Rubrics, Clickers, and Inspiration/Kidspiration

      Personally, I think rubrics are a great way for teachers to evaluate their students. Not only does it help remind the teacher what he/she is looking for, but it also helps guide the students in what needs to go into the assignment. Technology-based rubrics are an even better way to assess meaningful learning. While they are time consuming, they offer great amounts of detail and clearly state the expected outcomes. There are lots of banks of existing rubrics that teachers can access when they are short on time, however, as the authors of our textbook state, teachers must be cautious when using these banks. Teachers need to make sure the rubrics are appropriate for the anticipated learning outcomes. If a teacher does have the time to create a rubric, there are a number of tools that can assist in that area. Some of these are Rubricator (www.rubrics.com), Rubric Builder (http://landmark-project.com/classweb/tools/rubric_builder.php), and others. These are great sites to make your own rubric the way you want it. Rubrics, in my opinion, are one of the best ways to assess meaningful learning in students.

     Clicker technology consists of small, wireless keypads with alphanumeric keypads that are linked to a computer and used to support assessment and engage students. The best part about clicker assessment tools is that they allow students to respond to questions without raising their hands or talking over one another. They simply key in their response and the results can appear in front of the entire class. The reasons clicker technology is a great way to assess meaningful learning is because they can be used as a quick pre-test, to make sure your students understand the material, and to make sure students understand the conceptual knowledge. This technology is also a way to “even the playing field” as the book states. More often than not, students who are able to respond quicker will answer before other students can and students who get it wrong do not participate for fear of being incorrect. This often results in students refusing to answer because they know someone else will beat them to it or because they know they will be wrong. This way, all students can answer without fear of being wrong or too slow to respond. I think clicker technology is a great way to assess meaningful learning because it does allow for participation from all students. If used correctly, clicker technology can help students be more confident in answering questions, even if their answer is wrong or they respond after someone else. I would definitely like to make use of this technology because students have a hard time in math as it is. Most students would rather not answer than give a wrong answer. Using this technology can help solve that problem because it gives anonymity. Students don’t have to blurt out their answers and that would definitely help.

     After looking at the Inspiration and Kidspiration websites, I think they would make really great tools for a classroom. They allow the students to organize their thinking in a way that helps them understand the material. Because I am going to be teaching high school math, it was a little disappointing to see that Inspiration did not really cover any type of math-related topics. Although I could definitely use the graphic organizers to help my students organize the concepts, they would not be able to apply them. They would have to apply the concepts separately from the Inspiration website. Kidspiration, however, did have a section for math. Looking at some of the examples, I think it could definitely be a big help because it allows the students to not only organize the concepts, but it also allows them to apply their knowledge. Being able to apply that knowledge allows for much more meaningful learning in my opinion.

     I believe all three of these tools could be of use in my classroom. Rubrics can definitely be used for certain types of projects, such as writing a research paper over a famous mathematician or a particular theory. As the teacher, I could ask them all to give a response to a problem using the clicker technology. I also think that the Inspiration website could be of help for understanding some of the concepts they may be having trouble with. I am sure there are many different ways that these tools can be incorporated into classrooms; however, because I am a math major, these are the ways they could fit into my classroom. Technology is a great way to facilitate meaningful learning, but it is an even better way to assess it. We just have to make sure we are going about it the right way.

Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008). Meaningful learning With Technology (3rd Edition). Columbus, OH: Pearson/Prentice Hall.

Inspiration is an excellent tool for grades 6 – 12 (http://www.inspiration.com/)

Kidspiration is an excellent tool for grade K – 5 (http://www.inspiration.com/Kidspiration)

Chapter 9: Visualizing with Technologies

       Digital storytelling is a great way to really get students involved. They have to tap into their creative skills to create a storyboard, a camera to shoot the video, and some type of software on a computer to edit their video. In order to create a digital story, students have to really use their critical thinking skills in many different ways. I think this is a really great idea for students. Not only does it help them learn necessary skills, but it allows them to be creative and have fun while still learning. To be completely honest, I am not quite sure how I could use this type of activity in my classroom. There is not a lot of room for creativity in math unfortunately. I would definitely love to sit down and really try to come up with a way to make this work for a mathematics class. It could be used to help other students learn concepts that they might be having trouble with. I think students sometimes feel pressure to try to understand immediately if they ask the teacher to explain something again whereas if they ask a fellow student, they don’t feel that pressure. An activity like digital storytelling may very well be a very good tool for those struggling students. As I said, I would really have to think about a way that digital storytelling could be used for mathematics.

