Tonight was quite the whirlwind - we tried to cover playing with lots of academic software, in six different stations - a pixel's worth of what really is out there - both for free and at cost.
Understanding that there are different categories of software is important, though it's far more important to be aware of what is out there, so that by the time you have your own classroom, or means to put technology in your classroom, you want to know how to go about making choices for software that will definitely help you improve your teaching and lesson effectiveness.
By far, Academic software is more fun and exciting to play with. Recording keeping - the stuff of Administrative software can sometime be used for Academic purposes, but still doesn't hold the charm and pizazz of even some of the free Academic titles out there such as Tux Paint, Google Earth, Stellarium, or LinCity.
Each of these software titles has some type of for-cost relative. Your decisions on what you use in your own classroom will in large part depend on your familiarity with technology, your willingness to learn something new, and what exists at the time of your initiation as a classroom teacher. Much is and has changed in the way of software development that takes the Mac/PC specification out of the equation and puts it squarely on the shoulders of the browser and related plug-ins you do or do not have. That - we'll discover and discuss in the coming week(s):
One thing of note, we'll be doing course evaluations in two weeks, and this semester they'll be in Blackboard!
Wednesday, March 4, 2009
Tuesday, February 17, 2009
Week 4 Review
This week we talked about hardware - the virtual beginning point, or at least base for much of what we'll discuss for the rest of the semester - mostly because without hardware, we can't do half the things we do unless we have hardware first. Hardware is the stuff we can physically touch and feel, compared to software, which is the stuff that runs on hardware. We covered how the difference between hardware and software can be understood by using a book as a metaphor. The book, it's physical pages, cover and binding, even the ink would be 'hardware'. The software portion would be the story itself, the meanings behind the words, "Once upon a time, there once was..."
Having this understanding between the two different types of 'ware', can help you establish what types of needs you have for your classroom and/or troubleshoot problems you might be having with technology.
Most of us have some type of experience with technology - and in this day and age of cell phones, iPods and computers, most of us have several experiences with hardware, and having an appreciation of how hardware has changed over the years can help us understand how hardware has changed and how it will continue to change.
Having this understanding between the two different types of 'ware', can help you establish what types of needs you have for your classroom and/or troubleshoot problems you might be having with technology.
Most of us have some type of experience with technology - and in this day and age of cell phones, iPods and computers, most of us have several experiences with hardware, and having an appreciation of how hardware has changed over the years can help us understand how hardware has changed and how it will continue to change.
Wednesday, February 4, 2009
Week 3 Review
Class this week really consisted of three major sections of content:
Creating lessons is something that simply takes practice and understanding how objectives fit into standards also takes practice. Knowing how these things come together is not as simple or concrete as identifying the answer to a simple math problem like "2+2". This is especially true of the technology standards for students. These standards are far less concrete and more 'nebulous', but many examples of how teachers hit these standards exist.
Next week we'll start taking computers apart - or at the very least, looking at them and the peripherals we use with them.
- Understanding the link between standards and objectives
- Playing with HTML Code (tags)
- Introduction to LiveText
Creating lessons is something that simply takes practice and understanding how objectives fit into standards also takes practice. Knowing how these things come together is not as simple or concrete as identifying the answer to a simple math problem like "2+2". This is especially true of the technology standards for students. These standards are far less concrete and more 'nebulous', but many examples of how teachers hit these standards exist.
Next week we'll start taking computers apart - or at the very least, looking at them and the peripherals we use with them.
Sunday, February 1, 2009
Chapter 3 Missing Downs
Thanks to Kristen - (EN), I've been told that the Chapter 3 Puzzler is missing a few downs (and no I don't mean football here), I've posted the downs in Blackboard in under Week 2's assignments and will post them here - in addition to sending out a class-wide email. I'm sorry about that - somethings in curriculum just are not edited well enough. I've gone back and re-examined the teacher's text and the originals I have are also missing the clues. So here they are:
Down (for Chapter 3 Only):
21. A program that tells the computer how to function and
how to manage it’s own operation.
22. The “brain” of a computer, incorporated into a single
microprocessor chip. Within it,
calculations are performed; the flow of information between input, output, and
memory is coordinated; and program instructions are transmitted.
24. A set of instructions that tell a computer how to
complete a unique task such as word processing, database management, or
drawing.
25. A measure of resolution in printers and some other
output devices.
27. Multiple types of media that are combined into an
integrated whole that presents instructional content. Although not only digital media my be included, the term is
often used to refer to a computer-based format that combines, text, graphics,
audio, and even video into a single, coherent, digital presentation.
31. The series of chips that make up a computer system’s
temporary memory area. This area empties when the application
is closed and fills up again when the user opens a new application.
