Friday, February 23, 2007
NCLB
NCLB is a very touchy subject. Personally I understand the reasoning behind the law that every child is to be on the same pace and every child should pass each subject. However, the practicalitiy of it is not possible. If you think we are essentially toning down lessons so our lowest students will not be left out but I think we are boring our high students. I know that we are supposed to differentiate lessons to meet the needs of every student in our class. However, the time crunch and SOLs make this tough. Teachers seem so worried that their low students will bring down their scores and make them look bad that this becomes the focus. In the school I work at most of our funding is to help bring low readers to a higher level. I feel this is very important and helpful but, we do not have much for gifted students. They meet maybe once a month for 30 minutes. Now, I think we are hold children back from their highest potential. Also, I do not think NCLB is fair to ESL students. Could you imagine going to another country and not only learning another language but being tested on it as well. I have been learning English for 22 years and sometimes it can still be troubling. I think it is good to push students to be successful and help them be the best they can be. I strongly feel that NCLB puts a huge emphasis on scores rather than actually teaching our students to understand and demonstrate their knowledge.
Wednesday, February 21, 2007
Chapters 3, 4, & 5 in Teaching for Understanding
Chapter 3: Generative Topics and New Technologies
Generating a topic of study is not always an easy task. The push of SOLs and time usually deters teachers from constructing an in depth topic of study that goes deeper into the minds of students them memorization. Now you ask: Well how do I do that? According to Wiske et al (2005) it is important to choose a broad topic that is appealing to your students and can be connected to the subject matter that is required to be taught. The topic should be easy to connect to students' experiences and be approached in multiple ways.
Chapter 3 talks mostly about a case study done in math that allowed students to look at math in a way that related it to the world (2005). The teacher that was studied was Kristi Rennebohm Franz and she designed a Quilt Math project (2005). Starting the first day of school she placed a piece of fabric on the wall that was 5 by 5-inches. The students were ask what they saw. She then asked the students how could they talk about the quilt using math terms. Everyday she added another piece of fabric. She selected fabric that went along with themes and units the kids were studying in other subject areas. Each student had a paper notebook where they would note observations every morning about the quilt. A digital image was taken of the quilt and inserted in the computer. Everyday the students discussed their perceptions on the quilt and two students wrote the comments in microsoft word. Students started using advanced numbers and letters to represent the quilt. At the end of the lesson students would predict what tomorrows patch would be. The students created a math quilt photo journal in which they collected the photos and observations from everyday in one book. Students could easily see changes over time(2005).
Wiske et al (2005) discuss a lot about how important it is to really meet your students needs. Design lessons that are exciting to you as the teacher but, will also engage your students.
Wiske, M. S., Franz, K. S., & Breit, L. (2005). Teaching for understanding with technology: Generative topics and new technologiesWhat is teaching for understanding. San Francisco: Jossey-Bass.
Chapter 4: Understanding Goals and New Technologies
I think that one of the hardest things about being a teacher is setting goals and purposes for my students. I want them to meaningful and have a lasting effect on them. If I didn't then I feel like I have wasted their time and mine. Technology is a hot topic in school systems now. It is important for teachers to teach students to learn with technology and not about it (Wiske et al, 2005). Often times teachers use technology as motivators and babysitters (Wiske et al, 2005). I do not think technology will be beneficial unless it helps them learn. When designing a lesson the way goals are stated can lead the whole lesson. It is important to let the students know what they are doing.
A main focus in Chapter 4 was the Water Habitat Project. Wiske et al (2005) found that students went to a nearby city park pond for science. Students observed plants, animals, and water quality of the pond. They took pictures each time they went and kept the information in notebooks. Over time students noticed that the water quality was deteriorating. Each year prior to this all the research was kept in a notebook with pictures(2005). Students had become scientist in their own world. They decided to further their research and project. They compared data and got resources together and presented the problem to the City Parks and Recreation Commission and had so much proof they were granted funds to restore the pond(2005).