       Personally, when it comes to math, I am a very visual learner. I have to see how it is done before I can understand. I am the kind of person that you can’t just simply tell how to do it. You have to show me. Math is a very visual subject. Theorems and formulas are explained and then examples of how to use them are shown. That is how math works. You can’t just tell someone a theorem or formula and expect them to know how to use it. In the chapter, they talked about four different methods that would help make math more real for students. The first method suggested was graphing calculators. Graphing calculators are a great way for students to see representations of ideas. As was said, “Students often have difficulty distinguishing important features of functional relationships.” (p. 198) I, as a student, still have a hard time sometimes when I try to visualize those types of things in my head. When that happens, it is nice to have that calculator to give me the visual that I need. Being able to see that visual greatly enhances the understanding of the material. Students are able to understand the many representations of the relationship. The second method suggested was data sets. Allowing students to “tinker”, as the book says, with data helps them to analyze and interpret it in a way that they understand. They are able to develop understanding of the attributes, logical relationships, place value, and more.

Like data sets, Fathom Dynamic Statistics Software allows students to analyze and interpret on a much larger level. Not only does this help further their understanding of the material, but it also helps students develop those key abilities. The last method that was suggested was visual geometry. I think this is very important. A lot of the time, students are intimidated by geometry because there are so many formulas and rules that have to be used and followed. Most of the time, they have no idea why they need to use or follow them in the first place. They just do it because the teacher told them to. I think if students were able to visualize these rules and formulas, they would better understand the reasoning behind them and be better able to use them when necessary. As I said before, being able to have visuals when it comes to mathematics is never a bad thing. It only furthers the students’ understanding of the material they have to learn.

 

       In a way, I do think it is possible to learn from watching TV instruction, but I also think that there has to be some kind of interaction to really understand what you are learning. For example, you can watch a TV program on how to do certain exercises, but you don’t fully understand how to do those exercises until you do them yourself. The same could be said for math. You can watch an instructional video on how to solve a problem, but you are not going to understand that problem until you go through the steps yourself. So no, I don’t think it is possible to learn from TV alone. I think you can get a good idea on what you need to do by watching it, but you can’t fully understand until you have done it yourself.

Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008). Meaningful learning With Technology (3rd Edition). Columbus, OH: Pearson/Prentice Hall.

Chapter 7: Communicating With Technologies

      Podcasting seems like a great way to get information out to many people at one time. I really like the part where a new podcast is automatically downloaded to your computer or iPod when it becomes available. I think it could be a great tool in certain classrooms but not in others. For example, using podcasting for lectures and other types of notes in a history or science classroom would work great. The students would not have to copy down everything the teacher says and the teacher would not have to make a ton of copies to hand out. The students would have their copies digitally. I am not saying that teachers should not give these lectures or lecture about the notes. I am simply saying that students would be able to have their own copies that they can access anytime. As for a math class, I can’t see podcasting working very well. You might be able to put some examples out there or give homework assignments that way, but I don’t think it would be worth the time it takes to create it.

     I think podcasting is very similar to the other Web 2.0 technologies we have discussed. It allows students and teachers to be connected outside the everyday classroom. If the teacher has some extra information about a topic, he/she can create the podcast for the students. Blogs are very similar. While they can’t be downloaded to some type of device, they are accessible to students all the time. Again, if the teacher has something to add, he/she can blog about it. Podcasting is a little different than a wiki in the fact that it is not collaborative. A podcast is created by one person. While everyone can be active in the actual podcast, only one person can actually piece it together and send it out to everyone. VoiceThread is similar in the fact that they are both using video and audio to show someone something. However, with a podcast, other people can’t leave comments on it or interact with it. There are a few differences between all the different technologies, but for the most part, they all serve the same general purpose.

     I actually own a couple MP3 players, an iPod, and an Android smart phone. However, only my iPod and my phone are capable of dealing with something such as a podcast. I use both of these for all kinds of things. I use them for checking my email, facebook, listening to music and many other things. They are very useful when I don’t feel like lugging my laptop around or pulling it out just to check one thing or listen to one song. I am not sure that I could use either of these tools in my classroom. I am sure there is a way, however, I can’t think of one. I would love to find a way if I could. I think the advantages of online communication tools far outweigh the disadvantages. There are so many different ways to use them that help students learn better than just sitting in a classroom. If it keeps them engaged, entertained, and authentically learning, then I am all for it. Online communication tools can be a great way to help our students. 

