is a little more liberal. I can bring my entire class in there and do a web quest or even allow them to play "g-rated" games. I sometimes reward student behavior by allowing trips to the computer lab.
To me the big drawback comes in those spur of the moment when I want to show the class something that has come up unexpectedly during a lecture. If I can't have access to sites when I need them, it can be detrimental to the lesson.
This type of censuring may not be considered AUP as the students have no choice in which sites are blocked by the school. Still, you can't black everything and kids will be kids; they will definitely try to visit sites that are not appropriate. This is where appropriate use policies are useful.
My district allows students a few chances at violating our AUP. Punishments range from loss of computer time to expulsion. At least having the policy in place, students, teachers, parents, and administrators are familiar with which sites students should and should not be exploring. And even though some web capabilities may be limited, AUPs are ultimately used to protect the students.
Tuesday, October 23, 2007
Week 9 - Chapter 7
What is the Internet? What value does it hold for educators?
Simply put, the Internet is an international network of networks that allows users to access resources from their own computers. Basically, the "Net" is a group of computers that have agreed to "connect" and share resources and data. From its meager beginnings as a resource for the military and a few select Universities, the net now consists of over 450 million host computers and has reached virtually every corner of the globe.
With more than one billion users, one might think that the communication between systems would be difficult. In fact, many protocols are put into place to overcome the obstacles of language and programming differences. One widely used protocol is called TCP/IP or transmission control protocol/Internet protocol. These protocols allow users of almost any system around the world to access a wealth of information.
Such a resource is an invaluable tool for today's teachers. Web quests, email, chat rooms, technical support, and instant messaging are but a few of the many opportunities users have to explore. In this very class, we are using assignment transmission and discussion boards to communicate with one another and complete assignments.
Students and teachers alike can research virtually any topic on the Internet and most scientific publications allow access to recent articles. Teachers can post assignments or share lesson plans, parents can view grades or contact a teacher, and students can research to further their studies. Communication of this type allows students to progress at their own pace and focus on topics that spark their curiosity.
There are so many uses for the Internet that is would be impossible to compile a list. But instant access to real-time information is at the heart of the Internet and the world wide web. Of course, like television, much of what is out there is strictly for entertainment purposes and is rarely one hundred percent correct. Fortunately, systems have been put in place to allow parents and teachers to filter, block, or monitor student traffic.
Regardless of how one feels about the Internet, it and the world wide web are here to stay. As technology increases, students will become even more familiar with this tool and be allowed even greater access to information. Now not only is the Internet available by computer, most cell phones and PDAs can reach the net.
Personally, I use the Internet everyday. Whether at home, at work, or at school, the net is a valuable tool for everyone. My students find web quests exciting and using the technology prepares them for life in the work place. I feel that anything that can help a student learn, should be used to its greatest potential. The Internet is such a tool.
Simply put, the Internet is an international network of networks that allows users to access resources from their own computers. Basically, the "Net" is a group of computers that have agreed to "connect" and share resources and data. From its meager beginnings as a resource for the military and a few select Universities, the net now consists of over 450 million host computers and has reached virtually every corner of the globe.
With more than one billion users, one might think that the communication between systems would be difficult. In fact, many protocols are put into place to overcome the obstacles of language and programming differences. One widely used protocol is called TCP/IP or transmission control protocol/Internet protocol. These protocols allow users of almost any system around the world to access a wealth of information.
Such a resource is an invaluable tool for today's teachers. Web quests, email, chat rooms, technical support, and instant messaging are but a few of the many opportunities users have to explore. In this very class, we are using assignment transmission and discussion boards to communicate with one another and complete assignments.
Students and teachers alike can research virtually any topic on the Internet and most scientific publications allow access to recent articles. Teachers can post assignments or share lesson plans, parents can view grades or contact a teacher, and students can research to further their studies. Communication of this type allows students to progress at their own pace and focus on topics that spark their curiosity.
There are so many uses for the Internet that is would be impossible to compile a list. But instant access to real-time information is at the heart of the Internet and the world wide web. Of course, like television, much of what is out there is strictly for entertainment purposes and is rarely one hundred percent correct. Fortunately, systems have been put in place to allow parents and teachers to filter, block, or monitor student traffic.
Regardless of how one feels about the Internet, it and the world wide web are here to stay. As technology increases, students will become even more familiar with this tool and be allowed even greater access to information. Now not only is the Internet available by computer, most cell phones and PDAs can reach the net.