Students used technology to their advantage. They took digital photos and corresponded through e-mail, the Washington State K-20 video conferencing network to spread their news (2005). Wiske et al (2005) comment that understanding goals focus on big ideas rather than memorization and comver multiple dimensions. The four dimensions are knowledge, methods, purpose, and forms of expression (2005). If these goals are met it will be meaningful to students. When I come up with lessons I always try to pretend I am a student learning the material. I think teachers often forget what it was like when they did not understand. Especially in the primary grades where everything seems so simple. Technology can be extremely usefull and meaningful when used appropriately such as in the water habitat project. Wiske et al (2005) state it is extremely important to use appropriate technology that will help students learn rather than entertain them. Technology opens the world to a lot of opportunities that can make learning very meaningful if used correctly.
Wiske, M. S., Franz, K. S., & Breit, L. (2005). Teaching for understanding with technology: Understand goals and technologies. San Francisco: Jossey-Bass.
Chapter 5: Performances of Understanding New Technologies
According to Wiske et al (2005) in order for students to understand what they are doing they must develope and demonstrate understanding. Teachers need to spend adequate time ingaging students an not just filly their minds with knowledge (2005). Also, for teachers to use technology effictively it needs to aid in the learning process and be beneficial rather than make the work look pretty. Wiske et al (2005) outline the following stages in order for students to demonstrate performance of understanding technology. These are understanding goals, introductory performance that connect students' interests and begining levels of understanding. Next, guided inquiry lessons that guides students into thinking for themselves and finally culminating performance that allows students to demonstrate the understanding (2005). Technology can help this process by allowing investigations of new information, assisting students with special needs, making abstract concepts visible, and for personal expression (Wiske et al, 2005). The case study in Chapter 5 was A Sense of Caring through iLEARN Global Art Projects (2005). The teacher integrated social studies (caring) with English (writing) into a unit. First students discussed with each other about caring: When they were cared for and when they cared for others. Next the teacher read children's literature books and the students connected the caring themes in the book with their own experiences. The students had to illustrate an act of caring in a picture. Students went through the writing process on their artwork and then wrote a piece about their artwork. Finally, the teacher published the artwork and writings on a web-page. The students worked together using peer critiques. The students used e-mail to discuss with other students around the world about caring. The students used language translators to meet the needs of other countries so, they would understand their writings. The students shared with their school and community about the process they went through (2005). I think it was cool how they started with the picture. My class loves to draw. It is meaningful to them. I think they would have a better focus for their writing if they drew it first. Technology helped the students develop, compose, and revise their work (Wiske et al, 2005). They also, became familiar with digital images AND editing those images (Wiske et al, 2005). The process this teacher took was an ongoing process. She started little and expanded big. In using technology she first collaborated with another teacher in the school, next she collaborated through e-mails with another teacher across the state. Finally she collaborated across the world.
Wiske, M. S., Franz, K. S., & Breit, L. (2005). Teaching for understanding with technology: Performances of understanding new technologies. San Francisco: Jossey-Bass.
Generating a topic of study is not always an easy task. The push of SOLs and time usually deters teachers from constructing an in depth topic of study that goes deeper into the minds of students them memorization. Now you ask: Well how do I do that? According to Wiske et al (2005) it is important to choose a broad topic that is appealing to your students and can be connected to the subject matter that is required to be taught. The topic should be easy to connect to students' experiences and be approached in multiple ways.
Chapter 3 talks mostly about a case study done in math that allowed students to look at math in a way that related it to the world (2005). The teacher that was studied was Kristi Rennebohm Franz and she designed a Quilt Math project (2005). Starting the first day of school she placed a piece of fabric on the wall that was 5 by 5-inches. The students were ask what they saw. She then asked the students how could they talk about the quilt using math terms. Everyday she added another piece of fabric. She selected fabric that went along with themes and units the kids were studying in other subject areas. Each student had a paper notebook where they would note observations every morning about the quilt. A digital image was taken of the quilt and inserted in the computer. Everyday the students discussed their perceptions on the quilt and two students wrote the comments in microsoft word. Students started using advanced numbers and letters to represent the quilt. At the end of the lesson students would predict what tomorrows patch would be. The students created a math quilt photo journal in which they collected the photos and observations from everyday in one book. Students could easily see changes over time(2005).