Down (for Chapter 3 Only):
21. A program that tells the computer how to function and
how to manage it’s own operation.
22. The “brain” of a computer, incorporated into a single
microprocessor chip. Within it,
calculations are performed; the flow of information between input, output, and
memory is coordinated; and program instructions are transmitted.
24. A set of instructions that tell a computer how to
complete a unique task such as word processing, database management, or
drawing.
25. A measure of resolution in printers and some other
output devices.
27. Multiple types of media that are combined into an
integrated whole that presents instructional content. Although not only digital media my be included, the term is
often used to refer to a computer-based format that combines, text, graphics,
audio, and even video into a single, coherent, digital presentation.
31. The series of chips that make up a computer system’s
temporary memory area. This area empties when the application
is closed and fills up again when the user opens a new application.
Friday, January 30, 2009
Chapter Puzzlers returned
Chapters 1 and 2 Puzzler's were returned via campus mailboxes today. Generally Puzzler's garner 1 point per correct entry, and in this case each chapter had 24 potential points each for a total of 48 points for chapters 1 and 2 puzzlers. These grades have been posted to Blackboard.
Chapter Puzzlers Posted
For those of you who did not pick up the chapter puzzlers in class, activated the link for accessing the puzzlers here in Blackboard. They're also available at the text's website - which can be accessed using the COURSE TEXT to the left.
Wednesday, January 28, 2009
Week 2 Review
Understanding the learner and understanding all the facets that go into realizing the learning process are critical to finally coming around to the larger portion of this course's content - technology.
Without a foundational understanding of how someone learns, being aware of the various tools available to teachers (by way of theories, methods, and planning), the use of technology will (and probably should) fail, especially if it's given the power to supplant your teaching rather than to support it.
Realize, that I really do enjoy learning, and learning about technology. I love to play with it, figure out and investigate how it can be used in a support role to teaching. Yet, we have to get a good handle on these basics - including lesson planning.
Lesson planning holds behind it this idea of looking before you leap, and thinking through how you are going send the message - with the intent that the message you send is the message received. Lesson planning takes practice, research, collecting the supplies needed, preparing the classroom, etc., in order to help bring about or at the very least - support student success.
This week you have the same chapter puzzler's to do - and I know those will probably be very easy. Focus your best effort on coming up with a rock-solid lesson plan - one in which you can be proud. Here's my objective for this assignment:
The Learner Should Be Expected To: construct a lesson plan with a given framework (see bullets below) and identify the technology to be integrated into the lesson 100% of the time.
TLS(BET): assess the role of the technology identified 100% of the time.
Be sure to include/state the following:
- the grade level
- the subject area
- the subject area standard you'll be focusing on
- well written objectives (at least 2)
- well written procedures following a Step 1, Step2, etc. pattern
- materials you'll need (just a list not the actual supplies
- some form of technology integration
Sunday, January 25, 2009
Week 1 Review
As this was the first week for the class to meet we covered lots of material. Most of that material had to do with understanding the course, the outline of the syllabus, course dates and agenda - including what's expected of each student for completion of assignments.
I enjoyed the opportunity to get to know each of you as you asked me questions and gave me some 'handles' to help me remember your names. As I said in class, knowing your students is important, and even though this is a course that's mostly - I would say, as much as 90% or more about technology, it's not good enough to displace the need to teach effectively because of the content I teach about.
I have attempted in this course to make use of technology - where it's appropriate, to learn about and use the technology, hoping to add to the integrity of the class and to your emersion into the conent.
As a primary guide, technology should be used by teachers to support excellent teaching and should never replace the teacher or superimpose itself on the content, such that the content is lost. Rather, technology should serve in a support role and should be used in conjunction with other relevant teaching methods that do not necessarily involve technology.
As the course goes forward we'll spend time journaling about our learning, spending time interacting with each other on Blackboard's discussion boards, and working through assignments that help to support what you'll be reading about in Chapters 1 and 2 of the text.
I enjoyed the opportunity to get to know each of you as you asked me questions and gave me some 'handles' to help me remember your names. As I said in class, knowing your students is important, and even though this is a course that's mostly - I would say, as much as 90% or more about technology, it's not good enough to displace the need to teach effectively because of the content I teach about.
I have attempted in this course to make use of technology - where it's appropriate, to learn about and use the technology, hoping to add to the integrity of the class and to your emersion into the conent.
As a primary guide, technology should be used by teachers to support excellent teaching and should never replace the teacher or superimpose itself on the content, such that the content is lost. Rather, technology should serve in a support role and should be used in conjunction with other relevant teaching methods that do not necessarily involve technology.
