As I am wandering through the video websites, I am exhilarated and overwhelmed at the same time. I often think I am overstimulated as I am experiencing all of these web tools. I try to look at as much as I can and try them out....I find that two to four hours can transpire while I am perusing the content of this course without much for an output.
I think I am figuring out what the tags and embedding mean. I have tried to link things and embed them, but I have not gotten things to work. I will continue to do so I hopefully can get something to work this weekend. :)
I have used video clips in my classes to discuss and connect current real world science. I can definitely see a purpose for demonstrating labs before we do them or labs that we do not have the equipment to execute the lab. I am wondering if time will be a limiting factor in my ability to use a lot of these videos right away. I am thinking all of these tools are a dynamic process and when I have a few minutes here and there, I will have to work on new videos. I also think that I will have to learn how to use these tools to dazzle my administrators so I can ask for video equipment so my kids can make them too.
I am very appreciative of the text for giving us websites to search for video clips....I am looking forward to viewing them all too.
It is hot and humid in north central ND....working inside is a blessing this evening. How is weather where all of you are tonight?
Wednesday, June 30, 2010
Sunday, June 27, 2010
Google Reader
I am trying to figure out Google Reader but I am not having any luck. When I read about it I was very excited, but I am havign trouble adding subscriptions. I tried to add our class, but I don't think that worked either. So...I am still trying out these webtools. Can anyone assist me? Has anyone gotten Google Reader figured out, yet? Thanks. Have great Sunday evening.
Friday, June 25, 2010
Tech Toys
I have had a drama filled week with custody issues and my only grandchild while trying to figure out the new web tools in between the severe thunderstorms and tornados. I have only played with a couple as of tonight, I hope to play with some more this weekend. I really liked the Edmodo and I think I may try it this fall to test it out. The Twiducate seems similar to Edmodo, but since I signed up for Twitter, I have gotten several telemarketer calls. They state that I signed up for something online and they were calling to discuss it. The only things that I signed up were this blog and Twitter. Twitter asks what are your interests, so I am guessing I did not see the fine print which stated to check a box so I would not be contacted by phone. :)
Years ago, I had a link on a school's website and put on extra credit problems. I was surprised at the responses that I got from the kids. I also posted pictures from labs (without names) to make the kids want to go to my links. I think this Edmodo could be like my experience years ago, so I am going to try it. Have a great weekend and TGIF. :) Cyn
Years ago, I had a link on a school's website and put on extra credit problems. I was surprised at the responses that I got from the kids. I also posted pictures from labs (without names) to make the kids want to go to my links. I think this Edmodo could be like my experience years ago, so I am going to try it. Have a great weekend and TGIF. :) Cyn
The topic this week was science literacy and I found this topic to be a great challenge when I first started to teach science. I can teach math, science, or French, therefore I have had a broad range of teaching assignments. In a middle school setting or lower high school levels of science courses, an educator comes across a diverse range of reading levels in each classroom.
I found that some of my high school students had second to fourth grade reading levels which made me ponder as to how I could teach these students to comprehend the science. Through the years, I have found that guided notes and note problems helped the students to read the science for the major concepts. As I go over the information I also concept map with the kids to help them to connect the dots of the key conceps in each section of the chapters in the texts. The problem with typing up guided notes and note problems is that it takes up a lot of time. When I have numerous preps, I cannot focus as much on literacy problems as I can when I have less than four preps.
To assist with writing across the curriculum, I require my students to write up their labs in a bound labbook, and to write a good conclusion paragraph. This conclusion paragraph is supposed to connect the lab to the theory in the classroom. I struggle with this as students seem to want to tell me step by step what they did in the lab rather than use higher level thinking skills. It can take the first nine weeks for it to sink into the minds of many of my students that I am going to take points off for not writing at the level they should be writing. This level is individualistic because of the different literacy levels of my students, so it may take a few weeks before I can determine the students' reading and writing levels.
In summary,the articles that we read reiterated many topics that I learned the hard way through many years of teaching. I am glad that what I learned is in accordance to research.:) I am also grateful that science educators as a whole have recognized the stumbling blocks in science comprehension is caused by literacy problems and we have to improve literacy levels in our schools across the curriculum to help our students become productive members of society.
