Journal Post #9

Journal Entry Post #9

Creating and Sharing Information with Multimedia Technologies

Focus Question #2:  How can teachers create PowerPoint presentations for maximum teaching potential and learning impact?

Teachers can present a PowerPoint to express a multimodal learning environment. In order to present for impact the teacher must consider meaningful and visual presentation. Presentations need to be pulled together with the audience in mind as well as what content he or she would like the audience to learn or take away from the presentation. Two kinds of PowerPoints are most frequently viewed by digital projectors and whiteboards. Whiteboards encourage more of an interactive environment whereas digital projectors do not. However, if the teacher utilizes videos, graphs etc... within the presentation they will be initiating visual pleasure which will have the audience more involved. Tips for a great PowerPoint include: Visual text to generate class discussion, visual analysis of discussion topics, display writing topics, use each slide as an attention getter and developing games within the PowerPoint.

Tech Tool 9.1

Visual Learning with Digital Projectors and Interactive Whiteboards

Digital Projectors

Digital Projectors allow for a single desktop to be presented on a large screen for viewing by the entire class. This is used for many PowerPoint presentations. This kind of presentation allows for still or moving screens. Thus meaning that whatever website or presentation the teacher has on her computer can be presented to the class as a whole. This is great for teaching children in unity versus individually teaching on each PC. Depending on the grade taught it can be used to teach how to navigate a website, watch a video or simply lecture on a specific subject.

Interactive Whiteboards

Interactive Whiteboards allow for a teacher to do what digital projectors do only with accessibility to add class notes or symbols on the screen for children to add additional learning tools. Also with interactive whiteboards teachers can include games and activities for children to participate in to change the dimensions of the classroom environment.

Summary

This chapter describes ways to incorporate technology through more interactive sources. It describes in depth the uses of PowerPoints, videos, digital photos and pocasts. Children have many opportunities with today’s technology to experience a more hands-on type of learning. This incorporates use of hearing and visually learning educational lessons. It also discusses how the use of multimedia and multimodal learning makes for a more meaningful and memorable learning experience.

Journal Post #8

Chapter 8-Communicating and Networking with Websites, Blogs, Wikis, and More

Focus Question #4 How can teachers use wikis to promote collaborative learning?

Wiki’s create a great collaborative and interactive activity for students. Wiki’s also give technology a meaningful integration into the classroom, allow students and colleagues to interact, allow creative written expression and allows for feedback. Students are able to work together with wikis which allows for a collaborative learning environment. This has students working in a more socially as well.

Students can work off of others to successfully build portions of the wiki since a wiki is developed by multiple computer users.

Tech Tool 8.2 Posting and Publishing With Digital Image Scanners

I found this tech tool very exciting. It is a device in which hand written or drawn items can be scanned onto a digital format. This is especially useful for classrooms that want to express work on classroom media sources such as class websites or wikis. This is a great idea to create a portfolio for classwork done both by hand and through technology. We have something very similar out the YMCA that we use during our summer programs when we are doing our educational component. We do not have access to multiple computers or computer labs so we often scan the works so that we can save them for our camp portfolio.

Summary

This chapter is a great resource chapter. It discusses how many different technologies can be integrated into the classroom to explore meaningful learning experiences in creative was to keep the kids engaged. I am a huge fan of emailing to parents to assure that they are receiving information promptly. With children emails work, but I feel that it would be most successful with older children. Blogs can be used for many different things. Blogs are good because it is an open resource for children to explore for learning efficiencies. Active learning blogs are also a great tool. I am excited to learn how to create a wiki in this class. I feel that it would be a great tool to add within some of my current extension programs.

Resources:
Franklin, T., Duran, M. & Kariuki, M. (2001). Mentoring Overcomes Barriers to Technology Integration. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 848-849). Chesapeake, VA: AACE.
Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B. P. (2010). Transforming learning with new technologies. Allyn & Bacon.

Journal Post #7

Journal Post #7

Problem Solving and Inquiry Learning with Software and Web Tools

Focus Question # 4  How can teachers use computer games and simulations as learning resources?

Teachers using computer games or simulations must first choose developmentally appropriate learning tools that fit the students and the concepts to be taught. These activities come in many forms including web-based games, CD-ROM, software and through gaming systems. As we know our culture has changed and technology based gaming/learning has become an on-going debate with mixed feelings. It is important that the teacher also recognize this and incorporates their classroom with opportunities to learn through computers.