Wiske et al (2005) discuss a lot about how important it is to really meet your students needs. Design lessons that are exciting to you as the teacher but, will also engage your students.
Wiske, M. S., Franz, K. S., & Breit, L. (2005). Teaching for understanding with technology: Generative topics and new technologiesWhat is teaching for understanding. San Francisco: Jossey-Bass.
Chapter 4: Understanding Goals and New Technologies
I think that one of the hardest things about being a teacher is setting goals and purposes for my students. I want them to meaningful and have a lasting effect on them. If I didn't then I feel like I have wasted their time and mine. Technology is a hot topic in school systems now. It is important for teachers to teach students to learn with technology and not about it (Wiske et al, 2005). Often times teachers use technology as motivators and babysitters (Wiske et al, 2005). I do not think technology will be beneficial unless it helps them learn. When designing a lesson the way goals are stated can lead the whole lesson. It is important to let the students know what they are doing.
A main focus in Chapter 4 was the Water Habitat Project. Wiske et al (2005) found that students went to a nearby city park pond for science. Students observed plants, animals, and water quality of the pond. They took pictures each time they went and kept the information in notebooks. Over time students noticed that the water quality was deteriorating. Each year prior to this all the research was kept in a notebook with pictures(2005). Students had become scientist in their own world. They decided to further their research and project. They compared data and got resources together and presented the problem to the City Parks and Recreation Commission and had so much proof they were granted funds to restore the pond(2005).
Students used technology to their advantage. They took digital photos and corresponded through e-mail, the Washington State K-20 video conferencing network to spread their news (2005). Wiske et al (2005) comment that understanding goals focus on big ideas rather than memorization and comver multiple dimensions. The four dimensions are knowledge, methods, purpose, and forms of expression (2005). If these goals are met it will be meaningful to students. When I come up with lessons I always try to pretend I am a student learning the material. I think teachers often forget what it was like when they did not understand. Especially in the primary grades where everything seems so simple. Technology can be extremely usefull and meaningful when used appropriately such as in the water habitat project. Wiske et al (2005) state it is extremely important to use appropriate technology that will help students learn rather than entertain them. Technology opens the world to a lot of opportunities that can make learning very meaningful if used correctly.
Wiske, M. S., Franz, K. S., & Breit, L. (2005). Teaching for understanding with technology: Understand goals and technologies. San Francisco: Jossey-Bass.
Chapter 5: Performances of Understanding New Technologies
According to Wiske et al (2005) in order for students to understand what they are doing they must develope and demonstrate understanding. Teachers need to spend adequate time ingaging students an not just filly their minds with knowledge (2005). Also, for teachers to use technology effictively it needs to aid in the learning process and be beneficial rather than make the work look pretty. Wiske et al (2005) outline the following stages in order for students to demonstrate performance of understanding technology. These are understanding goals, introductory performance that connect students' interests and begining levels of understanding. Next, guided inquiry lessons that guides students into thinking for themselves and finally culminating performance that allows students to demonstrate the understanding (2005). Technology can help this process by allowing investigations of new information, assisting students with special needs, making abstract concepts visible, and for personal expression (Wiske et al, 2005). The case study in Chapter 5 was A Sense of Caring through iLEARN Global Art Projects (2005). The teacher integrated social studies (caring) with English (writing) into a unit. First students discussed with each other about caring: When they were cared for and when they cared for others. Next the teacher read children's literature books and the students connected the caring themes in the book with their own experiences. The students had to illustrate an act of caring in a picture. Students went through the writing process on their artwork and then wrote a piece about their artwork. Finally, the teacher published the artwork and writings on a web-page. The students worked together using peer critiques. The students used e-mail to discuss with other students around the world about caring. The students used language translators to meet the needs of other countries so, they would understand their writings. The students shared with their school and community about the process they went through (2005). I think it was cool how they started with the picture. My class loves to draw. It is meaningful to them. I think they would have a better focus for their writing if they drew it first. Technology helped the students develop, compose, and revise their work (Wiske et al, 2005). They also, became familiar with digital images AND editing those images (Wiske et al, 2005). The process this teacher took was an ongoing process. She started little and expanded big. In using technology she first collaborated with another teacher in the school, next she collaborated through e-mails with another teacher across the state. Finally she collaborated across the world.