Lefever, L. (Producer), (2007). Podcasting in Plain English. Available from http://commoncraft.com

Chapter 6: Community Building with Technology

                I have often times heard my teachers or peers talk about wikis. However, until now, I was very confused as to what they actually were. I knew about Wikipedia, but I did not realize it had a connection with wikis (even though the first part of the name is Wiki). I had an English professor that used a website to upload all of our assignments and lecture notes. I am just now recognizing that he was using a wiki. From reading the lecture notes about Web 2.0, I have come to realize what a wiki actually is, and I must say, I am intrigued by it. Watching the video, Wiki in Plain English, the concept of a wiki was solidified for me. I think a wiki is an awesome tool. While I don’t see it being a great tool for a math class, it can be an awesome tool for classes such as History or English. In the book, an example called the Holocaust Wiki Project was described. This example is a great way to use a wiki. It really got the students involved and actually learning the material. I think it would be difficult to incorporate a wiki or a blog into my classroom. One way that a wiki might be used in math is for the students to be able to develop their own study outlines of what they need to know. Each student can add whatever he or she thinks is necessary to know for a test. A blog could be used to discuss theorems or formulas. Students could post homework problems they are having issues with on either the blog or the wiki and allow other students to provide their input on how it can be solved. While these are possible ways to use a blog or wiki in my classroom, I am not sure whether I want to. It could turn out great and work really well, or it could be a total disaster. It would just depend on how much risk I am willing to take to incorporate this technology.

                When I first saw the term, social bookmarking, I thought it was going to be some really complicated thing with the Internet. However, after watching Lee Lefever’s video, Social Bookmarking in Plain English, I found that it was a much simpler task than I originally thought. I think it is a great tool for teachers and students alike. As he pointed out, websites one teacher finds may be useful for another teacher as well. Through social bookmarking, they can share their favorite websites with each other and with other teachers. I believe this would be a great resource for students as well. If a teacher finds a website that can help students study for an upcoming test or better understand a concept, he or she can share it with the students. I believe social bookmarking could be very useful in my classroom. I am sure there will be some students to understand something and will need a little extra help. If this tool will help them to learn, then I will definitely take advantage of it. As for VoiceThread, I think it is a really great idea. I like how there are so many different methods to comment. I would definitely be interested in trying this out in my classroom. This would be an awesome way for the students to help each other solve homework problems. The student that is having a hard time could post a picture of the problem and then his or her classmates could respond in a number of ways as to how to solve it. I think this is a tool that I would really like to try out. It seems really fun and easy to do. I think students would love it.

                After reading about Tapped In, I think it sounds like a great way for teachers to communicate with one another. As the book states, “Teacher isolation has long been an obstacle to the exchange of ideas and information in the teaching profession.” (page 128) Teachers rarely have time to communicate with one another during the school day. There are usually only a few minutes between classes and short conference periods (which teachers of the same subject rarely have at the same time). Tapped In seems like a great solution to that problem. Teachers can sign on and share their ideas and information with a wealth of other teachers. Personally, I have not explored it yet but I would definitely like to. There are also sections on there where students can connect with one another as well. The book talked about students from China asking to communicate with students from other countries. I wish I had the chance in high school to do this. I would love to know what school is like in other countries. Overall, this seems like a great way for information and ideas to be shared with one another. It is helpful to have a community of people supporting you and you supporting them. From what the book says, Tapped In is a very widely used and well liked resource for experts, teachers, and students alike. I look forward to exploring it.

Jonassen, DJ, Howland, JH, Marra, RM, & Crismond, DC (2008). Meaningful Learning with Technology. Upper Saddle River, New Jersey: Pearson.

Lefever, L. (Producer), (2007). Wikis in Plain English. Available from http://commoncraft.com

Lefever, L. (Producer), (2007). Social Bookmarking in Plain English. Available from http://dailymotion.com

Unknown producer. (2007). VoiceThread Introduction. Available from http://voicethread.com

(to view the video just click where it says “Collaboration made simple.”)