I found that some of my high school students had second to fourth grade reading levels which made me ponder as to how I could teach these students to comprehend the science. Through the years, I have found that guided notes and note problems helped the students to read the science for the major concepts. As I go over the information I also concept map with the kids to help them to connect the dots of the key conceps in each section of the chapters in the texts. The problem with typing up guided notes and note problems is that it takes up a lot of time. When I have numerous preps, I cannot focus as much on literacy problems as I can when I have less than four preps.
To assist with writing across the curriculum, I require my students to write up their labs in a bound labbook, and to write a good conclusion paragraph. This conclusion paragraph is supposed to connect the lab to the theory in the classroom. I struggle with this as students seem to want to tell me step by step what they did in the lab rather than use higher level thinking skills. It can take the first nine weeks for it to sink into the minds of many of my students that I am going to take points off for not writing at the level they should be writing. This level is individualistic because of the different literacy levels of my students, so it may take a few weeks before I can determine the students' reading and writing levels.
In summary,the articles that we read reiterated many topics that I learned the hard way through many years of teaching. I am glad that what I learned is in accordance to research.:) I am also grateful that science educators as a whole have recognized the stumbling blocks in science comprehension is caused by literacy problems and we have to improve literacy levels in our schools across the curriculum to help our students become productive members of society.
Friday, June 18, 2010
Evaluating Technology Guidelines
Guiding Principles for Using Technology
Cynthia Misner
June 18, 2010
I love to integrate technology in my classroom, but I have several questions that I ask myself before I make a request to my administrators. When I am mandated to use new software or hardware, I take the required Professional Development courses and try to use the knowledge asap, so I do not lose the brief training on the new equipment. The list below is a set of questions that I ask myself, before I go to administration with a sales pitch for technology or software I am interested in for my classroom.
• Do I need Professional Development to use this equipment?
• Can I teach myself how to use the equipment?
• Will the number of preps for the courses that I am teaching decrease my ability to properly utilize the new technology?
• How many of my students will be able to utilize the new technology or software?
• How expensive is the technology? Will my administrator blow his or her wig when I make the sales pitch?
• How user friendly is the software?
• How user friendly is the manufacturer of the technology or software?
• Do I have time to integrate the technology or software into my existing curriculum?
• Will the new technology or software enhance my students learning, or is it just the bells and whistles version of what I am already doing?
• Will the technology help to prepare my students for their future in the workplace or at the collegiate level?
Some examples of technology that I have used that have enhanced my students’ learning, have been virtual tours of the Louvre, the catacombs, the Sorbonne, Jean d’Arc’s museum, le Tour Eiffel….(I have also taught French). I also had an international classroom e-mail account when this was not a very flat world. My students would correspond once a week with another classroom in France when I had this account opened. I have utilized an interactive human cadaver and virtual labs when I have not had the access to the lab supplies or a cadaver to explore the science involved in the labs. I also have used computer based labs to reinforce science explorations and data collection. They also have a lot of labs that I cannot investigate in the classroom without them.
Seven years ago, I went to a Professional Development course on the Smart Board. I made a sales pitch to my administrator, but he did not believe it was the wave of the future. Three to five years ago whole school districts started to install interactive boards in classrooms. I changed school districts so I currently have one in my room. I have used a variety of interactive programs which really involve the students learning scientific concepts. One interactive activity that I really liked was one based on the periodic table. Students were given elements and then they were timed on how long it took the students to find the elements on the periodic table. Another teacher happened to come across it and came to my classroom to show it to me. I have used it thereafter. I am hoping this course is going to help me make the connections to assist me in finding and utilizing technology and software without spending hours and hours searching for items and then experimenting with it all.
Cynthia Misner
June 18, 2010
I love to integrate technology in my classroom, but I have several questions that I ask myself before I make a request to my administrators. When I am mandated to use new software or hardware, I take the required Professional Development courses and try to use the knowledge asap, so I do not lose the brief training on the new equipment. The list below is a set of questions that I ask myself, before I go to administration with a sales pitch for technology or software I am interested in for my classroom.