Personally, I use the Internet everyday. Whether at home, at work, or at school, the net is a valuable tool for everyone. My students find web quests exciting and using the technology prepares them for life in the work place. I feel that anything that can help a student learn, should be used to its greatest potential. The Internet is such a tool.
Thursday, October 11, 2007
Week 8 - Chapter 6
What is the difference between drill-and-practice software and tutorial software? When is it appropriate to use each in teaching and learning?
Tutorial and drill-and-practice software packages are designed to introduce students to new material or help reinforce information that has already been discussed. These types of software are particularly helpful when teacher to student ratios are low and may limit one-on-one instruction time. The programs can also be helpful in addressing the numerous learning styles of the students. This academic software is readily available and in use in many school districts around the country.
Although there are many similarities in these educational software, there are many differences as well. Tutorial software, for instance, introduces users to new information and material, whereas drill-and-practice software reinforces content that has already been presented to the student. Tutorial software often contains lessons planned according to the instructional design, while drill-and-practice focuses on key points in a particular topic or lesson.
Tutorial software can be separated into two categories: linear and hypermedia. Linear tutorials use a step-by-step approach to achieve different objectives. This has the advantage of providing immediate feedback to the user detailing which objectives have been mastered and which need to be reviewed again. Hypermedia tutorials allow users to freely explore various links related to the lesson. This means students can explore areas that peak their personal interests. Like linear tutorial, hypermedia also provides evaluation and feedback elements.
Drill-and-practice software ask students particular questions to key concepts, giving students instant feedback to their answers. Most of these software packages track correct answers and move to more complex questions as the user increases mastery. These software programs allow students to control the pace learning, but limits the content until each section, or subject, is mastered.
Both tutorial and drill-and-practice software offers many benefits to students and teachers. it is imperative however, that instructors do not rely solely on software to educate students. No matter how far technology advances or how well the software is designed, it will never be able to replace teacher to student contact.
Tutorial and drill-and-practice software packages are designed to introduce students to new material or help reinforce information that has already been discussed. These types of software are particularly helpful when teacher to student ratios are low and may limit one-on-one instruction time. The programs can also be helpful in addressing the numerous learning styles of the students. This academic software is readily available and in use in many school districts around the country.
Although there are many similarities in these educational software, there are many differences as well. Tutorial software, for instance, introduces users to new information and material, whereas drill-and-practice software reinforces content that has already been presented to the student. Tutorial software often contains lessons planned according to the instructional design, while drill-and-practice focuses on key points in a particular topic or lesson.
Tutorial software can be separated into two categories: linear and hypermedia. Linear tutorials use a step-by-step approach to achieve different objectives. This has the advantage of providing immediate feedback to the user detailing which objectives have been mastered and which need to be reviewed again. Hypermedia tutorials allow users to freely explore various links related to the lesson. This means students can explore areas that peak their personal interests. Like linear tutorial, hypermedia also provides evaluation and feedback elements.
Drill-and-practice software ask students particular questions to key concepts, giving students instant feedback to their answers. Most of these software packages track correct answers and move to more complex questions as the user increases mastery. These software programs allow students to control the pace learning, but limits the content until each section, or subject, is mastered.
Both tutorial and drill-and-practice software offers many benefits to students and teachers. it is imperative however, that instructors do not rely solely on software to educate students. No matter how far technology advances or how well the software is designed, it will never be able to replace teacher to student contact.
Tuesday, October 9, 2007
Week 7
What are the characteristics of today's students? In what way do they differ from traditional students? What strategies should educators apply?
Today's students are the most technological savvy learners in history. When I grew up, all we had were typewriters. I can still remember the first word processor my father brought home (he worked for Xerox at the time). My mother and I were fascinated. She was a teacher at a local elementary school and I was a student. It changed both of our lives. When personal computers came around, our lives changed even more. The ease at which documents and presentations could be created and edited shifted our views of learning and teaching. No longer was the five-page paper excruciating to type. What my mother and I considered a technological wonder, today's students take for granted.
