I think that the instructional strategies that would fit well with using blogs in the classroom would be either constructivist or idea based learning. These two processes of learning offer more opportunities for reflection, group interaction and cooperative learning. I do not think that blogs would be very effective in a didactic classroom. I think it would interrupt the flow of a lesson because it doesn't fit with the sage on the stage approach. I have a hard time with the question "How would you use a blog in a didactic classroom?". For this, I have no answer.
I think there are several great ways to use blogs in the classroom. I have often thought about using a blog on my classroom website where kids are responsible for posting about our learning for the day. This would be informative for the parent and give students a chance to reflect on the day's activities. A new idea this week for me was using a blog to complete weekly vocabulary homework. In third grade, I really hammer home the idea of using context clues to help understand words. So, each week, students have to take home their 6 or 7 vocabulary words and create a meaningful paragraph using those words. Unfortunately, they never see how creative their classmates are. A blog would be a great place for students to submit their assignment. Then, they could read their classmates blogs and make comments. I think they would learn a lot more from seeing how many different ways there are to incorporate the same words into a paragraph or short story!
A creative way to use a Web 2.0 technology to support learning might be using a Wiki to teach number patterns. In our third grade Next Generation Math Standards, students not only have to be able to find and complete patterns but also write a rule for a pattern and create it. I would use a wiki and give each student a page. Then, he or she could post the beginning of a pattern. Students could then edit each other's wikis figure out the rule and complete the pattern. However, I would create a rule that if you complete a pattern, you must begin a new one on that page. I think students would learn a lot from seeing each other's patterns, creating new patterns and challenging each other.
Saturday, May 29, 2010
Friday, May 28, 2010
The World of Wikis
When I first logged into Wikipedia, I found that my district has a site titled Pasco County Schools. I went to this site and updated the number of schools in the county for the 2010-2011 School Year based on the current listing on our district website. I also added in the two new elementary schools for next year.
Then, I created my own Wiki for the school I will be working at next year. It is a brand new school for the 2010-2011 school year and it opens this summer! Now, all of the Odessa Elementary teachers and administrators can log in and add information as the summer progresses and we anxiously await the opening of our school. The welcome page includes the induction of our mascot, school colors and a list of our growing family.
For the additional page, I created an "images" page with a Flickr widget that shows all of our school pictures from beginning to current construction. This way we can all keep track of how our school is progressing!
Through the use of Moodle in my classroom, my students have used a Wiki to create an encyclopedia of all the places we have visited on our United States Regions Tour. However, I
have not created a Wiki for use by educators. I enjoyed "playing" in wikispaces and I think this will be a fun way for teachers to learn about Wikis as they log in to add their name to the list of Odessa Wildcats and watch a slideshow of the construction taking place on our new school!
Then, I created my own Wiki for the school I will be working at next year. It is a brand new school for the 2010-2011 school year and it opens this summer! Now, all of the Odessa Elementary teachers and administrators can log in and add information as the summer progresses and we anxiously await the opening of our school. The welcome page includes the induction of our mascot, school colors and a list of our growing family.
For the additional page, I created an "images" page with a Flickr widget that shows all of our school pictures from beginning to current construction. This way we can all keep track of how our school is progressing!
Through the use of Moodle in my classroom, my students have used a Wiki to create an encyclopedia of all the places we have visited on our United States Regions Tour. However, I
have not created a Wiki for use by educators. I enjoyed "playing" in wikispaces and I think this will be a fun way for teachers to learn about Wikis as they log in to add their name to the list of Odessa Wildcats and watch a slideshow of the construction taking place on our new school!
Saturday, May 15, 2010
Computer Based Instructional Objects
There are many things to consider when it comes to using or creating a computer based instructional object for students to use independently. In searching for exemplary WebQuests, several considerations have come to mind.
*Is it appropriate for the intended learner?
Many WebQuests explained their target audience. However, there were very few where I felt it was the appropriate age group for the content. Most specifically, the reading level of several WebQuests seemed way above the ability of the intended learner. This was most often found in those that were designed for K-2 students. In these cases, the literacy of the students seemed to be second to content.
*Does it accomplish the educational goal?
As I looked at WebQuests this week, I kept asking myself if the final product (if there was one for the project...some were simply research based with no final product that showed how the students were synthesizing the information) matched the objective stated in the introduction. While many did, there were an equal number of tasks that fell short of being project based.
*Are the directions clear?
Students need modeling and clear directions in order to understand an independent task. Some WebQuests gave simple, precise rules that allowed for the learner to process and complete the tasks. These directions were broken into manageable tasks in multiple step format. However, some of the WebQuests gave directions in paragraphs that had me rereading for understanding. For an independent learner, this would be both frustrating and uninviting.
*Is it interesting to look at?