• Do I need Professional Development to use this equipment?
• Can I teach myself how to use the equipment?
• Will the number of preps for the courses that I am teaching decrease my ability to properly utilize the new technology?
• How many of my students will be able to utilize the new technology or software?
• How expensive is the technology? Will my administrator blow his or her wig when I make the sales pitch?
• How user friendly is the software?
• How user friendly is the manufacturer of the technology or software?
• Do I have time to integrate the technology or software into my existing curriculum?
• Will the new technology or software enhance my students learning, or is it just the bells and whistles version of what I am already doing?
• Will the technology help to prepare my students for their future in the workplace or at the collegiate level?
Some examples of technology that I have used that have enhanced my students’ learning, have been virtual tours of the Louvre, the catacombs, the Sorbonne, Jean d’Arc’s museum, le Tour Eiffel….(I have also taught French). I also had an international classroom e-mail account when this was not a very flat world. My students would correspond once a week with another classroom in France when I had this account opened. I have utilized an interactive human cadaver and virtual labs when I have not had the access to the lab supplies or a cadaver to explore the science involved in the labs. I also have used computer based labs to reinforce science explorations and data collection. They also have a lot of labs that I cannot investigate in the classroom without them.
Seven years ago, I went to a Professional Development course on the Smart Board. I made a sales pitch to my administrator, but he did not believe it was the wave of the future. Three to five years ago whole school districts started to install interactive boards in classrooms. I changed school districts so I currently have one in my room. I have used a variety of interactive programs which really involve the students learning scientific concepts. One interactive activity that I really liked was one based on the periodic table. Students were given elements and then they were timed on how long it took the students to find the elements on the periodic table. Another teacher happened to come across it and came to my classroom to show it to me. I have used it thereafter. I am hoping this course is going to help me make the connections to assist me in finding and utilizing technology and software without spending hours and hours searching for items and then experimenting with it all.
Thursday, June 17, 2010
Setting the Stage Reflections
I am going to attempt to paste my word document in this blog...so here goes something...:)
Setting the Stage Reflections
Cynthia Misner
June 17, 2010
Upon reflecting on our first readings and my attempts to set up the blog and twitter account, I feel overwhelmed with the knowledge that I do not have. The definition of an adult is the moment you realize that you do not know everything that you thought you did in your adolescent mind. I am 51 and the older I get the more I realize that the knowledge base of the areas of academia that I thought I knew seem to grow exponentially with the advent of new technologies.
Friedman’s article on the concept of technological advances creating a flat world was right on the mark. I feel there is a big disconnect between high school standards and what is needed at the collegiate level to be successful in the STEM career areas in these United States. His article reiterated my feelings and I appreciated his insights. It would be nice to see in the future an article that outlined a plan that could help Americans to realize that academics rather than extra-curricular activities need to be emphasized in our high schools if we want our students to compete in this ever flattening world.
He had several comments comparing India’s, China’s, Russia’s, and America’s educational systems. The comparisons that resonated in my mind were 1) American high school students had an ambition gap, 2) American high school students had a sense of entitlement, 3) America has a number gap in producing scientists and engineers, 4) American students have an education gap, and 5) India, China, and Russia have rich educational heritages which are increasing the rate of evolution of the flattening of our world.
The other readings focused on how science teachers need to be up to date on current technological advances so they can integrate them into their teaching of science content and scientific inquiry. As an educator who likes to use technology, there is often down time when it fails or a student does not follow directions and goofs up the technology. I can see where the mastering of technology can be a focus rather than the content of the lesson because of the lack of tech support and professional development in using the technology.
The past three years I have used an interactive cadaver in my Anatomy class. At first the kids are grossed out, but they soon realize what a great tool the interactive cadaver is for them as an educational tool. There is no way I could ever have access to a real cadaver in my high school classroom and being able to utilize this piece of software and my Smart Board has really improved the learning of the anatomical systems. Unfortunately, I do have down time because my Smart Board is not interfacing with the computer properly, and I have had to change my lesson plans to compensate for the technological problems.