Today there is almost a computer in every home. Even children without personal computers can work basic programs and I challenge any adult to keep up with any child in the latest video game. Technology is something all students are familiar with. Today's children learn from the television as well as the classroom. Reality often blends with make-believe and soe children have difficulty differentiating between the two. Just last week a student asked if jellyfish could fly. When I said "no", the student responded, "but they do on SpongeBob!" So sometimes technology can lead to misinformation. Take the internet for example, there is a plethera of misinformation available on the world wide web. I'm not saying it's all bad, there are a lot of great things out there, but as parents and educators, we need to responsibly filter some of the information to which our children have access.
But it is not just technology that separates students of today from the students of the past. Today's world climate has changed dramatically. Famine, war, terrorism, and hate crimes are all very real and the children are aware of these facts. Elementary students face problems that high school students once faced. Drugs and gangs have infiltrated the lowest grade levels. Television and the internet bring violence into homes that were once peaceful. This is leading to children with less empathy towards each other. On-line chat rooms are actually disconnecting students from each other, lessening the face-to-face contact past students thrived on.
With this in mind, it is important for educators to incoorporate technology into the classroom while integrating group activities that allow for personal interaction between students. Teachers should be conscience of the fact that students learn better when technology is utilized, but they should be careful not to rely too heavily on computers to do all of the teaching. Afterall, no matter how much technology progresses, it will never be able to replace the personality of a teacher.
Today's students are the most technological savvy learners in history. When I grew up, all we had were typewriters. I can still remember the first word processor my father brought home (he worked for Xerox at the time). My mother and I were fascinated. She was a teacher at a local elementary school and I was a student. It changed both of our lives. When personal computers came around, our lives changed even more. The ease at which documents and presentations could be created and edited shifted our views of learning and teaching. No longer was the five-page paper excruciating to type. What my mother and I considered a technological wonder, today's students take for granted.
Today there is almost a computer in every home. Even children without personal computers can work basic programs and I challenge any adult to keep up with any child in the latest video game. Technology is something all students are familiar with. Today's children learn from the television as well as the classroom. Reality often blends with make-believe and soe children have difficulty differentiating between the two. Just last week a student asked if jellyfish could fly. When I said "no", the student responded, "but they do on SpongeBob!" So sometimes technology can lead to misinformation. Take the internet for example, there is a plethera of misinformation available on the world wide web. I'm not saying it's all bad, there are a lot of great things out there, but as parents and educators, we need to responsibly filter some of the information to which our children have access.
But it is not just technology that separates students of today from the students of the past. Today's world climate has changed dramatically. Famine, war, terrorism, and hate crimes are all very real and the children are aware of these facts. Elementary students face problems that high school students once faced. Drugs and gangs have infiltrated the lowest grade levels. Television and the internet bring violence into homes that were once peaceful. This is leading to children with less empathy towards each other. On-line chat rooms are actually disconnecting students from each other, lessening the face-to-face contact past students thrived on.
With this in mind, it is important for educators to incoorporate technology into the classroom while integrating group activities that allow for personal interaction between students. Teachers should be conscience of the fact that students learn better when technology is utilized, but they should be careful not to rely too heavily on computers to do all of the teaching. Afterall, no matter how much technology progresses, it will never be able to replace the personality of a teacher.
Tuesday, October 2, 2007
Week 6 - Chapter 5 Reflections
Define database management software and describe how you might use it to help you in teaching responsibilities. How might you construct a learning assignment for your students that use this productivity tool?
Database management software is a software system designed to record, organize, access, and extract information electronically from stored data. This software offers users an easy way to create customized reports while allowing data to be sorted automatically. The book uses the example of an electronic card catalog system in a library. These card systems are highly complex and require cross-referencing on many levels. In an electronic database system, however, information can be quickly checked for author, title, or subject. These electronic systems greatly reduce the time needed for looking for or sorting books; not to mention the amount of space that can be saved by using one of these program packages instead of the standard manual card catalog that most libraries use. There are many more advantages in using this type of software other than just saving time and space. For instance, users can generate professional looking reports using numerous tools and wizards. They also provide multiple levels of sorting to make data easy to understand. And they can allow for the creation of customized queries of specific records. But probable one of the best reasons to use this software is that it can provide an inexpensive way to archive and access records, data, or information of all sorts. This type of management software can be used by students as well as teachers. Reports can be generated and data can be formatted into attractive presentations. In using these programs, students learn to think practically, developing critical-thinking skills that will serve them well not only in the classroom, but in life as well. One of the most practical uses for these types of software systems is the archiving of grades. Separating test scores from daily grades or projects can help a teacher to track individual student progress or view the class as a whole. Another practicle use in the classroom is the developement of query-based student projects in which the teacher allows student to view important data while controlling the access to non-pertinant information. Projects can be easily designed by the teacher for students to find the information on their own. Data can be updated and accessed easily, reducing research time and ensuring content. These programs are in wide use around the country today. Virtually every school district in the country is using some type of database management system, although few realize the great potential for student benefit.
