This is an assignment I completed to learn about Fair Use and Copyright laws and guidelines. The assignment was created collaboratively with two other students via GoogleDocs, where we were all able to contribute our ideas through our own computers, on our own time with out having to schedule times to meet together.
Copyrght Assignment
Monday, August 10, 2009
EdTech Profile- NETS V
These are the results of a self-assessment I took to determine my strengths and weaknesses with technology.
Journal 9: Science + Technology = Creativity (and Fun!)
Citation: Mader, J;Smith, B (August 2009). Science + technology = creativity (and fun!). Learning & Leading with Technology, Retrieved August 5, 2009, from http://www.iste.org/AM/Template.cfm?Section=August_No_1_2&Template=/MembersOnly.cfm&NavMenuID=4363&ContentID=23906&DirectListComboInd=D
This article discusses ways to incorporate technology into the classroom to enhance student creativity. Many teachers and school districts have a desire to use more technology in their classrooms, but lack the insight of how exactly to make that happen. The article gave three helpful reminders: Give them the tools, give them the time, and be vague. The first two seem pretty obvious, but the third reminder- to be vague- is one that at first seems contradictory. It is important that teachers don't put too many limitations on projects when creativity is the goal, because restrictions will just hamper the creative process. Students need to be given the freedom to take assignments to wherever their imaginations can go so they can get the most out of the project. The article gave an example of a class where the students were doing presentations on waves, and one group did a music video instead of a more traditional PowerPoint. Once the other groups saw the music video, they were almost immediately propelled into wanting to explore their own creativity for the next assignment.
This article focuses on using creative technology in a science class- is this something that teachers can incorporate in other subjects? I think the three guidelines given in the article are guidelines that can be applied across any subject being taught in any classroom. Regardless of the nature of the assignment, teachers should remember to give their students the resources they need to complete the assignment, as well as give them a reasonable amount of time to complete the assignment. Creativity isn't something that can always happen over night- sometimes students might need to take a day or two to think about how they want to complete the assignment, so allowing for an extra day or so before the assignment is due can help facilitate this. Be vague in assignments translates to keeping them open-ended, so that students can pursue the assignment in a way that works for their own individual learning style. This will help students learn the most and have a more enjoyable time doing the project.
Are there any consequences to the third guideline- Be vague? There are always some risks when you provide few limitations on assignments. Some students may do the bare minimum and not take advantage of the freedom given to really explore the assignment. Other students may get a little too into the assignment and get off track of what the actual guidelines are. There is also a risk of students saying the grading isn't fair if they miss points because they can say that the guidelines weren't clear enough for them.
Is this a technique that can be used in all grade levels? I think this is something that can be very effective at all grade levels, but middle school and high school students may benefit more from such assignments. Students at younger grade levels might lack the experiences to give them more creative ideas, and may not how to structure an assignment with out strict guidelines to follow. I think it is still possible to use this technique at younger grades though, just maybe on a smaller scale. For example, in a first grade class you could have your students choose between paint, markers, clay, etc and have them draw a picture of anything that makes them happy. They get to choose the medium and the subject, but are still given enough tools to have an idea of how to start.
This article discusses ways to incorporate technology into the classroom to enhance student creativity. Many teachers and school districts have a desire to use more technology in their classrooms, but lack the insight of how exactly to make that happen. The article gave three helpful reminders: Give them the tools, give them the time, and be vague. The first two seem pretty obvious, but the third reminder- to be vague- is one that at first seems contradictory. It is important that teachers don't put too many limitations on projects when creativity is the goal, because restrictions will just hamper the creative process. Students need to be given the freedom to take assignments to wherever their imaginations can go so they can get the most out of the project. The article gave an example of a class where the students were doing presentations on waves, and one group did a music video instead of a more traditional PowerPoint. Once the other groups saw the music video, they were almost immediately propelled into wanting to explore their own creativity for the next assignment.
This article focuses on using creative technology in a science class- is this something that teachers can incorporate in other subjects? I think the three guidelines given in the article are guidelines that can be applied across any subject being taught in any classroom. Regardless of the nature of the assignment, teachers should remember to give their students the resources they need to complete the assignment, as well as give them a reasonable amount of time to complete the assignment. Creativity isn't something that can always happen over night- sometimes students might need to take a day or two to think about how they want to complete the assignment, so allowing for an extra day or so before the assignment is due can help facilitate this. Be vague in assignments translates to keeping them open-ended, so that students can pursue the assignment in a way that works for their own individual learning style. This will help students learn the most and have a more enjoyable time doing the project.
