Levin, H. (2003). Making History come to life. Learning and Leading with technology. 31(2), 22-27.
There are various ways to use videos in Physical Education. One way in particular I plan on implementing video in my class is in the dance unit that is required in all high school physical education courses. At the end of the dance unit, students are assigned to choreograph and produce their own dance based on what they have learned. Students can be required to tape these choreographed dances outside of class to present later on to all their peers.
Video also provides another opportunity for the dance unit. With the use of video, the learning can be extended outside of the classroom. Similarly to the article with the holocaust survivors, Students now have the ability to personally interview dancers of various different dancing styles. The project can now encompass more than just a dance, but also include a more in depth view in the world of dancing. How different dance styles have affected the lives of individuals.
Sunday, November 1, 2009
#7 Digital Video Goes to School
Hoffenberg, H. Handler, M (2001). Digital Video Goes to School. Learning and Leading with technology. 29 (2), 10-15.
When making their own videos for class, students are developing technical skills, visual literary skills, analyzing, blending and combining information to present to others. Creating a culminating project can have various formats. These formats include video newscasts, documentaries, infomercials, and video clips.
One important thing to note when creating a curriculum with video creating and editing is to create a curriculum driven technology use, not a technology driven curriculum. When creating a curriculum there are some characteristics that are added into the project and sometimes would not be shown in a written paper. Allowing for more self expression of the students. These can include: emotion, culture, memorable experiences, and change over time, phenomenon of nature, slowing a process in fames for better comprehension.
Here are some guidelines to consider for video use:
-Plan ahead
-Use a subject you are familiar about, or study up on the content you want to focus on
-Consider who the audience is and the purpose of the video
-Steps are critical to video success
-Be aware of the visual content in relation to the subject content (Stay on topic)
-Once planned out, shooting the video can start
-Once shooting is completed, the editing process begins.
When making their own videos for class, students are developing technical skills, visual literary skills, analyzing, blending and combining information to present to others. Creating a culminating project can have various formats. These formats include video newscasts, documentaries, infomercials, and video clips.
One important thing to note when creating a curriculum with video creating and editing is to create a curriculum driven technology use, not a technology driven curriculum. When creating a curriculum there are some characteristics that are added into the project and sometimes would not be shown in a written paper. Allowing for more self expression of the students. These can include: emotion, culture, memorable experiences, and change over time, phenomenon of nature, slowing a process in fames for better comprehension.
Here are some guidelines to consider for video use:
-Plan ahead
-Use a subject you are familiar about, or study up on the content you want to focus on
-Consider who the audience is and the purpose of the video
-Steps are critical to video success
-Be aware of the visual content in relation to the subject content (Stay on topic)
-Once planned out, shooting the video can start
-Once shooting is completed, the editing process begins.
#6 Find the best software: using Bloom’s taxonomy and multiple intelligences to select and use software
McKenzie, W (2003). Find the best software: using Bloom’s taxonomy and multiple intelligences to select and use software. Learning and Leading with technology. 30 (8) 54
When considering a software here are some guidelines that are important to consider: does it have tutorials, guided or independent practice, allows for assessment, has problem solving skills, good productivity and a good simulation?
After reading this article there are two considerations I find to be most important when choosing software for my class. The first is content. You can have a wonderfully built game that touches based with all types of intelligences, but if the software does not have the content, or does not teach the material I want to focus on, then the software would be useless to me. The second aspect that is most important to me is the design. The layout of the software is very important in how it delivers the information to the students. Does the design of the software respond well to student’s inputs, does it have different intelligences built in to assist different types of students? How will I apply the software back to my classroom? And does it challenge the level of my students without being overwhelming?
Software can have encompassing designs that include music and visual stimulations to students as part of the design of the software. Music and visual stimulations are often used in software to keep the student entertained and engaged. If the software responds well to student’s input, or is programmed to interact with the students it obtained a level of interpersonal or intrapersonal intelligences. Certain programs can even have verbal intelligences, like the language learning software where to program converses with the student, check for correct pronunciation.
http://homeworktips.about.com/od/learningstyles/ss/multiple.htm
This homework tips website defines different form of intelligences and how to incorporate them into better studying styles for different students. This website also maps out strong and weak points a student might have depending on the form of learning style they identify with the most.