Monday, September 24, 2007
Reflections on Chapter 4 : Week 5
Name some emerging technologies. How might they affect learning and teaching?
Technology is constantly advancing and today's classrooms are keeping up with the progress. There are many emerging technologies that are sure to enhance learning and teaching. As teachers and students become more comfortable with new software and hardware, technology will become even more integrated into teaching and learning.
Wireless technologies are gaining more popularity with every school year. Operating on radio frequencies (RF) or wireless fidelity (WiFi), wireless devices take up less space than their more traditional counterparts. Whether tethered to a localized workstation or roaming around campus, wireless devices have a place in the future of education. GPS and portable computers now allow students to work and conduct further research from the field. As these products become smaller and more powerful, there use will become more widespread, allowing students to become more connected than ever before.
Handheld computers will champion this cause even further. These devices offer a personal information management system and can be designed to meet an individual's personal needs, much like a desktop computer can. Note taking, internet capability, and educational software can now be accessed easily in the palm of a students hand.
Wireless response systems are gaining in popularity too. Often called "clickers", these devices allow all students to answer the same question at the same time. Teachers can see how many students got the answer right or wrong, and see which students answered correctly. These clickers allow the teacher the option of setting up lessons designed around a quiz show format. It is these devices that may not seem like much to an outsider, but might make a huge difference in reaching those students that do not regularly participate in classroom activities.
Ebooks offer another alternative to traditional method of teaching and learning. These electronic versions of books allow students to carry virtual libraries in their pockets. The USB drive is another form of storage that allows the user to carry multiple documents and presentations in a package smaller than a pen. The convenience of carrying a presentation on a key chain is too good for the American consumer to pass up.
Perhaps one of the most exciting emerging technologies is virtual reality or VR. VR is a combination of hardware and software that allows it user to work in a three-dimensional space. This technology is still being researched and holds great promise for application in the classroom. By allowing a student to "live" through a VR program, teachers can reach students in ways that are still unrealized.
Regardless of the means, tomorrow's classroom will be filled with technology. These devices will shape the way future students learn and interact with the world around them. The future lies with technology, and so does the classroom environment.
Technology is constantly advancing and today's classrooms are keeping up with the progress. There are many emerging technologies that are sure to enhance learning and teaching. As teachers and students become more comfortable with new software and hardware, technology will become even more integrated into teaching and learning.
Wireless technologies are gaining more popularity with every school year. Operating on radio frequencies (RF) or wireless fidelity (WiFi), wireless devices take up less space than their more traditional counterparts. Whether tethered to a localized workstation or roaming around campus, wireless devices have a place in the future of education. GPS and portable computers now allow students to work and conduct further research from the field. As these products become smaller and more powerful, there use will become more widespread, allowing students to become more connected than ever before.
Handheld computers will champion this cause even further. These devices offer a personal information management system and can be designed to meet an individual's personal needs, much like a desktop computer can. Note taking, internet capability, and educational software can now be accessed easily in the palm of a students hand.
Wireless response systems are gaining in popularity too. Often called "clickers", these devices allow all students to answer the same question at the same time. Teachers can see how many students got the answer right or wrong, and see which students answered correctly. These clickers allow the teacher the option of setting up lessons designed around a quiz show format. It is these devices that may not seem like much to an outsider, but might make a huge difference in reaching those students that do not regularly participate in classroom activities.
Ebooks offer another alternative to traditional method of teaching and learning. These electronic versions of books allow students to carry virtual libraries in their pockets. The USB drive is another form of storage that allows the user to carry multiple documents and presentations in a package smaller than a pen. The convenience of carrying a presentation on a key chain is too good for the American consumer to pass up.
Perhaps one of the most exciting emerging technologies is virtual reality or VR. VR is a combination of hardware and software that allows it user to work in a three-dimensional space. This technology is still being researched and holds great promise for application in the classroom. By allowing a student to "live" through a VR program, teachers can reach students in ways that are still unrealized.