Wiske, M. S., Franz, K. S., & Breit, L. (2005). Teaching for understanding with technology: Performances of understanding new technologies. San Francisco: Jossey-Bass.
Thursday, February 15, 2007
Chapter 10
Chapter 10: Using Technology Appropriately
Policy, Leadership, and Ethics
Once schools have installed their computers and are ready to start using them they need to establish a policy. This process begins by researching, evaluating, and revising an existing policy and then using the information to write a new policy (Friel, 2001). Once the policy has been written an attorney should read it and make any changes that are necessary, and then the school board will approve the policy, finally the school staff must be updated on the new policy (Friel, 2001).
An important aspect of using computers is the ability to find and use information to promote learning (American Association of School Librarians and Association for Educational Communications and Technology, 1998). Students need to be taught the correct method of obtaining information. They will not just know how to do it. I teach second grade so; I can not assume they know how to use the computer. I have to model what they are supposed to do before I allow them to do it.
A major issue that is associated with computer use is copyright laws and plagiarism. It is important to assume that all information on the computer is copyrighted (Friel, 2001). The U.S. copyright law allows a fair use provision that allows copyrighted material to be used for criticism, comment, news reporting, teaching, scholarship, and research (Friel, 2001). However in using the fair use provision it important to determine the purpose and character of the use, nature of the copyrighted work, amount of information used and the effect on the work it will have (Friel, 2001). Students also need to be taught to site information. It is important to model this because students will not know how to do it. I know I was always confused in school about citing. I do not think I was taught very well how to do it. If I had I think it would have saved me a lot of stress.
We all know that information found on the internet is not always reliable. It is important for teachers to select appropriate materials for their students in a variety of formats (Friel, 2001). Also students need to be taught how to distinguish between a good and bad internet article. Children often think just because it is in writing and on the internet it is true. Schools often times purchase internet filters to block inappropriate sites (Friel, 2001). However, this can be very expensive. My school does not allow us to get on personal sites including AOL. This is to protect the schools network from viruses. An acceptable use policy is necessary to keep parents, students, teachers, and community on the same page of what is allowed and not allowed on the computer. At the beginning of the school year my students had to read the hand book with their parents and sign and return it in order to be allowed to use the computer. This makes certain that everybody knows what is expected when using the computer. Also, it is important for students to understand that nothing is private on the internet. Teachers and school officials can trace everything (Friel, 2001). Students also need to understand that on-line criminals do exist (Friel, 2001). Parents and students need to talk to their kids about this issue. It is an easy trap that many people get caught in.
American Association of School Librarians and Association for Educational Communications and Technology. Information Power: Building partnerships for Learning. Chicago: American Library Association/Washington, D.C.: Association for Educational Communications and Technology, 1998.
Friel, L. (2001). Technology in its place: Using technology appropriately, policy, leadership, and ethics. San Francisco, CA: Jossey-Bass.
Policy, Leadership, and Ethics
Once schools have installed their computers and are ready to start using them they need to establish a policy. This process begins by researching, evaluating, and revising an existing policy and then using the information to write a new policy (Friel, 2001). Once the policy has been written an attorney should read it and make any changes that are necessary, and then the school board will approve the policy, finally the school staff must be updated on the new policy (Friel, 2001).
