I guess sites like Shutterfly.com allow you to create your won website to share. SO I did. It is carncolephotos.shutterfly.com and family and friends can upload albums, videos, etc., instead of emailing links all the time.
Yeah.
Monday, June 8, 2009
Sunday, May 31, 2009
Our Wiki!
Anas and I made a wiki for EDIT 565. If anyone is currently taking EDIT classes or is planning on it, our blog may help! www.editime.wetpaint.com
Please feel free to leave us comment, start a discussion or post. Thanks!
Please feel free to leave us comment, start a discussion or post. Thanks!
Thursday, May 21, 2009
Friday, May 1, 2009
Elluminate
Last Wednesday night, my partner and I presented the theory of Cognitivism on Elluminate. It was a memorable experience. We went first (thankfully) but were definitely subject to critiquing by the audience. While we entered the room knowing how to use the applications in the room, how to upload the presentation and video, we did not know how long it would take to upload a video. We also did not think it would be counted against our time.
But practice makes perfect. At least we stayed close to 10 minutes...
But practice makes perfect. At least we stayed close to 10 minutes...
Monday, April 27, 2009
well here is my first 10 second video!
http://www.youtube.com/watch?v=mWOxgLdwhEs
Of a sculpture. I apologize for the sound on the borrowed camera. This was my first edited video, so now I know.
Of a sculpture. I apologize for the sound on the borrowed camera. This was my first edited video, so now I know.
Tuesday, April 21, 2009
I bought a new computer...
for a project in EDIT 435. Nothing like a project to encourage you to shell out $2000. I bought an iMac, and I am already regretting the one I chose because of its 2.66GHz, I should have spent even more for the faster speed. However, 435 is the perfect class to be enrolled in when considering buying a computer.
We'll see how it goes. I am most curious about iWork and iLife, since I am an amateur photographer, always hoping to be better....
We'll see how it goes. I am most curious about iWork and iLife, since I am an amateur photographer, always hoping to be better....
Thursday, February 26, 2009
The Clark Group Rebuttal (1 of 3) for the class debate
Yes, things have changed in the classroom. It does look different from even 10 years ago. Things are evolving. But these new things in the classroom do not actually have an effect on learning. For example, over 80 years ago, Thomas Edison predicted that film would replace textbooks with 100% efficiency and look what happened. Over 60 years ago, William Levenson thought the radio would replace chalkboards. Bill Clinton campaigned for computers to reach all classrooms. Likewise President Obama believes that “Every child should have the chance to get online….and that’s how we’ll strengthen America’s competitiveness in the world.” Within the next 10 years, someone else may make the same claim about SMART Boards. Research tells us that the majority of teachers are ill-prepared to effectively use computers in their classrooms. As Todd Oppenheimer, journalist and author of The Flickering Mind, wrote in 1997, “If history keeps repeating itself, the schools are in serious trouble.” He goes on to question whether or not the values of computers have been “oversold.” I refuse to believe that Kozma has finally found the panacea for how to best influence student learning. I think we should pause and question the motives behind these expensive new media, which is said to provide gains.
A change in a learning environment does not automatically lead to an increase, or decrease in students’ learning. A debate between learning theories has existed for over 100 years. What is a fact is that students can learn from a traditional or progressive teaching style, and even between the two, it has not been proven that all students benefit from one over the other. Constructivist lessons are exciting, hands-on, active, in the same way media can be exciting, hands-on, active. But no controlled study has proven to make a difference in student achievement levels. Lev Vygotsky’s theory of the Zone of Proximal Development is a great idea, but there are no results that indicate that it is the best way to structure learning for children. Yet, now that the latest new technology has entered the classroom, you are saying that media alone can increase student achievement? In my personal opinion, I would agree with Dr. Robert Marzano, who would argue here that effective teachers have the most influence upon student achievement. It is the role of the teacher who guides the lesson, who plans the steps that the students will follow and the connections the students will make to reach the standard. Teachers use Howard Gardner’s theory of multiple intelligences to manipulate the instructional method, but not which media to use. Some medium is always present in the delivery, but it is the method and not the media.
Lastly, while students may appear more motivated at the newness of the media presented as an alternative to direct instruction, media does not influence motivation. Motivation is tied to the beliefs and expectations of the learner. If a teacher can provide an instructional method for students to feel good about a learning process, an activity, a construction, if students can make a connection with a learning process, an activity, a construction, then these aspects may increase student motivation and possibly student achievement. But not media.
