This chapter seemed shorter to me than the others, or maybe the reading was easier. I loved the emphasis on all the visual tools, because they really show how much technology can help us in ways that could not be done without it. Although I have never used the chemistry visualization tools, I have used several of the other tools mentioned. I have used graphing calcualtors and one type of math software (not sure which one). What stood out to me after reading about these tools though, was how much they helped me and were capable of helping all students. What i mean is that these tools, like the TinkerPlts for instance, can support many different learning styles and allow students to "see" the math in the way that they best understand. This is incredible because we as teachers, even though we try, cannot always teach to every learning style in a way that they understand best.
I have also had experience with the camcorders, digital cameras, and cell phones. Actually, I have had more experience with these than with the other visula software tools. At the community college I attended we had to videotape ourselves in our Public Speaking class and then evaluate and critque our own performances. This was very intense for me and proved an excellent tool. I also had to create a video in my french class where I used the language, which is another topic this chapter discussed. Not only was our video in french seen by all of our peers, it was also sent off for grading from poeple all over the world ( it was an International program). So as a student, I worked especially hard on the editing and content that was put into that video.
I also noticed that the book recommended classes be started with digital autobiographies....I wonder why that sounds familiar?
Lastly, as far as the camcorder goes, I am familiar with how to use it and have one of my own, but I have never uploaded video before. Whenever we made videos in the past we edited them the hard way...rewind and retape or still frames. I have never worked with video on the computer before. I have only been working with digital pictures on the computer for a little over two years. So, Mackenzie and I are going to make a brief video together and try and upload it onto the computer and post it on this site ( because i was thinking that it would probably be to big of a file to open if I just uploaded it for the artifact.) Hopefully all goes well, and I hope that you enjoy our homemade video. Oh, and please excuse any bounciness-we do not have a tripod at home!
Wednesday, March 12, 2008
Tuesday, March 4, 2008
Chapter 8 Artifact
This chapter was intense. There were many, many, new technology tools discussed. Some of the tools discussed I had heard of before, but I really knew very little about them. My Dad used auto CAD, which I never knew what that was, but it made me a little more familiar with this chapter on CAD programs since I had heard some of those terms before. He actually designed roads most of the time, but once he was asked to design an ashtray for a corvette. That was always his favorite story; how he designed the ashtray in whatever year it was corvette. If my Dad were still here today, he would have shown me how to use the program and this artifact could have really been fun, but unfortunately he is no longer with us.
This chapter was very good, and it made me think alot-maybe the most so far. I definitely feel that learning by design is essential ( and it goes with the whole inquiry type learning style/approach which I really love). However, some of the technology tools mentioned made me question whether they would cover all five meaningful learning characteristics. Specifically the trebuchet simulator. The thing i like most about inquiry learning and learning through design is that it specifically relates to students and they have an intentional purpose to learn. With CAD programs, students see the purpose and have the desire to create things ( such as the Ipod case or wheel rim covers). They, and we as teachers, can see how they can learn with technology and how that technology makes the learning process better. And the same goes for the music programs, and animation programs, which I will get to here shortly. With the trebuchet though, it is difficult for me to see a real purpose for the activity. The realm seems more limited, and the students would be more motivated by the intense grading rather than how that technology could help them later or even continuously. I like the CAD part of it, but I just like all the other CAD programs so much better.
Next, and back on CAD for one more minute. CAD programs have been around a long time, like I said even my Dad had used them and he passed away almost seven years ago. But my point is that even this technology improves and just keeps advancing and becoming more user friendly and effective. My husband was a truss designer for a year and a half and he used a CAD program too. He actually did show me how to use it (somewhat), and when I read the chapter I knew a lot of what they meant about these types of software. I also knew a lot about how Scratch works, obviously, and about garageband and Impromptu-both of which I will be becoming even more familiar with very soon. istopmotion, I think it was called, is what I believe we are working with now in class where we are producing the animations.
Lastly, I loved this chapter! I just really enjoyed reading about how many types of CAD programs there are and how many ways you canuse them educationally. I never really thought about how many there were that I even knew about, or knew how many others there were that I did not know about. It was fascinating.
This chapter was very good, and it made me think alot-maybe the most so far. I definitely feel that learning by design is essential ( and it goes with the whole inquiry type learning style/approach which I really love). However, some of the technology tools mentioned made me question whether they would cover all five meaningful learning characteristics. Specifically the trebuchet simulator. The thing i like most about inquiry learning and learning through design is that it specifically relates to students and they have an intentional purpose to learn. With CAD programs, students see the purpose and have the desire to create things ( such as the Ipod case or wheel rim covers). They, and we as teachers, can see how they can learn with technology and how that technology makes the learning process better. And the same goes for the music programs, and animation programs, which I will get to here shortly. With the trebuchet though, it is difficult for me to see a real purpose for the activity. The realm seems more limited, and the students would be more motivated by the intense grading rather than how that technology could help them later or even continuously. I like the CAD part of it, but I just like all the other CAD programs so much better.
