GOOGLE APPS: FORMS
What functions did you like and what functions did you find frustrating? Why?
I didn't find anything too complicated or frustrating about the Google Form application. I did like the ability to change the theme of the form and the ease of adding questions and page headers/breaks. There are many options with regards to the types of questions you can ask. Participants can answer questions with via the following prompts: text, check boxes, choosing from a list, scale and grid.
At first, I thought that the only way to use the form was to email it, but then I realized that you could embed it into a web page. Other positives of the form application are that you can view the results via a spreadsheet or in a summary format, and you can event allow the form participants to view the results summary.
What knowledge or skills would students need to use the software?
It would be fairly simple for students to utilize the form application as all of the features are clearly listed at the top. If they were creating a form, it would help if they were aware of the various options of the questions and samples were provided. If they were completing a form, it would be very simple for students to answer as it's pretty easy to navigate through and answer.
How can you share the products you create with this application?
The 2 main ways of sharing the forms are via email or by embedding the from into a web document.
How could you see the application being used to teach a particular subject matter?
For me personally, I could use this application when I need quick feedback from my students. For example, I created a form to find out which projects the students would be interested in creating for our next sewing unit. I have given them options to choose from and also allowed for an option for them to type in their own response.
In addition, students could create their own forms when completing a project where they need to collect survey data.
What are some things a teacher could do to help students collaborate using this application?
As previously mentioned, students could create their own forms when completing a project where they need to collect survey data. Or, they could collect data from each other.
Friday, November 20, 2009
Sunday, November 15, 2009
Sec. 4.6: Instructional Strategies/Blogs Reflection
* What instructional strategies would fit well with using blogs in the classroom? Why?
I would have to say that the most effective ways to use a blog through the use of instructional strategies would include the use of inductive, deductive, and scaffolding strategies.
For the inductive strategy, the teacher would post examples of the rule and the students could respond with their answer (the rule.) It would be important to screen these answers so they are not immediately posted to the blog for other classmates to see. This is fairly simplistic and could be done without a blog, however, it would be a good fast way to receive feedback on a given topic.
On the reverse end, to use the deductive strategy the teacher could post the rule and then ask students to share examples. I think this is the more effective of the two in this case (inductive vs. deductive) because it requires them to think creatively and apply their knowledge. For this strategy, I would actually let the students view other classmate responses because this might spark more creativity for other students.
Ideally, it would be great to use scaffolding by incorporating the inductive strategy and then moving up to the deductive for more critical thinking. For example, in my Interior Design class I could teach about universal design and then post something about the importance/benefits of this. Next, I could ask students to respond with examples and potentially provide links to images that represent this. In addition, I could have students provide poor examples of universal design and then explain what could be done to change the current situation and make it better.
* What instructional strategies would not fit well with using blogs in the classroom? Why?
I personally think that the use simulation could be better done with a WebQuest or possibly some other method. I think that a simulation is rather thorough, so to do a complete simulation might be too much.
* How could you see Blogs being used in your classroom with your subject matter?
I think the most beneficial way blogs could be used in my classes would be for reflective/journal purposes. In Human Relations, the students write a lot of reflections on topics such as Grief/Loss, Divorce, Relationships, Communicating, Values, etc. A blog would be a perfect way for the students to post their thoughts and to interact with others.
I would have to say that the most effective ways to use a blog through the use of instructional strategies would include the use of inductive, deductive, and scaffolding strategies.
For the inductive strategy, the teacher would post examples of the rule and the students could respond with their answer (the rule.) It would be important to screen these answers so they are not immediately posted to the blog for other classmates to see. This is fairly simplistic and could be done without a blog, however, it would be a good fast way to receive feedback on a given topic.
On the reverse end, to use the deductive strategy the teacher could post the rule and then ask students to share examples. I think this is the more effective of the two in this case (inductive vs. deductive) because it requires them to think creatively and apply their knowledge. For this strategy, I would actually let the students view other classmate responses because this might spark more creativity for other students.
Ideally, it would be great to use scaffolding by incorporating the inductive strategy and then moving up to the deductive for more critical thinking. For example, in my Interior Design class I could teach about universal design and then post something about the importance/benefits of this. Next, I could ask students to respond with examples and potentially provide links to images that represent this. In addition, I could have students provide poor examples of universal design and then explain what could be done to change the current situation and make it better.