As the course goes forward we'll spend time journaling about our learning, spending time interacting with each other on Blackboard's discussion boards, and working through assignments that help to support what you'll be reading about in Chapters 1 and 2 of the text.
Monday, January 19, 2009
Classroom 2.0 Registrations
Wow. I'm really impressed, nearly 60% of the class has already responded to getting an account registered with Classroom 2.0! I'm not sure I have this type of response in the past - perhaps it's the new Internet connection the college has been upgraded to.
Please note that an image is not categorically necessary at the CR2.0 site - though I will say that one way that teachers get to know their students better is by knowing what they look like. I can't begin to imagine what it would be like to teach a class of 25 3rd graders who were all identical. Thank God for the great diviersity that he's given us!
Tomorrow night, I'll formally introduce the course. I've gone ahead and posted the Syllabus and related documents to the documents section in Blackboard. We'll cover some general house keeping things, the major resources we'll be using throughout the course and then examine a basic level of technology integration.
Please note that an image is not categorically necessary at the CR2.0 site - though I will say that one way that teachers get to know their students better is by knowing what they look like. I can't begin to imagine what it would be like to teach a class of 25 3rd graders who were all identical. Thank God for the great diviersity that he's given us!
Tomorrow night, I'll formally introduce the course. I've gone ahead and posted the Syllabus and related documents to the documents section in Blackboard. We'll cover some general house keeping things, the major resources we'll be using throughout the course and then examine a basic level of technology integration.
Website registrations
Students, if you didn't see the email I sent via Blackboard today, please be sure to register in response to the invitation I sent you from PBwiki.com and register an account at Classroom 2.0.
Friday, January 16, 2009
Snail Mail sent
For those of you who already know you're in this course, this information will be more of a moot point to you, but I took the liberty of having campus mail place reminders in your campus mail boxes about when and where the course meets. And just to confirm - this course will meet in Richardson Hall, Room 127 on Tuesday evening at 6:00pm and run until 8:30pm. See you all then!
Wednesday, January 14, 2009
Introduction email sent
As classes begin tomorrow, I thought it appropriate to send out an introductory email to introduce myself informally and to begin the course informally. Class will begin 'officially' on the 20th of January at 6:00pm in RH127.
Monday, January 12, 2009
Posting and Organizing Assignments
With technology changing all the time, it's hard to keep the same assignments - at least the exact same assignments and content from year to year.
To some extent the content does stay the same, and always - always the content provides a base for the course in order to reflect on how technology has and is changing.
Earlier this summer I was asked to create a white paper on the changes that would need to take place within an introductory graduate level course whose primary content was seated in hardware installation, maintainance and expertise. I was excited about writing it because I understand just how much has changed - in large part because I've been through much of that change.
On the flip side though, the technology that's hi-lighted one year may be surpassed by some other technology the next, or as in one personal case, a technology in beta one semester may go 'pro' the next and require some type of minimal payment, necessitating it to be dropped from the assignment contingent.
This type of ebb and flow isn't without precident however. Any good, well-experienced teacher who cares about what they teach and how they teach it, examines how well the methods and means of teaching went the previous semester, unit, week, or lesson to improve them in the next. This re-examination only gets more dizzying when we understand how little technology stays the same and just how much it continues to change.
To some extent the content does stay the same, and always - always the content provides a base for the course in order to reflect on how technology has and is changing.
Earlier this summer I was asked to create a white paper on the changes that would need to take place within an introductory graduate level course whose primary content was seated in hardware installation, maintainance and expertise. I was excited about writing it because I understand just how much has changed - in large part because I've been through much of that change.
On the flip side though, the technology that's hi-lighted one year may be surpassed by some other technology the next, or as in one personal case, a technology in beta one semester may go 'pro' the next and require some type of minimal payment, necessitating it to be dropped from the assignment contingent.
This type of ebb and flow isn't without precident however. Any good, well-experienced teacher who cares about what they teach and how they teach it, examines how well the methods and means of teaching went the previous semester, unit, week, or lesson to improve them in the next. This re-examination only gets more dizzying when we understand how little technology stays the same and just how much it continues to change.
Sunday, January 4, 2009
Just a few more days
It's just a few more days until everyone comes back from Christmas Break and begins heading back to get ready for the new semester.
I've been working slowly through getting the syllabus and assignment matrix revised for the new semester, and I'm very excited about getting it done and all the rest of class prep done by this week Friday (Jan 9).
I've been working slowly through getting the syllabus and assignment matrix revised for the new semester, and I'm very excited about getting it done and all the rest of class prep done by this week Friday (Jan 9).
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