One of the greatest fears of bringing computers into the classroom is the question of "unleashing the student onto the Internet". Teachers and administrators have a fear, and probably rightly so, that students' attention and ability to remain on task are more likely to stray than stay if given the chance. Unfortunately, that means most teachers opt away from incorporating computers and the Internet, rather than trying to guide the students.
My personal opinion is that students are always going to choose the easiest paths, unless they are taught to do otherwise. Just like children need to be taught how to read or work through a math problem, they also need to be taught how to keep focus and how to work diligently because if a child is given the option to study or goof off, human nature says he will always choose to get off task. Therefore, we need to see a student's lack of focus as a teaching opportunity. (There are obvious exceptions to this, but I believe it's a pretty reliable statement.) Therefore, whenever using a Web 2.0 tool or an interactive website, there is always the inherent possibility that students will get off task and, as the teacher, we need to help them get back on task and resume their work.
As far as holding students accountable for assignments when using the Internet, a great way is to present them with a rubric for how the assignment will be graded and teach them to self-assess their work. A website like Rubistar is a great tool for quickly creating a rubric you can use for students' work and this will help students know what to expect when they submit their project.
A rubric is also a great way to help students stay on task. Often a student's attention will stray when he/she is unsure what needs to be done and is unwilling to ask for direction. A rubric helps a student know exactly what is expected and figure out what still needs to be done on his/her project.
Wednesday, June 15, 2011
Technology and the Curriculum Standards
Given the way technology has moved into our lives and has the fact that it is here to stay, most of us are looking to bring more technology into our classes. We are looking to engage our students and trying to replicate the connection kids have to their cell phones and iPods, all in the hopes that they will exhibit a similar interest in our classes and prove to be more industrious. This desire can often lead teachers to utilize technology to a greater degree, which garners the attention we so desire. Yet, when we do this, do we find that the technology ends up helping our students to learn the content material or is the technology overshadowing their understanding of the topic? In other words, when technology is introduced into a lesson are students still learning educational information or are they simply learning how to use a computer program?
Our goal as teachers shouldn't be to use technology for technology's sake, for the reason that we want to make sure our students are learning the subject material first. Now, we definitely want to use technology, but we want to be sure that we're using technology as a way to teach the content. We must remember that the content is the goal and the material is the end objective; technology is merely the means to an end, but never the end itself. Therefore, technology lessons need to be aligned to the curriculum standards.
When you're creating a lesson and looking to include technology, begin with the end in mind. Ask the question, "What do I want my students to learn as a result of this lesson?" The best way to answer this question is to decide upon the standard you are looking to address in your lesson. This is your final goal and this will help guide you as you begin to plan out your class. By starting the process with the curricular goal in mind, you’re on a better path than if you approach the process with a specific program in mind and trying to figure out how this program might fit into your class. If you begin with the program and try to add the goal later you’re in jeopardy of teaching the technology rather than teaching the curriculum. (That’s not to say it can’t be done, just that it’s more difficult.)
As you begin deciding which technology to use, ask yourself another question: Do I want the technology to act as the mode of instruction (i.e. are the students going to learn the information as a result of using the technology) or will the technology act as an assessment? In other words, which part of the instructional process will the technology serve: teaching the lesson or assessing the understanding?
A second question may be, “What about aligning my lesson to the technology standards? Aren’t those important?” Absolutely! However, the technology standards are not intended to be the goal of a lesson like curricular standards are, but they are designed to lie on top of the curricular standards and act as a conduit for learning. Technology (and the technology standards) is designed to accompany the lesson and to guide the learning, but it should never be the learning.
Our goal as teachers shouldn't be to use technology for technology's sake, for the reason that we want to make sure our students are learning the subject material first. Now, we definitely want to use technology, but we want to be sure that we're using technology as a way to teach the content. We must remember that the content is the goal and the material is the end objective; technology is merely the means to an end, but never the end itself. Therefore, technology lessons need to be aligned to the curriculum standards.
When you're creating a lesson and looking to include technology, begin with the end in mind. Ask the question, "What do I want my students to learn as a result of this lesson?" The best way to answer this question is to decide upon the standard you are looking to address in your lesson. This is your final goal and this will help guide you as you begin to plan out your class. By starting the process with the curricular goal in mind, you’re on a better path than if you approach the process with a specific program in mind and trying to figure out how this program might fit into your class. If you begin with the program and try to add the goal later you’re in jeopardy of teaching the technology rather than teaching the curriculum. (That’s not to say it can’t be done, just that it’s more difficult.)
As you begin deciding which technology to use, ask yourself another question: Do I want the technology to act as the mode of instruction (i.e. are the students going to learn the information as a result of using the technology) or will the technology act as an assessment? In other words, which part of the instructional process will the technology serve: teaching the lesson or assessing the understanding?
A second question may be, “What about aligning my lesson to the technology standards? Aren’t those important?” Absolutely! However, the technology standards are not intended to be the goal of a lesson like curricular standards are, but they are designed to lie on top of the curricular standards and act as a conduit for learning. Technology (and the technology standards) is designed to accompany the lesson and to guide the learning, but it should never be the learning.
Tuesday, June 14, 2011
Glogster
I've found the best way to generate enthusiasm about a project with my students: personalization. What I mean is that when I allow students to create something that reflects their unique character, they seem to have much more fun as they learn. Often they don't realize that they're learning if they're having a good time!