Regardless of the means, tomorrow's classroom will be filled with technology. These devices will shape the way future students learn and interact with the world around them. The future lies with technology, and so does the classroom environment.
Monday, September 17, 2007
Reflections on Chapter 3 - Week 4
Why is it advantageous for educators to share resources and programs on a network? What concerns are associated with program sharing?
From pre-K to PhD. programs, instructors are continuously looking for new resources to enhance their lessons. The sharing of information, of what works and what doesn't, of how to approach a situation, or of materials on a particular topic plays a vital role in today's classrooms.
With the advent of the Internet, information came at the tips of one's fingertips. There are literally millions of programs, lesson plans, classroom management tips, and letters to parents available to teachers today. Often times, there is more information on a topic that it is impossible to sift through it all and find that one thing you're looking for, like the proverbial needle in the haystack.
Not only are there millions of resources available on the web, but there are also hundreds of thousands of programs in which to use for education of every conceivable age at any conceivable level. In my limited experience, very few of these programs are worthwhile. Some of them are useful, but many are not worth exploring. These programs range from educational to administrative and usually have one or two minor user oriented problems.
Networking systems help alleviate some of these problems. Linking a classroom to a local area network (LAN) line or a school or district to a wide area network (WAN) line just makes good business sense. Networking can help teachers in different schools tap into what each other are doing and keep pace with each other. This allows for continuity throughout a district among topics and even lesson plans.
Workstations are the general term for computers hooked up to a network. These workstations are usually connected to a powerful computer called a server. The server can print on multiple printers and operate other "sharable peripherals". It is the server that manages the network-wide communications. Servers are usually made of large, hard disk drives and store management software and common files. it is the server, the workstations, the peripherals, and the wiring that make up the network.
Networks can be configured to meet the particular needs of a company or school. Retrofitting old buildings can sometimes become expensive. Luckily, wireless network systems are becoming ever more popular. These wireless systems can not only save money, but also incorporate hand-held devices, projectors, and smart board technologies.
Among all the advantages of networking, there are several concerns that should be addressed. One of which is security. Especially with a wireless system, savvy computer geeks can hack into a system and change grades or reek havoc. It is virtually impossible to watch all of the computers all of the time, especially on a WAN.
Schools and districts address this problem with software that needs updating constantly. Today, most districts have an IT department to handle updates and security issues. Administrators, teachers, assistants, secretaries, and students all handle a multitude of passwords just to access the simplest of files.
Another drawback to networking is traffic. Even large bandwidth networks can slow when there are a lot of stations logged on at the same time. Just like traffic on the highway, network traffic can slow to a crawl at the busiest times of the day. File size can also be an issue on a network. Large files and programs may take several minutes or even longer to load or transfer.
In spite of these drawbacks, networking is usually the best way to keep a school's curriculum consistent. Sharing programs, data, administrative tools, and hardware can save a district time and money.
Networking also has many practical classroom applications. Students can work as a group on the same project, printers can be shared, and software can be installed in the server instead of on each individual computer. Grades and lesson plans can be viewed by teachers and administrators. And maybe most importantly, networking instills a sense of community in those who are connected, building bonds that make us better educators. That's what networking is really all about.
From pre-K to PhD. programs, instructors are continuously looking for new resources to enhance their lessons. The sharing of information, of what works and what doesn't, of how to approach a situation, or of materials on a particular topic plays a vital role in today's classrooms.
With the advent of the Internet, information came at the tips of one's fingertips. There are literally millions of programs, lesson plans, classroom management tips, and letters to parents available to teachers today. Often times, there is more information on a topic that it is impossible to sift through it all and find that one thing you're looking for, like the proverbial needle in the haystack.
Not only are there millions of resources available on the web, but there are also hundreds of thousands of programs in which to use for education of every conceivable age at any conceivable level. In my limited experience, very few of these programs are worthwhile. Some of them are useful, but many are not worth exploring. These programs range from educational to administrative and usually have one or two minor user oriented problems.
Networking systems help alleviate some of these problems. Linking a classroom to a local area network (LAN) line or a school or district to a wide area network (WAN) line just makes good business sense. Networking can help teachers in different schools tap into what each other are doing and keep pace with each other. This allows for continuity throughout a district among topics and even lesson plans.