When considering a software here are some guidelines that are important to consider: does it have tutorials, guided or independent practice, allows for assessment, has problem solving skills, good productivity and a good simulation?
After reading this article there are two considerations I find to be most important when choosing software for my class. The first is content. You can have a wonderfully built game that touches based with all types of intelligences, but if the software does not have the content, or does not teach the material I want to focus on, then the software would be useless to me. The second aspect that is most important to me is the design. The layout of the software is very important in how it delivers the information to the students. Does the design of the software respond well to student’s inputs, does it have different intelligences built in to assist different types of students? How will I apply the software back to my classroom? And does it challenge the level of my students without being overwhelming?
Software can have encompassing designs that include music and visual stimulations to students as part of the design of the software. Music and visual stimulations are often used in software to keep the student entertained and engaged. If the software responds well to student’s input, or is programmed to interact with the students it obtained a level of interpersonal or intrapersonal intelligences. Certain programs can even have verbal intelligences, like the language learning software where to program converses with the student, check for correct pronunciation.
http://homeworktips.about.com/od/learningstyles/ss/multiple.htm
This homework tips website defines different form of intelligences and how to incorporate them into better studying styles for different students. This website also maps out strong and weak points a student might have depending on the form of learning style they identify with the most.
#5 The database: America’s presidents
Holmes, B (1998). The database: America’s presidents. Learning and Leading with Technology. 25 (7) 6-11.
Very much like the use of data bases for America’s presidents, the same can be done for all the states of America. The data base allows the students to organize information about the states, such as; rank, population, capital, and year of recognition or any other information the teacher would like to focus on. When wanting to work on an even larger scale, this can also be used for countries or geographical areas as well. The database allows the teacher to present, or the student to create an organized system for large quantities of information.
Very much like the use of data bases for America’s presidents, the same can be done for all the states of America. The data base allows the students to organize information about the states, such as; rank, population, capital, and year of recognition or any other information the teacher would like to focus on. When wanting to work on an even larger scale, this can also be used for countries or geographical areas as well. The database allows the teacher to present, or the student to create an organized system for large quantities of information.
#4 Digital citizenship: addressing appropriate technology behavior.
Ribble, B. Ross. (2004). Digital citizenship: addressing appropriate technology behavior. Learning & Leading with Technology 32 (1), 21-27.
1. Etiquette
a. Teaching students what is social appropriateness. What should and should not be done, as a culture.
b. Example: Teaching students that it is inappropriate to be texting during class or inappropriate to answer a cell phone when talking face to face with another person.
2. Communication
a. Technology has given us a chance to talk to other in various new ways: cell phones, Skype, email, and texting.
b. Example: With these easier modes of communication it is important to stress to students about using proper grammar and spelling. Slang and abbreviations can create bad habits for more proper modes of communication.
3. Education
a. Teaching as well as learning about technology
b. Teaching with technology is becoming more and more prevalent. From lecturing with power points or teaching entire courses over the Internet.
4. Access
a. Ability to log on and use these new forms of technology.
b. Unfortunately not all students have computers at home to be able to complete electronic assignments. It’s important to verify that students have access to the forms of technology or find other locations the students can use to finish course work. (I.e. many local libraries offer computer access for free).
5. Commerce
a. The ability to purchase merchandise in these fast growing forms of technology.
b. Students have the ability to go online and purchase various things. It’s important as a teacher to help them better understand “impulse buying” or “identity theft” that could be apart of online purchases
6. Responsibility
a. Taking into account what their actions and deeds on the Internet could reflect on other people or themselves.
b. Students at a young age are now capable of downloading material from the Internet. They have to take on the responsibility and knowledge that illegal downloading is breaking the law and stealing. Stealing material can be harmful to them selves and the author they stole the material from.