Next, and back on CAD for one more minute. CAD programs have been around a long time, like I said even my Dad had used them and he passed away almost seven years ago. But my point is that even this technology improves and just keeps advancing and becoming more user friendly and effective. My husband was a truss designer for a year and a half and he used a CAD program too. He actually did show me how to use it (somewhat), and when I read the chapter I knew a lot of what they meant about these types of software. I also knew a lot about how Scratch works, obviously, and about garageband and Impromptu-both of which I will be becoming even more familiar with very soon. istopmotion, I think it was called, is what I believe we are working with now in class where we are producing the animations.
Lastly, I loved this chapter! I just really enjoyed reading about how many types of CAD programs there are and how many ways you canuse them educationally. I never really thought about how many there were that I even knew about, or knew how many others there were that I did not know about. It was fascinating.
Tuesday, February 26, 2008
Chapter 7 Learning Artifact
This chapter was an interesting one. I felt like I already knew about 50% of it pretty thoroughly, but the remaining part of the chapter was fairly new to me. I want to start by just stating that I really liked how Jonassen wrote this chapter and addressed some important issues. Like when he said that if we as educators do not use what is common for our students to use in their everyday lives, that we will lose them ( in essence). Students learn more easily when they can relate to what they are learning and when they feel like the information they are learning is valuable to them. To be honest, technology is what is valuable to them. So not using it in schools and classrooms just does not make sense. They like it and it can be meaningful learning when used appropriately. Next, I love that he addressed the difference between promoting interactions and using technology inappropriately to interfer with interactions (ie the cell phone converstaion in the middle of a dinner party). When teaching about technology I think it is appropriate, and our duty to socaiety, to teach some rules of "courtesy". It is not that difficult, just like how Jeff started his class out by saying that myspaces and facebooks are all fine and whatever, but not appropriate to check during his class time-IT is just RUDE! Those were just some of my favorite little highlights.
Moving on though. I felt like I was already well aware of how instant messaging works, and blogs, chats, and discussion boards. None of these are new to me; I have used them both for assignments in classes as well as for personal things. However, even though Ihave breifly been introduced to podcasting in class- it was extremely helpful to read about it and all the details associated with it in this chapter. There were numerous types of software and sites listed to assist in podcasting ( and vodcasting) and the chapter gave lots of examples as to how to use it in the classroom.
The topic I learned the most on was actually videoconferencing, and synchronous timing. This was interesting because I am always amazed at just how much we can do. Like where Jonassen tells about how students used the videoconferencing to talk to the judges. That is just amazing and so incredibly wonderful. I can remeber when we used to have to write what three ( or however many) questions would you ask the author/or the president/ or whoever if you could. Now you really can ask those questions- and even better you can get a response. That is so exciting to me, and hopefully to my students too.
Lastly, I really only have a couple minor questions from this chapter. One, was there podcasting before the Ipod? Because even the author talk SO much about Ipod when he was discussing the podcasting and many of the resources and things associated with the podcasting were by apple Ipod. Just wondering. And second, with the "Radio WillowWeb", is that really on a radio station like in your car? Or is it just like any other podcast that can be downloaded, uploaded, and listened to on the computer or whatever. So, here are my reflections. I wish I could have created a video something or other, but for one I do not have the equipment- and two I wanted to play with the voicethread some more. So remember to check out the voicethread that is linked to this blogpage too because it relates to this chapter as well.
Moving on though. I felt like I was already well aware of how instant messaging works, and blogs, chats, and discussion boards. None of these are new to me; I have used them both for assignments in classes as well as for personal things. However, even though Ihave breifly been introduced to podcasting in class- it was extremely helpful to read about it and all the details associated with it in this chapter. There were numerous types of software and sites listed to assist in podcasting ( and vodcasting) and the chapter gave lots of examples as to how to use it in the classroom.
The topic I learned the most on was actually videoconferencing, and synchronous timing. This was interesting because I am always amazed at just how much we can do. Like where Jonassen tells about how students used the videoconferencing to talk to the judges. That is just amazing and so incredibly wonderful. I can remeber when we used to have to write what three ( or however many) questions would you ask the author/or the president/ or whoever if you could. Now you really can ask those questions- and even better you can get a response. That is so exciting to me, and hopefully to my students too.
Lastly, I really only have a couple minor questions from this chapter. One, was there podcasting before the Ipod? Because even the author talk SO much about Ipod when he was discussing the podcasting and many of the resources and things associated with the podcasting were by apple Ipod. Just wondering. And second, with the "Radio WillowWeb", is that really on a radio station like in your car? Or is it just like any other podcast that can be downloaded, uploaded, and listened to on the computer or whatever. So, here are my reflections. I wish I could have created a video something or other, but for one I do not have the equipment- and two I wanted to play with the voicethread some more. So remember to check out the voicethread that is linked to this blogpage too because it relates to this chapter as well.