Workstations are the general term for computers hooked up to a network. These workstations are usually connected to a powerful computer called a server. The server can print on multiple printers and operate other "sharable peripherals". It is the server that manages the network-wide communications. Servers are usually made of large, hard disk drives and store management software and common files. it is the server, the workstations, the peripherals, and the wiring that make up the network.
Networks can be configured to meet the particular needs of a company or school. Retrofitting old buildings can sometimes become expensive. Luckily, wireless network systems are becoming ever more popular. These wireless systems can not only save money, but also incorporate hand-held devices, projectors, and smart board technologies.
Among all the advantages of networking, there are several concerns that should be addressed. One of which is security. Especially with a wireless system, savvy computer geeks can hack into a system and change grades or reek havoc. It is virtually impossible to watch all of the computers all of the time, especially on a WAN.
Schools and districts address this problem with software that needs updating constantly. Today, most districts have an IT department to handle updates and security issues. Administrators, teachers, assistants, secretaries, and students all handle a multitude of passwords just to access the simplest of files.
Another drawback to networking is traffic. Even large bandwidth networks can slow when there are a lot of stations logged on at the same time. Just like traffic on the highway, network traffic can slow to a crawl at the busiest times of the day. File size can also be an issue on a network. Large files and programs may take several minutes or even longer to load or transfer.
In spite of these drawbacks, networking is usually the best way to keep a school's curriculum consistent. Sharing programs, data, administrative tools, and hardware can save a district time and money.
Networking also has many practical classroom applications. Students can work as a group on the same project, printers can be shared, and software can be installed in the server instead of on each individual computer. Grades and lesson plans can be viewed by teachers and administrators. And maybe most importantly, networking instills a sense of community in those who are connected, building bonds that make us better educators. That's what networking is really all about.
Thursday, September 13, 2007
Week 3
What is the difference between formative and summative feedback?
Essentially, formative feedback happens during a process while summative happens at the end of a process. Formative feedback ensures that there will be a continuous flow of information so that adjustments can be made during the process. The DID model includes a formative feedback loop in every step of the process. This allows instructors to modify their lessons on the fly. Information can be gathered and adjustments can be made midcourse. Formative feedback allows for quick response to implementation strategies. This makes each step dynamic and flexible allowing for changes throughout the process.
Summative feedback can return data that can be used to help revise each step after the fact. The summative feedback loop is a "final check" of the process once the entire process is completed. This allows for complete modification of lessons, but not while the lesson is taking place.
The use of both formative and summative feedback loops encourage a type of instruction that remains responsive during both the planning and implementation stages. This encourages teachers to think about how to continuously correct and improve each step of a lesson design. Teachers should use both in their classroom in order to better their instruction and enhance their lessons.
Essentially, formative feedback happens during a process while summative happens at the end of a process. Formative feedback ensures that there will be a continuous flow of information so that adjustments can be made during the process. The DID model includes a formative feedback loop in every step of the process. This allows instructors to modify their lessons on the fly. Information can be gathered and adjustments can be made midcourse. Formative feedback allows for quick response to implementation strategies. This makes each step dynamic and flexible allowing for changes throughout the process.
Summative feedback can return data that can be used to help revise each step after the fact. The summative feedback loop is a "final check" of the process once the entire process is completed. This allows for complete modification of lessons, but not while the lesson is taking place.
The use of both formative and summative feedback loops encourage a type of instruction that remains responsive during both the planning and implementation stages. This encourages teachers to think about how to continuously correct and improve each step of a lesson design. Teachers should use both in their classroom in order to better their instruction and enhance their lessons.
Thursday, August 23, 2007
Introduction
Hi! My name is Raymond Brezeale and I am a science teacher at the Pascagoula Opportunity Center. I teach 6th, 7th, and 8th grade science. I am currently seeking my Master's of Arts in Teaching Secondary Science - Biology. This course (IT645) is a requirement. I am very familiar with most computer software and have taken several online classes. I have a BS in marine biology and have spent the last decade working at several aquariums and nature centers around the country.
Although I am very familiar with email and myspace, this is my first experience creating "blogs". I am hoping that this class will help me to become more familiar with the internet and provide valuable resources that I can use in the classroom.
I am looking forward to working with you all and hope to establish a working relationship with each of you.
Although I am very familiar with email and myspace, this is my first experience creating "blogs". I am hoping that this class will help me to become more familiar with the internet and provide valuable resources that I can use in the classroom.
I am looking forward to working with you all and hope to establish a working relationship with each of you.
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