When I first began to teach, I had a lot more concerns about technology not working. As an experienced teacher, I have learned to punt and utilize my students’ technological saviness so much so that I do not sweat the small technological stuff anymore. I am looking forward to learning more ways to increase my level of technological saviness without stressing my type A personality as this class unfolds. These first articles set the stage for the up and coming technological adventures during the semester and I am ready to hit the floor running.
Setting the Stage Reflections
Cynthia Misner
June 17, 2010
Upon reflecting on our first readings and my attempts to set up the blog and twitter account, I feel overwhelmed with the knowledge that I do not have. The definition of an adult is the moment you realize that you do not know everything that you thought you did in your adolescent mind. I am 51 and the older I get the more I realize that the knowledge base of the areas of academia that I thought I knew seem to grow exponentially with the advent of new technologies.
Friedman’s article on the concept of technological advances creating a flat world was right on the mark. I feel there is a big disconnect between high school standards and what is needed at the collegiate level to be successful in the STEM career areas in these United States. His article reiterated my feelings and I appreciated his insights. It would be nice to see in the future an article that outlined a plan that could help Americans to realize that academics rather than extra-curricular activities need to be emphasized in our high schools if we want our students to compete in this ever flattening world.
He had several comments comparing India’s, China’s, Russia’s, and America’s educational systems. The comparisons that resonated in my mind were 1) American high school students had an ambition gap, 2) American high school students had a sense of entitlement, 3) America has a number gap in producing scientists and engineers, 4) American students have an education gap, and 5) India, China, and Russia have rich educational heritages which are increasing the rate of evolution of the flattening of our world.
The other readings focused on how science teachers need to be up to date on current technological advances so they can integrate them into their teaching of science content and scientific inquiry. As an educator who likes to use technology, there is often down time when it fails or a student does not follow directions and goofs up the technology. I can see where the mastering of technology can be a focus rather than the content of the lesson because of the lack of tech support and professional development in using the technology.
The past three years I have used an interactive cadaver in my Anatomy class. At first the kids are grossed out, but they soon realize what a great tool the interactive cadaver is for them as an educational tool. There is no way I could ever have access to a real cadaver in my high school classroom and being able to utilize this piece of software and my Smart Board has really improved the learning of the anatomical systems. Unfortunately, I do have down time because my Smart Board is not interfacing with the computer properly, and I have had to change my lesson plans to compensate for the technological problems.
When I first began to teach, I had a lot more concerns about technology not working. As an experienced teacher, I have learned to punt and utilize my students’ technological saviness so much so that I do not sweat the small technological stuff anymore. I am looking forward to learning more ways to increase my level of technological saviness without stressing my type A personality as this class unfolds. These first articles set the stage for the up and coming technological adventures during the semester and I am ready to hit the floor running.
Hi! As you can tell from my first posts, I am new to blogs. So, here is a brief introduction.....
I have taught a little over 20 years in math, science, and French from grade 7 through the collegiate level. I have one grown son, one two year old grand-daugher...who is a real pill, two dogs, and two cats. I also foster animals through the local animal shelter. This spring I had the good fortune to foster a mama and her litter of ten pups. Mama has a new adoptive family and 7 of the pups are adopted out...three more to go.
I am working in my EdD through Montana State University and enjoy the use of technology. Unfortunately the timing of the commencement of this class and the weather that hit ND were not very compatible. I am hoping I will make it through this post without internet interruption due to the storms passing through. :) Cyn
I have taught a little over 20 years in math, science, and French from grade 7 through the collegiate level. I have one grown son, one two year old grand-daugher...who is a real pill, two dogs, and two cats. I also foster animals through the local animal shelter. This spring I had the good fortune to foster a mama and her litter of ten pups. Mama has a new adoptive family and 7 of the pups are adopted out...three more to go.
I am working in my EdD through Montana State University and enjoy the use of technology. Unfortunately the timing of the commencement of this class and the weather that hit ND were not very compatible. I am hoping I will make it through this post without internet interruption due to the storms passing through. :) Cyn
Wednesday, June 16, 2010
Cyn's Introduction
I have absolutely no clue as to what I am doing...as I have never seen or done this before.
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