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.
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