A change in a learning environment does not automatically lead to an increase, or decrease in students’ learning. A debate between learning theories has existed for over 100 years. What is a fact is that students can learn from a traditional or progressive teaching style, and even between the two, it has not been proven that all students benefit from one over the other. Constructivist lessons are exciting, hands-on, active, in the same way media can be exciting, hands-on, active. But no controlled study has proven to make a difference in student achievement levels. Lev Vygotsky’s theory of the Zone of Proximal Development is a great idea, but there are no results that indicate that it is the best way to structure learning for children. Yet, now that the latest new technology has entered the classroom, you are saying that media alone can increase student achievement? In my personal opinion, I would agree with Dr. Robert Marzano, who would argue here that effective teachers have the most influence upon student achievement. It is the role of the teacher who guides the lesson, who plans the steps that the students will follow and the connections the students will make to reach the standard. Teachers use Howard Gardner’s theory of multiple intelligences to manipulate the instructional method, but not which media to use. Some medium is always present in the delivery, but it is the method and not the media.
Lastly, while students may appear more motivated at the newness of the media presented as an alternative to direct instruction, media does not influence motivation. Motivation is tied to the beliefs and expectations of the learner. If a teacher can provide an instructional method for students to feel good about a learning process, an activity, a construction, if students can make a connection with a learning process, an activity, a construction, then these aspects may increase student motivation and possibly student achievement. But not media.
Thursday, February 19, 2009
Team Theory Paper
Progressives allow students to have a voice and use thinking and analyzing as their number one tool for learning. Students then build their knowledge using what they are told, what they have seen, what they have explored, and what they have lived. In a progressive classroom you would see students actively participating in the learning process my working in small groups, asking questions, and performing hands on activities. It is crucial that technology is embedded in their daily curriculum. Technology has become an essential part of life and it is important the students are given the opportunity to learn and explore. There are many supporters for the progressive method.
John Dewey, author of Democracy and Education, believed that instruction should be child-centered and that education should meet the needs of the whole person. Learning was a social activity and should be related to real life experience. Progressives believed that “education be a continuous reconstruction of living experience.” Dewey believed in hands-on learning, a step away from the traditional style of teaching. Dewey’s theory is that society is formed through its individuals, not intelligence, and it is the responsibility of the schools to foster responsible democratic citizens. The social practices of schools should reflect the democratic principles of society.
Francis Parker Known as the “father of progressive education” advocated placing the child at the center of education and building schools around their students' motivation and interests at a time when public schools were dominated by recitation, memorization, and drilling (Olson, 2004).
Montessori for example has influenced the progressive movement with her writing and methods. According to Julian Weissglass one of Montessori's central practices was respect for the child’s intelligence: “And so we discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being.”
“A Hypertext History of Instructional Design.” http://www.coe.uh.edu/courses/cuin6373/idhistory/progressive_movement.html February 6, 2009.
Bredo, E. "Cognitivism, Situated Cognition, and Deweyian Pragmatism." Philosophy of Education 1994. (February 6, 2009).
Dewey, John. (1926 [1916]). Democracy and Education. New York: Macmillan
Manzo, K. K. (May 19, 1999) The State of Curriculum. Education Week
Olson, L. (May 19, 1999) Tugging at Tradition. Education Week
Weissglass, J. (May 19, 1999) Curriculum and Society. Education Week
John Dewey, author of Democracy and Education, believed that instruction should be child-centered and that education should meet the needs of the whole person. Learning was a social activity and should be related to real life experience. Progressives believed that “education be a continuous reconstruction of living experience.” Dewey believed in hands-on learning, a step away from the traditional style of teaching. Dewey’s theory is that society is formed through its individuals, not intelligence, and it is the responsibility of the schools to foster responsible democratic citizens. The social practices of schools should reflect the democratic principles of society.
Francis Parker Known as the “father of progressive education” advocated placing the child at the center of education and building schools around their students' motivation and interests at a time when public schools were dominated by recitation, memorization, and drilling (Olson, 2004).
Montessori for example has influenced the progressive movement with her writing and methods. According to Julian Weissglass one of Montessori's central practices was respect for the child’s intelligence: “And so we discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being.”
“A Hypertext History of Instructional Design.” http://www.coe.uh.edu/courses/cuin6373/idhistory/progressive_movement.html February 6, 2009.
