EDUC 422/ Quick Write: Effective Online Searching
When researching online information or double-checking the credibility of my sources, I would first make note of the database- whether it is Google, Yahoo, or my college library. Once I established that the information database was credible, I would check who the sponsor was, who the author was, and whether or not the information or article has been peer reviewed. The type of media is important as well- is it a blog, an actual organization website, or someone's personal website? Next I would notice the quality of writing and grammar- has the information in question been revised and edited? How is the tone of language? The date is also an important thing to make note of- how old is the information posted? Being a History major in my senior year, these are all things that I have always taken into consideration when doing online research.
Thursday, September 27, 2012
Friday, September 7, 2012
Blog#2: Teachers That Rock: Exploring Outside the Classroom
Blog#2: Teachers that Rock!
The article I read in the September/October, 2012 edition of Learning and Leading covers a group of four Virginia-based teachers who have literally gone the extra mile to teach their students. They call themselves the "Virginia Trekkers," and they've used podcasts to create a series of educational and humorous videos that will grab their students' attention while teaching them about history, geography, science, and other subjects. The group has recently gained some popularity from their endeavors, but not intentionally; they simply grew tired of lackluster text books that seemed inadequate for their grade levels. They took it upon themselves to come up with something better.
These four Virginia teachers have inspired student learning through modern technology by actually going to the sites and seeing the things they are teaching about. Climbing mountains to show frozen waterfalls, visiting Jamestown to show the beginnings of our country, and going to their state capital of Richmond are just some of the ways these teachers are trying to urge their students to get out and explore what's around them. I love this idea of real-life teaching because as a history major myself, I take every opportunity I get to actually go and see what I have learned or read about in school. I can easily relate to this creative and ambitious project, and I hope to be able to do something similar when I become a high school history teacher. One of the neat things is that the Virginia Trekkers all share similar interests, yet take advantage of their individual personalities to make the films interesting and entertaining for students. This type of teaching is a great way to engage students in exploring real-world locations and issues while using digital tools and resources such as podcasts and video.
I hope a lot of other schools will embrace this type of "in the field" learning if they have teachers who wish to do so. I've always been a hands-on type of person who learns by doing, and I would have really enjoyed something like this when I was in elementary or high school. There is nothing better in life than seeing the real thing, in person. I think if a student sees that their teacher was able to go to a site they are learning about, they too will take the initiative to get out of the classroom and explore our world on foot.
http://www.learningandleading-digital.com/learning_leading/20120910#pg48
Fingal, D. (2012). Cliffs and Waterfalls? Just Another Day at the Office. Learning and Leading with Technology, 40(2), 46.
The article I read in the September/October, 2012 edition of Learning and Leading covers a group of four Virginia-based teachers who have literally gone the extra mile to teach their students. They call themselves the "Virginia Trekkers," and they've used podcasts to create a series of educational and humorous videos that will grab their students' attention while teaching them about history, geography, science, and other subjects. The group has recently gained some popularity from their endeavors, but not intentionally; they simply grew tired of lackluster text books that seemed inadequate for their grade levels. They took it upon themselves to come up with something better.
These four Virginia teachers have inspired student learning through modern technology by actually going to the sites and seeing the things they are teaching about. Climbing mountains to show frozen waterfalls, visiting Jamestown to show the beginnings of our country, and going to their state capital of Richmond are just some of the ways these teachers are trying to urge their students to get out and explore what's around them. I love this idea of real-life teaching because as a history major myself, I take every opportunity I get to actually go and see what I have learned or read about in school. I can easily relate to this creative and ambitious project, and I hope to be able to do something similar when I become a high school history teacher. One of the neat things is that the Virginia Trekkers all share similar interests, yet take advantage of their individual personalities to make the films interesting and entertaining for students. This type of teaching is a great way to engage students in exploring real-world locations and issues while using digital tools and resources such as podcasts and video.