Chapter 10: Assessing Meaningful Learning with Technology

 “Assessment is the process of gathering and analyzing data to determine if intended learning outcomes have been achieved.” (Page 219, par. 3) We use assessment activities as a way to determine where students are struggling and where they are excelling. We use them as a way to adjust our teaching so that the students learn better. By using technology to assess our students, we can look at the outcomes in several different ways. Having multiple ways to assess students, we gain a more inclusive picture of how well the students are learning. Technology offers more ways to assess the students’ meaningful learning of the material. Perhaps the most important aspect of technology-based assessment is that it provides teachers with a way to know what the students know. When teachers know and understand that information, we can help them to know and learn more, and to learn on a higher level.

            “E-portfolios are a collection of digitized artifacts that may include video clips, graphics, sound, writing samples, artwork, and multimedia presentations, to name a few. Taken together, they can represent the accomplishments of an individual or group of learners (Lorenzo & Ittelson, 2005)” (Page 220, par. 2) E-portfolios help the students organize and display their work in a way that makes it attractive and easy to view. They help teachers assess the students learning while also assessing their work. E-portfolios are extremely useful in assessing almost any learning outcome. Computer-based testing has traditionally been used to simplify the testing process for teachers and administrators. The student uses a computer to take a test versus the traditional paper version. “…students are passive recipients of what is being shown on the computer screen.” (Page 236, par. 3) Based on my personal experience, computer-based tests don’t serve any greater purpose than simplifying the grading process for teachers. It is not engaging. In fact, it is rather boring. In a way, computer-based testing does impact validity because there is always the possibility of errors in grading or reading the answer the student inputs. Reliability is also affected because there is the possibility of the computer crashing, or other unexpected incidents that could interrupt the testing process.

            

            Personally, I believe assessment is a necessary component of education. It does and always will serve as a way for teachers to assess their teaching and to improve their students learning. Integrating technology into the assessment process can be a good thing, if the technology is implemented correctly. Computer-based testing does integrate technology, however, not in the best way. Simply using the computer to take the same test that would be printed on paper, is not a great way to use technology for assessment. While using the computer saves paper and grading time for the teachers, it does the students no good. I am a fan of e-portfolios because they allow the student to display their work in a way that is creative and fun while also making it easier for the teacher to assess their learning. Using technology-based assessment could help to allow teachers to improve upon their students learning.

Jonassen, DJ, Howland, JH, Marra, RM, & Crismond, DC (2008). Meaningful Learning with Technology. Upper Saddle River, New Jersey: Pearson.

Jonassen, DJ, Howland, JH, Marra, RM, & Crismond, DC (2008). Meaningful Learning with Technology. Upper Saddle River, New Jersey: Pearson.

Inline Citation: Lorenzo & Ittelson, 2005

Copyright, Fair Use, and Online Safety

As Fryer put it, “Not only do educators have a responsibility and legislative mandate to model ethical, legal, and appropriate respect for US copyright law in their own teaching, but they must also educate the next generation about the importance and requirements of intellectual property law.” (par. 1) It is important for us, as educators, to demonstrate to our students the proper way to use another person’s intellectual property. Not only is it important because it is the ethical thing to do, but if not done correctly, it could land an educator in hot water with the legal system (which no teacher wants). The only way I see to teach my students about respect for copyrights and fair use is to demonstrate it myself. Learning by example, in my opinion, is perhaps the best way for students to learn something so important.

Online safety is very different from cyber bullying. Online safety involves keeping you, your personal information, and the personal information of others safe. Cyber bullying, as defined on Wikipedia, is when information and technological communications are used to harm others. We can help protect our students by educating them about both of these topics and by also setting a good example. Students need to know to not ever give out personal information about themselves or others and to always use a “cyber name” that does not give away personal information such as a name, birthday, or location.

I thought this week’s activities were great. I never fully understood why copyright was such a big deal. Personally, my teachers never explained it to me. However, I understand now just how important copyright, fair use, and online safety is. I will do the best I can to make sure my students understand as well. I learned a lot of new information about fair use, especially the four criteria that determine fair use. I have a feeling these criteria will serve their purpose in my classroom.

Definition of cyberbullying retrieved on February 16, 2011 from:

 http://en.wikipedia.org/wiki/Cyber-bullying

Fryer, Wesley. (2002-03). Copyright 101 for Educators: Winter 2003. Retrieved on February 16, 2011 from http://www.wtvi.com/TEKS/02_03_articles/copyright.htm