Bredo, E. "Cognitivism, Situated Cognition, and Deweyian Pragmatism." Philosophy of Education 1994.
Dewey, John. (1926 [1916]). Democracy and Education. New York: Macmillan
Manzo, K. K. (May 19, 1999) The State of Curriculum. Education Week
Olson, L. (May 19, 1999) Tugging at Tradition. Education Week
Weissglass, J. (May 19, 1999) Curriculum and Society. Education Week
Sunday, February 1, 2009
The Denny Clifford Case
In this case we have a teacher and a business/military consultant facing off. First, the respective audiences that these two professions work are diverse versus homogenous. The businessman is used to working with clients who not only have a goal, but have similar goals. Cynthia is not saying the right words for Denny. Likewise, Denny needs to speak in the language his client speaks. Finding a common ground would have made for a smooth first impression, where both parties walked away confident in the project. Second, business and industry, like the military, foster traditional education styles, using direct instruction and standardized assessments. Teachers, especially constructivists, work with more variety in their lessons, creativity and in small groups. These barriers are difficult to overcome, but not impossible.
Denny must do his research based on the information Cynthia provided him, as well as follow-up with others in her field. He chose to step outside of his usual field (meaning business, industry and military) and work for an educator. He knows more about technology and its physical processes than Cynthia, whereas I think Cynthia can only speak in theoretical terms. From Cynthia’s point of view, it is not her responsibility to fully explain every step of the project because Denny is already an experience instructional design consultant.
Denny actually has many valuable resources at his fingertips. By asking relevant questions to any of the 24 teachers who had completed Cynthia’s workshops, he may gain valuable background knowledge. Once he had developed a design, he could have implemented and evaluated the design with these same teachers. Watching the videotapes of teachers engaging their students in problem-solving activities, and critiquing them against his own classroom experience and the teachers’ comments would sufficiently give Denny the relative direction for his desired delivery method. The videotapes would also give him a visual (maybe he is a visual learner) of what Cynthia wants, in terms of delivery and ideas for various assessment strategies. In Cynthia’s articles, Denny may find concrete objectives or types of assessment instruments previously used. In addition, Cynthia would have listed key objectives in her grant proposal. Lastly, by talking with local teachers interested in teaching science in a “new way,” Denny may ask of them the types of skills their populations needs. Since Cynthia is not interested in the “what” of the material, but only the “how” Denny must identify these problem-solving skills before he begins to design a new instruction model.
Online learning environments are an excellent avenue for distant teachers. Chat rooms and video conferencing are two perfect avenues for distant discussion and collaboration; something like Blackboard and webblogs are two examples for work to be submitted, reviewed and evaluated. Cynthia would have been pleased with a design that included any of these modes, especially since she did not want to host workshops and hold individual meetings any longer.
Denny must do his research based on the information Cynthia provided him, as well as follow-up with others in her field. He chose to step outside of his usual field (meaning business, industry and military) and work for an educator. He knows more about technology and its physical processes than Cynthia, whereas I think Cynthia can only speak in theoretical terms. From Cynthia’s point of view, it is not her responsibility to fully explain every step of the project because Denny is already an experience instructional design consultant.
Denny actually has many valuable resources at his fingertips. By asking relevant questions to any of the 24 teachers who had completed Cynthia’s workshops, he may gain valuable background knowledge. Once he had developed a design, he could have implemented and evaluated the design with these same teachers. Watching the videotapes of teachers engaging their students in problem-solving activities, and critiquing them against his own classroom experience and the teachers’ comments would sufficiently give Denny the relative direction for his desired delivery method. The videotapes would also give him a visual (maybe he is a visual learner) of what Cynthia wants, in terms of delivery and ideas for various assessment strategies. In Cynthia’s articles, Denny may find concrete objectives or types of assessment instruments previously used. In addition, Cynthia would have listed key objectives in her grant proposal. Lastly, by talking with local teachers interested in teaching science in a “new way,” Denny may ask of them the types of skills their populations needs. Since Cynthia is not interested in the “what” of the material, but only the “how” Denny must identify these problem-solving skills before he begins to design a new instruction model.
Online learning environments are an excellent avenue for distant teachers. Chat rooms and video conferencing are two perfect avenues for distant discussion and collaboration; something like Blackboard and webblogs are two examples for work to be submitted, reviewed and evaluated. Cynthia would have been pleased with a design that included any of these modes, especially since she did not want to host workshops and hold individual meetings any longer.