An important aspect of using computers is the ability to find and use information to promote learning (American Association of School Librarians and Association for Educational Communications and Technology, 1998). Students need to be taught the correct method of obtaining information. They will not just know how to do it. I teach second grade so; I can not assume they know how to use the computer. I have to model what they are supposed to do before I allow them to do it.
A major issue that is associated with computer use is copyright laws and plagiarism. It is important to assume that all information on the computer is copyrighted (Friel, 2001). The U.S. copyright law allows a fair use provision that allows copyrighted material to be used for criticism, comment, news reporting, teaching, scholarship, and research (Friel, 2001). However in using the fair use provision it important to determine the purpose and character of the use, nature of the copyrighted work, amount of information used and the effect on the work it will have (Friel, 2001). Students also need to be taught to site information. It is important to model this because students will not know how to do it. I know I was always confused in school about citing. I do not think I was taught very well how to do it. If I had I think it would have saved me a lot of stress.
We all know that information found on the internet is not always reliable. It is important for teachers to select appropriate materials for their students in a variety of formats (Friel, 2001). Also students need to be taught how to distinguish between a good and bad internet article. Children often think just because it is in writing and on the internet it is true. Schools often times purchase internet filters to block inappropriate sites (Friel, 2001). However, this can be very expensive. My school does not allow us to get on personal sites including AOL. This is to protect the schools network from viruses. An acceptable use policy is necessary to keep parents, students, teachers, and community on the same page of what is allowed and not allowed on the computer. At the beginning of the school year my students had to read the hand book with their parents and sign and return it in order to be allowed to use the computer. This makes certain that everybody knows what is expected when using the computer. Also, it is important for students to understand that nothing is private on the internet. Teachers and school officials can trace everything (Friel, 2001). Students also need to understand that on-line criminals do exist (Friel, 2001). Parents and students need to talk to their kids about this issue. It is an easy trap that many people get caught in.
American Association of School Librarians and Association for Educational Communications and Technology. Information Power: Building partnerships for Learning. Chicago: American Library Association/Washington, D.C.: Association for Educational Communications and Technology, 1998.
Friel, L. (2001). Technology in its place: Using technology appropriately, policy, leadership, and ethics. San Francisco, CA: Jossey-Bass.
Wednesday, February 7, 2007
Chapter 7 and 8: Technology In Its Place
Chapter 7: The Computers Are Here!
One of the biggest steps in getting technology into schools is purchasing the computers. However, once the computers arrive the battle of having technology enriched classrooms has just begun. One problem of having computers in schools is they are located far away from classrooms (Perry &Areglado, 2001). Teachers must make effort or compete with other teachers to use them. I worked in a school system and the computer lab was outside in a trailer. It almost felt inconvenient using them. Each classroom had two computers but it is hard to rotate through 21 students with two computers. It is a difficult task to integrate technology into the classroom (Cuban, 1999). I have developed several lessons and when I go to implement them the computers do not work. It is very frustrating so, it is easier not to use them.
Once computers arrive it is essential for principals to be actively involved in the success of technology (Perry & Areglado, 2001). Principals and staff should elect individuals who are efficient and dependable to help other staff members with difficulty. At my school I often feel the principal does not know what is going on with the technology. I have gone to her a couple of times with questions and she looks at me blankly. We do have a couple other teachers who can help us, but they are busy with their classes as well. Principals need to be communicators, visible participants, resource provider, and offer instructional support (Perry & Areglado, 2001).
When the school has successfully implemented a good foundation then it is time to lead a change to technology integration. According to Perry and Areglado (2001) a few things are important for this to happen: First, there needs to be a sense of urgency. It is hard to motivate teachers to change their instruction if they do not feel it is important or necessary. A plan of action (vision) needs to be established. Communicate the plan to the public. The lead team needs to help prevent obstacles before they arise and set short-term goals so teachers and students feel successful in what they are doing. Once this starts happening technology will be accepted and hopefully successful.
