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.
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