Thursday, January 22, 2009
Group Definition of IT
Instructional Technology is the study and ethical practice of facilitating learning and improving performance by developing instructional materials and activities created by using and managing appropriate technological processes and resources.
Wednesday, January 21, 2009
Publications in IDT: IT Journal Review
After perusing Instructional Journals Technology & Magazine website, I discovered that the “hot” topics mostly relate to anything new in the field. Educational Technology Magazine, and The International Journal of Instructional Media fit this description. Web 2.0 – a.k.a “Berners-Lee’s concept of a Read/Write Web is a collaborative medium, a place where we could all meet and read and write. This is a technology that most students are using as a social communication tool, but can be transformed into a powerful teaching tool in the classroom. A blog “is an easily created, easily updateable website that allows an author to publish instantly to the internet from any internet connection.” As used in this class, a blog can be used to communicate with parents and students about upcoming events, homework, or any general questions. A wiki “is a website where anyone can edit anything anytime they want” and students can use this tool to work cooperatively with others. A webquest “is a computer-based teaching and learning model in which learners are actively involved in an activity or situation and use the Internet as a resource.” Teachers can use this tool to post research assignments and provide students with the web sources necessary to complete the task successfully. Equally important is current research on existing and up-and-coming programs in addition to effective strategies for educators, school leadership or where appropriate. If we were to have a conference, we would have to research the latest trends and development in instructional materials, including how to apply those mentioned above, and excellent speakers who can demonstrate practical application in the classroom or world of business.
Instructional Technology Defintion
Instructional Technology is the study and ethical practice of facilitating learning and improving performance by developing instructional materials and activities, creating, using, and managing appropriate technological processes and resources.
Sunday, January 18, 2009
Chapter 26: Question #2. Comparison of two websites: ISTE and ITEA
I compared ISTE and ITEA and found that the difference between their respective mission statements is the former supports all educators that infuse technology into the curricula and the latter supports all who teach technology. “ISTE provides leadership and service to improve teaching, learning, and school leadership by advancing the effective use of technology in PK–12 and teacher education.” The website of ISTE was easier to research. They offer a variety of books, 3 periodicals, and various workshops. The annual National Educational Computing Conference (NECC) is their premier professional development forum where members “will learn, exchange, and survey the field of education technology.” They also offer a webinar series and frequent National Educational Technology Standards (NETS) workshops for teachers. ITEA appears to be highly involved in public policy and offers detailed information for each cause.
[ITEA’s] mission is to promote technological literacy for all by supporting the teaching of technology and promoting the professionalism of those engaged in this pursuit.” While the association proposes they offer many professional development opportunities, we could not find a definition or mission for their annual conference. There is a subdivision of ITEA called The Center to Advance the Teaching of Technology & Science. The goal of which is “to strengthen professional development and advance technological literacy. Center initiatives are directed toward four goals: development of standards-based curricula; teacher enhancement; research concerning teaching and learning; and curriculum implementation and diffusion,” but upcoming workshops, conferences, or webinars were not listed. ITEA offers many community links from which to become involved, but they seem to have a more neutral stance on education policy.
ISTE costs an astounding $209 for the premier level, which includes three subscriptions, and great discounts off publications and conferences. The standard rate is $89, which includes one subscription and lesser discounts. ITEA offers a first-time rate of $70 and all publications are extra. Both are helpful website, but as teachers, ISTE, especially with the connection to NETS, is user friendly to all educators.
[ITEA’s] mission is to promote technological literacy for all by supporting the teaching of technology and promoting the professionalism of those engaged in this pursuit.” While the association proposes they offer many professional development opportunities, we could not find a definition or mission for their annual conference. There is a subdivision of ITEA called The Center to Advance the Teaching of Technology & Science. The goal of which is “to strengthen professional development and advance technological literacy. Center initiatives are directed toward four goals: development of standards-based curricula; teacher enhancement; research concerning teaching and learning; and curriculum implementation and diffusion,” but upcoming workshops, conferences, or webinars were not listed. ITEA offers many community links from which to become involved, but they seem to have a more neutral stance on education policy.
ISTE costs an astounding $209 for the premier level, which includes three subscriptions, and great discounts off publications and conferences. The standard rate is $89, which includes one subscription and lesser discounts. ITEA offers a first-time rate of $70 and all publications are extra. Both are helpful website, but as teachers, ISTE, especially with the connection to NETS, is user friendly to all educators.
Subscribe to:
Posts (Atom)