Often, visual aesthetics are the last thing a creator thinks of. However, it is the first thing a learner sees. Some WebQuests I went to sounded intriguing but I could hardly stand to look past the first paragraph. For some, the contrast of color was hard on the eyes. In others, there were too many images or too much text. For others, there were no images or little text. The best visually balanced WebQuests stuck to two or three colors that complemented each other and created a flow through the activity. Also, it included a balance of images and text.
With all this in mind, I tried to find exemplary WebQuests. Here are three that I found.
Living in a Colonial Midwest Community
This WebQuest was intended for fourth graders. Although it lacks in visual appeal, the simulation and problem solving approach would be very effective. It requires that each student takes a role and is responsible for important information related to the particular aspect of Colonial Life. It is organized effectively so that each student can access his or her resources only.
Growing Green Thumbs
This WebQuest was intended for 3rd grade science. Visually, it is well balanced and effective. The directions are clear and each step is easy to manage. Literacy wise, it would be perfect for the intended age group. This also requires that each student take a role and be an expert for specific information. The best part about this WebQuest is that it incorporates literature, graphic organizer creation, website use and a final product of a PowerPoint.
Vanishing Wetlands: A Magic Act?
This WebQuest was intended for 5th grade. The biggest flaw was that the small text was often difficult to read. However, the content and the tasks put students in a simulation role and they had to use the information as their "magic" for explaining the loss of wetlands. It used many multimedia tools such as videos, images, slideshows and websites to allow students to gather information and make conclusions about the loss of wetlands.
*Is it appropriate for the intended learner?
Many WebQuests explained their target audience. However, there were very few where I felt it was the appropriate age group for the content. Most specifically, the reading level of several WebQuests seemed way above the ability of the intended learner. This was most often found in those that were designed for K-2 students. In these cases, the literacy of the students seemed to be second to content.
*Does it accomplish the educational goal?
As I looked at WebQuests this week, I kept asking myself if the final product (if there was one for the project...some were simply research based with no final product that showed how the students were synthesizing the information) matched the objective stated in the introduction. While many did, there were an equal number of tasks that fell short of being project based.
*Are the directions clear?
Students need modeling and clear directions in order to understand an independent task. Some WebQuests gave simple, precise rules that allowed for the learner to process and complete the tasks. These directions were broken into manageable tasks in multiple step format. However, some of the WebQuests gave directions in paragraphs that had me rereading for understanding. For an independent learner, this would be both frustrating and uninviting.
*Is it interesting to look at?
Often, visual aesthetics are the last thing a creator thinks of. However, it is the first thing a learner sees. Some WebQuests I went to sounded intriguing but I could hardly stand to look past the first paragraph. For some, the contrast of color was hard on the eyes. In others, there were too many images or too much text. For others, there were no images or little text. The best visually balanced WebQuests stuck to two or three colors that complemented each other and created a flow through the activity. Also, it included a balance of images and text.
With all this in mind, I tried to find exemplary WebQuests. Here are three that I found.
Living in a Colonial Midwest Community
This WebQuest was intended for fourth graders. Although it lacks in visual appeal, the simulation and problem solving approach would be very effective. It requires that each student takes a role and is responsible for important information related to the particular aspect of Colonial Life. It is organized effectively so that each student can access his or her resources only.
Growing Green Thumbs
This WebQuest was intended for 3rd grade science. Visually, it is well balanced and effective. The directions are clear and each step is easy to manage. Literacy wise, it would be perfect for the intended age group. This also requires that each student take a role and be an expert for specific information. The best part about this WebQuest is that it incorporates literature, graphic organizer creation, website use and a final product of a PowerPoint.
Vanishing Wetlands: A Magic Act?
This WebQuest was intended for 5th grade. The biggest flaw was that the small text was often difficult to read. However, the content and the tasks put students in a simulation role and they had to use the information as their "magic" for explaining the loss of wetlands. It used many multimedia tools such as videos, images, slideshows and websites to allow students to gather information and make conclusions about the loss of wetlands.
Tuesday, May 4, 2010
Web pages vs. blogs
There are several apparent differences between a traditional web page and a blog. First, a traditional web page is typically created to disseminate information. Most schools, businesses and organizations use websites to share their goals, background information, and contact information. They might also share calendar of events. A blog, however, is more informal. It may give information, but it is not as limited. A company, school or organization might keep a blog that reflects on the current practices, gives first hand accounts of activities, or interacts with readers through comments and questions. Any person can use it as a podium for their own perspective on what interests them. On a traditional website, there is less linking and discussing. While some websites create a discussion forum or allow comments and questions to be sent to a webmaster, a blog allows people to comment, quote and link to each other. Also, some might argue that blogs add to the world of news. Although they may not always be factual, they offer a new element to the opinion world.
Welcome!
Welcome to my blog for Michigan State University! I will be using this blog to communicate with group members in classes and to post reflections on current educational practices that include the integration of technology into the classroom. Enjoy!
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