Learning through computer games and simulations in the classroom has many resources available. Skill-learning games are developed to teach specific subject and content. The “House” series games, Kid Pix and Google Earth are among the more exploration type games. Children tend to be focused and get involved with innovative problem solving through computer educational computer games.

Many different options are available and teachers must seek the best opportunities for their children to succeed.

 

Tech Tool 7.2

A Math Learning Game-Zoombinis Logical Journey

This Tech Tool describes a game website that allows children to problem solve throughout the game to analyze what should happen next. This game doesn’t specify right or wrong answers but makes the children think/problem solve through situational analysis. I tried to explore the website offered but wasn’t able to access therefore I do not have a personal hands on experience. However it appears that the children would be absorbed into the game to accomplish obstacles and puzzles to succeed.

This is different from the typical games that would offer questions or specific skill repetition. This tech tool describes algebraic learning through problem solving. It has also been designed for group accomplishment.

 

Summary Chapter 7

This chapter is an overview of the many different options available to incorporate educational activities via computer. It also highlights both negative and positive thoughts on this subject. I believe that educational technologies are essential as our culture has changed tremendously over the years and most children have or have had some sort of exposure. I am not a fan of gaming station games as many are violent. I too believe that children are desensitized to common world violence do to many of the gaming station games available.

This chapter gives many specific ways to involve games into your lessons and resources of specific games available. Collier County Public Schools (local district) like many school districts, has installed specific software on all school computers that allows teachers direct access for the students. I like that children have the opportunity daily to experience learning that is interactive.

 

Resources:
Franklin, T., Duran, M. & Kariuki, M. (2001). Mentoring Overcomes Barriers to Technology Integration. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 848-849). Chesapeake, VA: AACE.
Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B. P. (2010). Transforming learning with new technologies. Allyn & Bacon.

 

Journal Entry #6

Journal Entry #6

Chapter 6

 

Focus Question: What are WebQuests and virtual fieldtrips?

 

A WebQuest is online inquires by students that are guided by teachers. WebQuests allow students to search from web resource to web resource through an electronic tour of a specific subject. Teachers pre-identify specific resources and the students can explore and investigate to learn materials. Steps to designing a WebQuest:

·         Set the stage: Introduction to topic

·         Task: What is the expectation of the WebQuest

·         Process: Step by step instructions to follow

·         Evaluation: How the materials will be assessed

·         Conclusion: What is the summary or key understandings of the quest.

Considerations must also be taken to assure the proper learning elements are being met.

·         Who is the audience and will they be able to successfully do the quest?

·         What is the goal lesson to teach?

·         How will different skill levels adapt?

·         Is technology integrated seamlessly into assignment.

 

A virtual fieldtrip is exactly that. Children can visit places without even leaving their classroom. Some destinations have set up interactive web based virtual tours of their locations. This allows students to have a memorable experience to connect learning. They are able to explore the building and findings just as if they were there. Students receive a face to face conversation via the computer on these trips. It has been proven that children who experienced virtual fieldtrips performed better and understood the content better than traditional teaching.

Tech Tool 6.3

An interactive online fieldtrip: The Cave of Chauvet-Pont-D’Arc

I found this tech tool very interesting. I think that virtual fieldtrips are very innovative and are a great idea for teaching about our history and learning about cultures around the world. It is unrealistic to be able to physically take trips regularly, but with virtual fieldtrips students get “out of the box” teaching and are able to relate to what they are learning on a completely different level versus traditional classroom teaching. I love the idea of having options too. The class can take the “trip” together or individually depending on computer portals available.

I visited this cave on a trip and found it to be very interesting the only thing I think that would have made it more exciting was if it had sound to follow with the pictures.

 

Summary:

This chapter discussed information management and describes many different electronic resources to utilize to stay organized. Online tools for bookmarking, setting alerts etc.. were explained and listed as resources. WebQuests, WebGardens, and virtual tours are really innovative ways to get students to be engaged. I particularly liked this section and have already thought about how to incorporate these ideas into our school-age program. I learned that there are 6 major types of educational websites and enjoyed reviewing the many examples of lesson plans that were posted.

This chapter was full of resources for lesson planning!

 

Resources:
Franklin, T., Duran, M. & Kariuki, M. (2001). Mentoring Overcomes Barriers to Technology Integration. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 848-849). Chesapeake, VA: AACE.
Maloy, R. W., Verock-O, R. E., Edwards, S. A., & Woolf, B. P. (2010). Transforming learning with new technologies. Allyn & Bacon.