Tuesday, May 19, 2009
Classroom 2.0 - Journal Entry 7 - GoogleMaps
I am astounded by GoogleMaps and in a bit of a tizzy because I have been so long in getting in there and exploring it. In a nutshell, you can visit nearly any corner of the globe and view roadmap line, topographical feature, or satellite images. From the discussion threads I followed I learned that some teachers were having difficulty finding mathematic heuristics that would prove useful. More than few posters appeared stumped by that. No matter...the board had enough activity that a few math teachers and geographers suggested using the longitutde latitudinal coordinates to teach geography and mathematics concurrently.
With my own background in arts and literature I really appreciated how one person said they iused it in their class to view locations that were mentioned in some piece of fiction the class was reading. As for myself...what a thrill to be able to view Montemarte and it's surrounding sights. Montemarte, for those unacquainted with 20th century art is said by some to be the birthplace of a little experimental style of painting and collage developed by Juan Gris, Picasso, and Georges Braque. Perhaps you've heard of cubism.
With my own background in arts and literature I really appreciated how one person said they iused it in their class to view locations that were mentioned in some piece of fiction the class was reading. As for myself...what a thrill to be able to view Montemarte and it's surrounding sights. Montemarte, for those unacquainted with 20th century art is said by some to be the birthplace of a little experimental style of painting and collage developed by Juan Gris, Picasso, and Georges Braque. Perhaps you've heard of cubism.
Journal Entry 10 - Making History
From: Esther Shein, "Making History," T.H.E. Journal, 10/1/2008, http://www.thejournal.com/articles/23394
"In 21st-century classrooms, using technology and analyzing and defending your position in front of a group and working cooperatively with others is where we're headed." (Dorman in Shein)
While the article is interesting for several reasons, I really want to focus on the reason using podcasts and doing collaborative projects worked so well for this teacher. It has largely to do with peer-facilitated accountability. In some ways subtle (but productive) peer pressure has more influence than do directives from the instructor. Teens are frankly more concerned by acceptance among their peers than they are by nodding approval from faculty or the promise of institutional conformity.
Ms. Fuesz, the business teacher, is the other example Shein describes in this article. And again, a system of peer approval carries more weight than even the lure (for some, anyway) of good grades.
What motivates students to go out of their way to help other struggling students? It's pride in a job well done where the glory goes to the whole team. And rather than think that it would be glory and credit diluted, it appears to be the opposite; it actually gets exponentialized enough that each memebr actually ends up with a higher dividend that they would have with solo projects. The whole is truly greater than the sum of the parts. Amazing!
"In 21st-century classrooms, using technology and analyzing and defending your position in front of a group and working cooperatively with others is where we're headed." (Dorman in Shein)
While the article is interesting for several reasons, I really want to focus on the reason using podcasts and doing collaborative projects worked so well for this teacher. It has largely to do with peer-facilitated accountability. In some ways subtle (but productive) peer pressure has more influence than do directives from the instructor. Teens are frankly more concerned by acceptance among their peers than they are by nodding approval from faculty or the promise of institutional conformity.
Ms. Fuesz, the business teacher, is the other example Shein describes in this article. And again, a system of peer approval carries more weight than even the lure (for some, anyway) of good grades.
What motivates students to go out of their way to help other struggling students? It's pride in a job well done where the glory goes to the whole team. And rather than think that it would be glory and credit diluted, it appears to be the opposite; it actually gets exponentialized enough that each memebr actually ends up with a higher dividend that they would have with solo projects. The whole is truly greater than the sum of the parts. Amazing!
Monday, May 18, 2009
On Closing the Digital Divide - Journal Entry 8
Kudos to Diane Curtis for her recent article, "A 'Fantastic Super' Use of Technology: Closing the Digital Divide"! http://www.edutopia.org/fantastic-super-use-technology
Indeed everyday is Technology day as Curtis rightly points out in her article describing life at Mary Scroggs Elementary School.
What a model of success when students are given computer ID numbers on the first day of class just like getting assigned textbooks and other necessary tools. This is truly the sign of a shifting paradigm. What a great idea for two simple reasons: 1. The students learn the skills at a very early age, kindergarten! and 2. It really makes the student feel that computer activity is a normal component of the learning experience, not some kind of reward or exotic skill that gets honed elsewhere.
True, BellSouth does not give out 'full computers', just appliance-type computers that can go to some pre-set websites, but this is more than adequate for these starting learners to get connected by email, classroom newsletters, and other means.
Why does this model succeed? One answer is the feedback system, as Curtis points out. This is to say that students really appreciate immediate peer or teacher-provided commentary. This allows adaption and reflection while the activity is still fresh in young minds.
What benefit is the most immediately sensed? "The Web summary of the day's events in Eveleigh's class also promotes parental involvement, which in turn has been shown to lead to improved student achievement." (Curtis) Really the most conspicuous benefit is the gratitude of parents who not only feel it is highly convenient to them, but also that they are more involved in day-to-day educational experiences of their children's assignments, creations, and progress.
I would ask two question: How can that model be juiced up at the seconday education level so that teens can take it where educators and adminstrators might not envision?
Curtis, Diane. "A "Fantastic Super" Use of Technology: Closing the Digital Divide." Edutopia Sept. 20075 Web.18 May 2009.
Indeed everyday is Technology day as Curtis rightly points out in her article describing life at Mary Scroggs Elementary School.
What a model of success when students are given computer ID numbers on the first day of class just like getting assigned textbooks and other necessary tools. This is truly the sign of a shifting paradigm. What a great idea for two simple reasons: 1. The students learn the skills at a very early age, kindergarten! and 2. It really makes the student feel that computer activity is a normal component of the learning experience, not some kind of reward or exotic skill that gets honed elsewhere.
True, BellSouth does not give out 'full computers', just appliance-type computers that can go to some pre-set websites, but this is more than adequate for these starting learners to get connected by email, classroom newsletters, and other means.
Why does this model succeed? One answer is the feedback system, as Curtis points out. This is to say that students really appreciate immediate peer or teacher-provided commentary. This allows adaption and reflection while the activity is still fresh in young minds.
What benefit is the most immediately sensed? "The Web summary of the day's events in Eveleigh's class also promotes parental involvement, which in turn has been shown to lead to improved student achievement." (Curtis) Really the most conspicuous benefit is the gratitude of parents who not only feel it is highly convenient to them, but also that they are more involved in day-to-day educational experiences of their children's assignments, creations, and progress.
I would ask two question: How can that model be juiced up at the seconday education level so that teens can take it where educators and adminstrators might not envision?
Curtis, Diane. "A "Fantastic Super" Use of Technology: Closing the Digital Divide." Edutopia Sept. 20075 Web.18 May 2009.
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