Sunday, February 17, 2008
Chapter 6 Learning Artifact for EME
I found this chapter very enlightening and informative. Not only did I feel like I learned alot, but I am excited about the new ways I have learned to use technology for myself as an individual, as well as for my teacher-self. After learning about the tools in this chapter, I decided to make a list of questions that I am still unsure about. I also decided to make this blog, because blogging is something that is foreign to me and definetly falls into the not "safe" zone. Then, the final part of my learning artifact (which is the most exciting to me) is going to be my link to another blog page. This other blog page will be my mother's.
After reading this chapter, I wondered why it was that I never really saw the use in using technology before. It really had no importance to me whatsoever and even now sometimes after I have read about a new technology tool I find myself saying "So what?" and thinking about how I could still live my life without these technology tools. Then I wonder why I have to think that way. I am going to be a teacher, and I realized that I am actually interested in learning about these technology tools and that I want to be able to teach them to my stduents and other people I care for. So, I took the first step and reached out to my mother. I asked her why she never showed any interest in technology. Why didn't she teach or involve me in anything technological growing up? Why even today she refuses to try and learn technology? Then I explained to her how it has put me so far behind in my learning, and hers, and told her of just a few simple ways it could improve her way of life currently. Then I had a huge realization; I actually understand some of this stuff! I then explained to my mother how a blog and a wiki works and convinced her to make her own blogpage, which I am going to link to my own.
This simple activity of teaching someone else the technolgy concepts made it so much more understandable to me. On my mother's blogpage she will list her own understanding of how a blog can help her with some activities in her life, and what she thought of the experience of making a blog.
Back to my own learning though, my list of questions. There are still some things in this chapter i am unsure about. For 1. I understand that the difference between a wiki and a blog used to be that wikis were for collaboration and more commmunity like, and that blogs were only a one-way communication. I also understand that wikis can be edited and blogs can be responded to. Still, from my understanding- wikis and blogs are very similar with only minor differences. This is more of a just checking statement rather than an exact question. Next 2. Is that I feel like a knowledge forum, which uses a database- is just a database. So is it just different in the fact that you can build on to other peoples ideas and see the progress of thought? I think I have confused myself a little bit here. 3.With the KidLink online community- how do they protect students within that community when so much information is shared about the individuals? They seem to ask alot of questions and then it posts all of their answers for everyone to see ( like their names, age, DOB, what school they attend, what city they live in). It seems like this would be the perfect place for a predator to find children.
This chapter was the best to me so far because I feel like it introduced more new tools that I was totally unfamiliar with than any other chapter did. It has also helped because as I learn more and more it becomes easier to understand the new ideas. This chapter almost seemed simple! The hardest part was discovering how to link a blog, but even that was manageable.
After reading this chapter, I wondered why it was that I never really saw the use in using technology before. It really had no importance to me whatsoever and even now sometimes after I have read about a new technology tool I find myself saying "So what?" and thinking about how I could still live my life without these technology tools. Then I wonder why I have to think that way. I am going to be a teacher, and I realized that I am actually interested in learning about these technology tools and that I want to be able to teach them to my stduents and other people I care for. So, I took the first step and reached out to my mother. I asked her why she never showed any interest in technology. Why didn't she teach or involve me in anything technological growing up? Why even today she refuses to try and learn technology? Then I explained to her how it has put me so far behind in my learning, and hers, and told her of just a few simple ways it could improve her way of life currently. Then I had a huge realization; I actually understand some of this stuff! I then explained to my mother how a blog and a wiki works and convinced her to make her own blogpage, which I am going to link to my own.
This simple activity of teaching someone else the technolgy concepts made it so much more understandable to me. On my mother's blogpage she will list her own understanding of how a blog can help her with some activities in her life, and what she thought of the experience of making a blog.
Back to my own learning though, my list of questions. There are still some things in this chapter i am unsure about. For 1. I understand that the difference between a wiki and a blog used to be that wikis were for collaboration and more commmunity like, and that blogs were only a one-way communication. I also understand that wikis can be edited and blogs can be responded to. Still, from my understanding- wikis and blogs are very similar with only minor differences. This is more of a just checking statement rather than an exact question. Next 2. Is that I feel like a knowledge forum, which uses a database- is just a database. So is it just different in the fact that you can build on to other peoples ideas and see the progress of thought? I think I have confused myself a little bit here. 3.With the KidLink online community- how do they protect students within that community when so much information is shared about the individuals? They seem to ask alot of questions and then it posts all of their answers for everyone to see ( like their names, age, DOB, what school they attend, what city they live in). It seems like this would be the perfect place for a predator to find children.
This chapter was the best to me so far because I feel like it introduced more new tools that I was totally unfamiliar with than any other chapter did. It has also helped because as I learn more and more it becomes easier to understand the new ideas. This chapter almost seemed simple! The hardest part was discovering how to link a blog, but even that was manageable.
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