7. Rights
a. The freedoms any user on the internet are entitled to
b. Teaching your students the digital rights they are entitled to are important. Create an understanding of what they are allowed to do by rights and that they have copyright protection as well. If the student’s are aware of what they are allowed to do, there are fewer chances of them making mistakes and accidently getting in trouble to copyright infringement.
8. Safety
a. As wonderful as technology is, students need to be aware of physical complications of being on the computer for too long
b. These physical dangers can include carpel tunnel, eyestrain, as well as bad posture that can create an array of issues.
9. Security
a. Protecting one’s self-online by following electronic precautions to guarantee safety.
b. Students need to learn about virus protection, and firewalls. Be able to identify websites that are not trustworthy and what can happen with easy downloading to computers, or saved material.
1. Etiquette
a. Teaching students what is social appropriateness. What should and should not be done, as a culture.
b. Example: Teaching students that it is inappropriate to be texting during class or inappropriate to answer a cell phone when talking face to face with another person.
2. Communication
a. Technology has given us a chance to talk to other in various new ways: cell phones, Skype, email, and texting.
b. Example: With these easier modes of communication it is important to stress to students about using proper grammar and spelling. Slang and abbreviations can create bad habits for more proper modes of communication.
3. Education
a. Teaching as well as learning about technology
b. Teaching with technology is becoming more and more prevalent. From lecturing with power points or teaching entire courses over the Internet.
4. Access
a. Ability to log on and use these new forms of technology.
b. Unfortunately not all students have computers at home to be able to complete electronic assignments. It’s important to verify that students have access to the forms of technology or find other locations the students can use to finish course work. (I.e. many local libraries offer computer access for free).
5. Commerce
a. The ability to purchase merchandise in these fast growing forms of technology.
b. Students have the ability to go online and purchase various things. It’s important as a teacher to help them better understand “impulse buying” or “identity theft” that could be apart of online purchases
6. Responsibility
a. Taking into account what their actions and deeds on the Internet could reflect on other people or themselves.
b. Students at a young age are now capable of downloading material from the Internet. They have to take on the responsibility and knowledge that illegal downloading is breaking the law and stealing. Stealing material can be harmful to them selves and the author they stole the material from.
7. Rights
a. The freedoms any user on the internet are entitled to
b. Teaching your students the digital rights they are entitled to are important. Create an understanding of what they are allowed to do by rights and that they have copyright protection as well. If the student’s are aware of what they are allowed to do, there are fewer chances of them making mistakes and accidently getting in trouble to copyright infringement.
8. Safety
a. As wonderful as technology is, students need to be aware of physical complications of being on the computer for too long
b. These physical dangers can include carpel tunnel, eyestrain, as well as bad posture that can create an array of issues.
9. Security
a. Protecting one’s self-online by following electronic precautions to guarantee safety.
b. Students need to learn about virus protection, and firewalls. Be able to identify websites that are not trustworthy and what can happen with easy downloading to computers, or saved material.
#3 Scaffolding Math Learning and Spreadsheets
Niess, M. (2005). Scaffolding math learning and spreadsheets. Learning and Leading. 32 (5) 47-50.
How does spreadsheets relate back to NETS?
The use of spreadsheets in the classroom can relate to section two of nets when students pair up and work collaboratively creating spreadsheets in groups. The organization of spreadsheets allows them to communicate information and ideas effectively to people outside of their groups
Using programs to create spreadsheets in a way to analyze and evaluate data in a mathematical classroom reaches the requirements of section three, Research and Information Fluency as well as section four, Critical Thinking, Problem Solving, and Decision Making.
Spreadsheets also qualifies for section six, Technology Operations and Concepts when the students are able to demonstrate to the teacher they can use and manipulate spreadsheet programs with efficiency.
How can spreadsheets be useful in a mathematical, classroom setting?
Offering the use of spreadsheets can have a very important place in a mathematical classroom. Spreadsheets offer a chance for students to really break down the concept of a large equation while keeping the problem very organized and easy to read. This simplification of an equation or a mathematical concept can really help the student se the process of solving and grasp a better understanding.
