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.
Monday, September 24, 2007
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.
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