Are there any consequences to the third guideline- Be vague? There are always some risks when you provide few limitations on assignments. Some students may do the bare minimum and not take advantage of the freedom given to really explore the assignment. Other students may get a little too into the assignment and get off track of what the actual guidelines are. There is also a risk of students saying the grading isn't fair if they miss points because they can say that the guidelines weren't clear enough for them.
Is this a technique that can be used in all grade levels? I think this is something that can be very effective at all grade levels, but middle school and high school students may benefit more from such assignments. Students at younger grade levels might lack the experiences to give them more creative ideas, and may not how to structure an assignment with out strict guidelines to follow. I think it is still possible to use this technique at younger grades though, just maybe on a smaller scale. For example, in a first grade class you could have your students choose between paint, markers, clay, etc and have them draw a picture of anything that makes them happy. They get to choose the medium and the subject, but are still given enough tools to have an idea of how to start.
Journal 8: Choosing the Perfect Tools for One-to-One Learning
Citation: Bouterse, Brian (2009/08). Choosing the Perfect Tools for One-to-One. Learning and Leading with Technology, 1, Retrieved 08/07/2009, from
http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_August.htm
This article discusses the differences in the types of technology devices that teachers are most likely to use and have access to in their classrooms. It's a very informative article, especially if the reader lacks a broad knowledge base of how computers vary from machine to machine. The article reminds the reader that when selecting forms of technology, it is important to give enough consideration to how the device will be used, and how it could be used in the future. It is also helpful to remember the limitations of the students, and how easy the device will be to use in the classroom. You will also need to consider how accessible the device is for students outside of the classroom before handing out assignments. There were a couple different charts and graphics that try to illustrate how the different devices compare to each other, and what the benefits and faults of each instrument are.
How likely is it that a school will have a one-to-one program in place? As the use of technology in every day life increases, I think that the use of technology in the classroom will follow right behind. While there are many school districts across the nation that may not be able to afford one-to-one programs due to lack of funding, hopefully in the future- as more consideration is given to the importance of technology and education- there will be ways to accommodate such programs. School districts should remember that even technology that is considered old and maybe a little out dated is better than no technology at all, because it can at least set up the building blocks for technical competency.
Is this article helpful to districts looking to implement one-to-one programs? While there was some helpful information in the article, I think a lot of it was common sense and things that I would hope schools would automatically consider before they incorporate anything new into the curriculum. The chart in the article had the potential to be very informative, but I don't think it did a lot to clarify what the exact differences are between the devices being compared. Things such as price and something other than "multi-purpose" for the uses would have been helpful. Also, if the reader doesn't know a lot about technology, a lot of the vocabulary used isn't very meaningful.
http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_August.htm
This article discusses the differences in the types of technology devices that teachers are most likely to use and have access to in their classrooms. It's a very informative article, especially if the reader lacks a broad knowledge base of how computers vary from machine to machine. The article reminds the reader that when selecting forms of technology, it is important to give enough consideration to how the device will be used, and how it could be used in the future. It is also helpful to remember the limitations of the students, and how easy the device will be to use in the classroom. You will also need to consider how accessible the device is for students outside of the classroom before handing out assignments. There were a couple different charts and graphics that try to illustrate how the different devices compare to each other, and what the benefits and faults of each instrument are.
How likely is it that a school will have a one-to-one program in place? As the use of technology in every day life increases, I think that the use of technology in the classroom will follow right behind. While there are many school districts across the nation that may not be able to afford one-to-one programs due to lack of funding, hopefully in the future- as more consideration is given to the importance of technology and education- there will be ways to accommodate such programs. School districts should remember that even technology that is considered old and maybe a little out dated is better than no technology at all, because it can at least set up the building blocks for technical competency.
Is this article helpful to districts looking to implement one-to-one programs? While there was some helpful information in the article, I think a lot of it was common sense and things that I would hope schools would automatically consider before they incorporate anything new into the curriculum. The chart in the article had the potential to be very informative, but I don't think it did a lot to clarify what the exact differences are between the devices being compared. Things such as price and something other than "multi-purpose" for the uses would have been helpful. Also, if the reader doesn't know a lot about technology, a lot of the vocabulary used isn't very meaningful.
Sunday, August 9, 2009
Inspiration Assignment- NETS I and V
This is a diagram I created using Inspiration 8.0 to visually give examples of work I have done that meets the NETS for teachers.
Wednesday, August 5, 2009
Crossword Puzzle- NETS II
This is a crossword puzzle I created to incorporate interactive technology into my classroom. It's a helpful tool because not only does it teach students the material, but it provides them with instant feedback.
iMovie- NETS II
This is a movie I created using iMovie. This demonstrates how easy it is to make and edit films!
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