How does spreadsheets relate back to NETS?
The use of spreadsheets in the classroom can relate to section two of nets when students pair up and work collaboratively creating spreadsheets in groups. The organization of spreadsheets allows them to communicate information and ideas effectively to people outside of their groups
Using programs to create spreadsheets in a way to analyze and evaluate data in a mathematical classroom reaches the requirements of section three, Research and Information Fluency as well as section four, Critical Thinking, Problem Solving, and Decision Making.
Spreadsheets also qualifies for section six, Technology Operations and Concepts when the students are able to demonstrate to the teacher they can use and manipulate spreadsheet programs with efficiency.
How can spreadsheets be useful in a mathematical, classroom setting?
Offering the use of spreadsheets can have a very important place in a mathematical classroom. Spreadsheets offer a chance for students to really break down the concept of a large equation while keeping the problem very organized and easy to read. This simplification of an equation or a mathematical concept can really help the student se the process of solving and grasp a better understanding.
#2 Don't Feed the Trolls
Richardson, K. (2008). Don’t feed the trolls: using blogs to teach civil discourse. Learning and Leading with Technology. 35 (7), 12-15
The use of blogs would be a unique aspect to my classroom. I am anticipating on being a future physical education teacher. Although the use of computers is not as frequent as in other classes there is a way to incorporate blogs and more importantly, netiquette for my students. The new program set up for physical education that is slowly being introduced is called “Sport Education”. Here is a brief background on Sport Education to further understand how blogs can be incorporated:
Sport education is taking units and creating “seasons” instead of short, minimal weeks teaching of the basics to a sport. By extending the time of the unit, students are able to become more involved with the sport itself. One of the new uses of sport education is to provide the students with roles, or responsibilities for that season. Students remain on the same teams for the season. These roles on the teams vary on what responsibilities the teacher wants them to take on. Each team can have an official role of team referee, manager, captain etc.
A role that can be added on in sports education to incorporate computer use, and blogs is a created role of journalist (note that students rotate roles and everyone has a chance to be in each role). The journalist is required to set up a blog for their team. They can write articles about team member’s accomplishments as well as post stats and wins. This is a perfect way to introduce netiquette to students. They have a perfect opportunity to practice proper language to use for the internet. Other students will also be required to comment on the logs, also practicing civil discourse.
With further research, an article was found giving more detail on what is an internet troll. This article not only describes what a troll on the internet is, but theories for their existence, what sort of trouble they can cause, as well as ways to avoid or discourage them.
http://www.briland.com/wwwboard/messages/4749.html
The use of blogs would be a unique aspect to my classroom. I am anticipating on being a future physical education teacher. Although the use of computers is not as frequent as in other classes there is a way to incorporate blogs and more importantly, netiquette for my students. The new program set up for physical education that is slowly being introduced is called “Sport Education”. Here is a brief background on Sport Education to further understand how blogs can be incorporated:
Sport education is taking units and creating “seasons” instead of short, minimal weeks teaching of the basics to a sport. By extending the time of the unit, students are able to become more involved with the sport itself. One of the new uses of sport education is to provide the students with roles, or responsibilities for that season. Students remain on the same teams for the season. These roles on the teams vary on what responsibilities the teacher wants them to take on. Each team can have an official role of team referee, manager, captain etc.
A role that can be added on in sports education to incorporate computer use, and blogs is a created role of journalist (note that students rotate roles and everyone has a chance to be in each role). The journalist is required to set up a blog for their team. They can write articles about team member’s accomplishments as well as post stats and wins. This is a perfect way to introduce netiquette to students. They have a perfect opportunity to practice proper language to use for the internet. Other students will also be required to comment on the logs, also practicing civil discourse.
With further research, an article was found giving more detail on what is an internet troll. This article not only describes what a troll on the internet is, but theories for their existence, what sort of trouble they can cause, as well as ways to avoid or discourage them.
http://www.briland.com/wwwboard/messages/4749.html
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