A great tool for garnering this kind of enthusiasm is Glogster, an online poster maker. If you've never used Glogster, imagine creating a standard poster with your class. Now imagine being able to add and edit pictures quickly, add links to different websites, putting videos on your poster and doing the whole thing without the scraps of paper littering the floor and glue all over the place! You'll be amazed how your students will exhibit a surprising desire to create and stay on task when they are simply allowed to customize colors, images, and text! Check out this example below:
How to bring this into the classroom
Glogster is such a versatile tool that it's difficult to narrow down how to use it. You can literally use it in every subject with almost every grade level (though I probably wouldn't go younger than 2nd grade).
Ideas:
2nd Grade: During an animals and habitat unit give each student a different animal and have them create a glog about that animal's unique characteristics and how each thrives in its given environment.
4th Grade: Have students illustrate the differences between patriots and loyalists during the time of the Revolutionary War.
5th Grade: Students do book reports on WWII books in order to compare/contrast reality and fiction.
What other ideas do you have?
A great tool for garnering this kind of enthusiasm is Glogster, an online poster maker. If you've never used Glogster, imagine creating a standard poster with your class. Now imagine being able to add and edit pictures quickly, add links to different websites, putting videos on your poster and doing the whole thing without the scraps of paper littering the floor and glue all over the place! You'll be amazed how your students will exhibit a surprising desire to create and stay on task when they are simply allowed to customize colors, images, and text! Check out this example below:
How to bring this into the classroom
Glogster is such a versatile tool that it's difficult to narrow down how to use it. You can literally use it in every subject with almost every grade level (though I probably wouldn't go younger than 2nd grade).
Ideas:
2nd Grade: During an animals and habitat unit give each student a different animal and have them create a glog about that animal's unique characteristics and how each thrives in its given environment.
4th Grade: Have students illustrate the differences between patriots and loyalists during the time of the Revolutionary War.
5th Grade: Students do book reports on WWII books in order to compare/contrast reality and fiction.
What other ideas do you have?
Monday, June 13, 2011
The Voice Heard 'Round the World
What a blessing the Internet provides in the ease of communicating. One great way to communicate through the Internet is to record your voice and post it to your website. This would be fantastic option for a student who would prefer to record his/her voice rather than standing in front of a class for a presentation. Teachers could post a recording to his/her website so students could re-listen to the instructions for the class assignment.
One of the easiest sites for recording your voice is Vocaroo.com. Simply plug in a microphone, hit "Record" and grab the embed code. That's it! There's no signing up for a website or anything! Try it out today! Below is an example of a simple Vocaroo recording.
One of the easiest sites for recording your voice is Vocaroo.com. Simply plug in a microphone, hit "Record" and grab the embed code. That's it! There's no signing up for a website or anything! Try it out today! Below is an example of a simple Vocaroo recording.
Animation
A fantastic way to engage your students is to create cartoons or some kind of animation. There are numerous sites for such activities, such as Kerpoof, XtraNormal, and Be Funky, and each is an incredible way to allow your students the ability to express themselves creatively. One of my favorite sites is ToonDoo, which is an easy-to-use comic strip creator. In a matter of minutes students can create professional looking comics that can act as a class project or an assessment of their learning. The example below shows how students might create a comic about Revolutionary War taxes being levied on American colonists.
Thursday, June 9, 2011
Me and You...Tube
YouTube is a fantastic resource for finding great educational videos. Unfortunately, in the context of educational use, YouTube can receive a bad rep because there is a large number of inappropriate videos on the site, which can get students in trouble if they're irresponsible. However, if properly monitored, YouTube can be a real boon to the classroom because, while there is a large number of videos that are not beneficial in the class, there is a larger number of great videos.
The Internet also allows students to quickly create videos that can be posted to YouTube and then be shared with not only with their classmates but with the world! Below is an example of how a student might use YouTube to produce a quality work that can then be shared with the world. This student showed her understanding of Native Americans by creating a video. That means she had to put together her understands in a way that could then be clearly communicated, then she had pull together visual resources that would help her teach the topic. In this case, she used Google Earth. Imagine how much more seriously a student will take an assignment if they know it could be seen by any person around the world!
How do you think you can use YouTube in your classroom?
The Internet also allows students to quickly create videos that can be posted to YouTube and then be shared with not only with their classmates but with the world! Below is an example of how a student might use YouTube to produce a quality work that can then be shared with the world. This student showed her understanding of Native Americans by creating a video. That means she had to put together her understands in a way that could then be clearly communicated, then she had pull together visual resources that would help her teach the topic. In this case, she used Google Earth. Imagine how much more seriously a student will take an assignment if they know it could be seen by any person around the world!
How do you think you can use YouTube in your classroom?
Wednesday, June 8, 2011
Mapping the World
A great way to help students connect to the world is by showing them a map of an area that is being discussed in class. This is especially useful way to connect with visual learners, those who remember best when seeing something.
How might this possibly be used in the class? Many younger students begin the school year with an "About Me" unit where they write about places they have lived, facts about relatives, and details about their lives. What better way to share your life than with a map marking special places? My story might include the map embedded below, which shows Good Samaritan Hospital in Cincinnati, Ohio, where I was born. Students can then post a series of placemarks to denote a series of special locations, mapping out their entire lives in a personal history lesson. Another option may be to show where students have been on vacation. Imagine the connections that would develop when two students see that their families travel to the same small mountain town!
Where can you go?
View Larger Map
How might this possibly be used in the class? Many younger students begin the school year with an "About Me" unit where they write about places they have lived, facts about relatives, and details about their lives. What better way to share your life than with a map marking special places? My story might include the map embedded below, which shows Good Samaritan Hospital in Cincinnati, Ohio, where I was born. Students can then post a series of placemarks to denote a series of special locations, mapping out their entire lives in a personal history lesson. Another option may be to show where students have been on vacation. Imagine the connections that would develop when two students see that their families travel to the same small mountain town!
Where can you go?
View Larger Map
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