Cuban, L. “The Technology Puzzle.” Education Week, Aug. 4, 1999, p. 68.
Perry, G. S., and Areglado, R. J. (2001). Technology in its place: The computers are here. San Francisco: Jossey-Bass.
Chapter 8: Building Public Support
Implementing a technology program is not an easy task. In order for success schools must get public support. The key supporter is the state government (Zimmerman, 2001). When the state government is involved then they can work together with the schools to work on funding (Zimmerman, 2001). Parents are also key supporter that are necessary for a successful technology program. Their votes help pass special warrant articles and budget plans (Zimmerman, 2001). Parents need to see the success of using technology in the classrooms.
Once we have this support schools need to designate a team of people who will make certain that all necessary contacts are kept up. They need to maintain web-pages, contact senators and representatives when needed. It is also good to get other businesses and nonprofit organizations to help support your program (Zimmerman, 2001).
Everybody needs to work together. Teachers need to stay current on their technology skills. I personally do not think it would be hard to get public support if you do it correctly. Once the public (media) spreads the word about how wonderful the technology program is people will crave it.
Zimmerman, I. K., (2001). Technology in its place: Building public support. San Francisco: Jossey-Bass.
One of the biggest steps in getting technology into schools is purchasing the computers. However, once the computers arrive the battle of having technology enriched classrooms has just begun. One problem of having computers in schools is they are located far away from classrooms (Perry &Areglado, 2001). Teachers must make effort or compete with other teachers to use them. I worked in a school system and the computer lab was outside in a trailer. It almost felt inconvenient using them. Each classroom had two computers but it is hard to rotate through 21 students with two computers. It is a difficult task to integrate technology into the classroom (Cuban, 1999). I have developed several lessons and when I go to implement them the computers do not work. It is very frustrating so, it is easier not to use them.
Once computers arrive it is essential for principals to be actively involved in the success of technology (Perry & Areglado, 2001). Principals and staff should elect individuals who are efficient and dependable to help other staff members with difficulty. At my school I often feel the principal does not know what is going on with the technology. I have gone to her a couple of times with questions and she looks at me blankly. We do have a couple other teachers who can help us, but they are busy with their classes as well. Principals need to be communicators, visible participants, resource provider, and offer instructional support (Perry & Areglado, 2001).
When the school has successfully implemented a good foundation then it is time to lead a change to technology integration. According to Perry and Areglado (2001) a few things are important for this to happen: First, there needs to be a sense of urgency. It is hard to motivate teachers to change their instruction if they do not feel it is important or necessary. A plan of action (vision) needs to be established. Communicate the plan to the public. The lead team needs to help prevent obstacles before they arise and set short-term goals so teachers and students feel successful in what they are doing. Once this starts happening technology will be accepted and hopefully successful.
Cuban, L. “The Technology Puzzle.” Education Week, Aug. 4, 1999, p. 68.
Perry, G. S., and Areglado, R. J. (2001). Technology in its place: The computers are here. San Francisco: Jossey-Bass.
Chapter 8: Building Public Support
Implementing a technology program is not an easy task. In order for success schools must get public support. The key supporter is the state government (Zimmerman, 2001). When the state government is involved then they can work together with the schools to work on funding (Zimmerman, 2001). Parents are also key supporter that are necessary for a successful technology program. Their votes help pass special warrant articles and budget plans (Zimmerman, 2001). Parents need to see the success of using technology in the classrooms.
Once we have this support schools need to designate a team of people who will make certain that all necessary contacts are kept up. They need to maintain web-pages, contact senators and representatives when needed. It is also good to get other businesses and nonprofit organizations to help support your program (Zimmerman, 2001).
Everybody needs to work together. Teachers need to stay current on their technology skills. I personally do not think it would be hard to get public support if you do it correctly. Once the public (media) spreads the word about how wonderful the technology program is people will crave it.
Zimmerman, I. K., (2001). Technology in its place: Building public support. San Francisco: Jossey-Bass.
Subscribe to:
Posts (Atom)