I hope a lot of other schools will embrace this type of "in the field" learning if they have teachers who wish to do so. I've always been a hands-on type of person who learns by doing, and I would have really enjoyed something like this when I was in elementary or high school. There is nothing better in life than seeing the real thing, in person. I think if a student sees that their teacher was able to go to a site they are learning about, they too will take the initiative to get out of the classroom and explore our world on foot.
http://www.learningandleading-digital.com/learning_leading/20120910#pg48
Fingal, D. (2012). Cliffs and Waterfalls? Just Another Day at the Office. Learning and Leading with Technology, 40(2), 46.
Blog#1: Learning on Saturday: gaming in the classroom
BLOG #1: Gaming in the Classroom
The article I read in the March/April 2012 edition of Learning and Leading talked about the advantages some children can gain from creating computer games during a Saturday school session in St. Johnsbury, Vermont. The program is designed to engage kids in mathematics and academic content through project-based learning. The students are allowed to play a few games when they first enter the computer lab each Saturday morning, but they also learn how to create their own games that they can share with each other. The program is funded by a grant from the Vermont Department for Children and Families Youth Justice Unit, which is in accordance with the government's STEM initiative to promote education in the fields of science, technology, engineering, and math.
By understanding technology operations and concepts, students learn how to understand and use technology systems and use selected applications effectively and productively. The opportunity to create their own type of game is actually an instructional operation, although it may seem like they are simply playing. Creating a game involves making a storyboard, creating characters, and coming up with certain themes that fit the game. The educational research involved in choosing the appropriate characters for your game is one way the students become engaged in research and information fluency. The students also engaged in system-based thinking, creative problem solving, design aesthetics in art and illustration, as well as digital media literacy as they build their individual games.
Overall, I think the gaming program is an interesting approach to teaching children about new technology. My initial thought was that it could easily turn into a pastime and fall out of the educational realm, but the article has proven otherwise as it shows the learning and comprehension skills necessary for the program. The article mentions how some of the adults initially struggled through the first levels of the game while the students quickly grasped the concept. We live in a time when technology is all around us, and new generations will continue to be more and more reliant on computers and software to teach young minds. When I was a kid, we played board games and had chalkboards...now kids have smart phones, smart boards, and virtual lives that help them learn.
http://www.learningandleading-digital.com/learning_leading/20120304/?pg=38&pm=2&u1=friend#pg38
McCarthy, E. (2012). Learning on Saturday. Learning and Leading with Technology, 39(6), 36.
The article I read in the March/April 2012 edition of Learning and Leading talked about the advantages some children can gain from creating computer games during a Saturday school session in St. Johnsbury, Vermont. The program is designed to engage kids in mathematics and academic content through project-based learning. The students are allowed to play a few games when they first enter the computer lab each Saturday morning, but they also learn how to create their own games that they can share with each other. The program is funded by a grant from the Vermont Department for Children and Families Youth Justice Unit, which is in accordance with the government's STEM initiative to promote education in the fields of science, technology, engineering, and math.
By understanding technology operations and concepts, students learn how to understand and use technology systems and use selected applications effectively and productively. The opportunity to create their own type of game is actually an instructional operation, although it may seem like they are simply playing. Creating a game involves making a storyboard, creating characters, and coming up with certain themes that fit the game. The educational research involved in choosing the appropriate characters for your game is one way the students become engaged in research and information fluency. The students also engaged in system-based thinking, creative problem solving, design aesthetics in art and illustration, as well as digital media literacy as they build their individual games.
Overall, I think the gaming program is an interesting approach to teaching children about new technology. My initial thought was that it could easily turn into a pastime and fall out of the educational realm, but the article has proven otherwise as it shows the learning and comprehension skills necessary for the program. The article mentions how some of the adults initially struggled through the first levels of the game while the students quickly grasped the concept. We live in a time when technology is all around us, and new generations will continue to be more and more reliant on computers and software to teach young minds. When I was a kid, we played board games and had chalkboards...now kids have smart phones, smart boards, and virtual lives that help them learn.
http://www.learningandleading-digital.com/learning_leading/20120304/?pg=38&pm=2&u1=friend#pg38
McCarthy, E. (2012). Learning on Saturday. Learning and Leading with Technology, 39(6), 36.
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