* What instructional strategies would not fit well with using blogs in the classroom? Why?
I personally think that the use simulation could be better done with a WebQuest or possibly some other method. I think that a simulation is rather thorough, so to do a complete simulation might be too much.
* How could you see Blogs being used in your classroom with your subject matter?
I think the most beneficial way blogs could be used in my classes would be for reflective/journal purposes. In Human Relations, the students write a lot of reflections on topics such as Grief/Loss, Divorce, Relationships, Communicating, Values, etc. A blog would be a perfect way for the students to post their thoughts and to interact with others.
Section 4.3: Wikis
This assignments has shed a whole new light on Wikis for me. Up until recently, I knew they existed, and I knew that anyone could edit them. That was about all I knew however.
After playing around in the sandbox for a bit, I found my school's Wikipedia, "Chippewa Valley Schools." As I read through it, I noticed that the majority of the information in the "notable facts" areas was negative. Because of this, I decided the best thing for me to add would be some positive information about Chippewa's sports accomplishments (in particular, the Varsity Girls Soccer team.) Here is a screen shot of how the page looks after my entry. Click to enlarge.
http://spritelight.pbworks.com/
Here is the Wiki I created with PB Works. This was created as a place where I can share craft related links, photos, slide shows, etc. with family, friends and students. It also will allow us to talk about sewing issues, suggestions, etc. This way, all the information will be archived so that everyone can reference it and share with one another (as opposed to how we normally discuss these things via email.)
After playing around in the sandbox for a bit, I found my school's Wikipedia, "Chippewa Valley Schools." As I read through it, I noticed that the majority of the information in the "notable facts" areas was negative. Because of this, I decided the best thing for me to add would be some positive information about Chippewa's sports accomplishments (in particular, the Varsity Girls Soccer team.) Here is a screen shot of how the page looks after my entry. Click to enlarge.
http://spritelight.pbworks.com/
Here is the Wiki I created with PB Works. This was created as a place where I can share craft related links, photos, slide shows, etc. with family, friends and students. It also will allow us to talk about sewing issues, suggestions, etc. This way, all the information will be archived so that everyone can reference it and share with one another (as opposed to how we normally discuss these things via email.)
Sunday, November 1, 2009
Integrating Computer-based Instructional Objects
When creating computer based instructional objects there are many additional considerations that have to be made for students to use them independently. For WebQuests, detailed instructions must be given so that the student can stay focused and seek out specific information. Many of the WebQuests I have viewed fail to do this. They provide general links for students to use but once the student arrives at the site, they don't really know where to navigate from there. In addition, I feel it's important to make sure that the links you provide open into a separate window/tab. This allows the student to reference information on the WebQuest page without having to use the back button on the browser. It also teaches the student to multitask a little bit by referencing two pages at once.
For computer based instructional objects such as the StAIR, I think it's important to be sure to create a layout ahead of time and assess the student often. For my StAIR, I plan to create a quiz at the end of each new topic. If the student answers incorrectly, he/she will be redirected back to relearn the material.
After many hours of searching for decent WebQuests in my subject area (Family and Consumer Science), I was able to find 1 that stood out. The VAST majority of the WebQuests I examined were very old (circa 2000) and outdated with many broken links.
Housing Solutions WebQuest:
http://www.fcswebquests.colostate.edu/webquests/Hansma_WebQuest.htm
The reason I selected this as my WebQuets example is because it was very easy to follow, it included each of the main categories (Introduction, Task, Process, Evaluation, Conclusion, Credits, and Teacher Page), and it provided detailed instructions with accessible links. I also felt that the WebQuest was obviously well thought out and it gave excellent scenarios to start the students off on their project. This WebQuest is clearly a long term project. It provides opportunities for student to compare, classify, induce, deduce, and analyze perspectives. The grading rubric provided at the end is an excellent evaluation tool. Additionally, it is great that the students will present their projects to fellow classmates so that they can learn from their peers. I would also provide a guided note taking sheet for students to record information from the presentations of their peers. Afterward we would look for similarities and differences from the various presentations.
Overall I think this was a decent WebQuest and I look forward to using it next semester when I teach Interior Design I.
For computer based instructional objects such as the StAIR, I think it's important to be sure to create a layout ahead of time and assess the student often. For my StAIR, I plan to create a quiz at the end of each new topic. If the student answers incorrectly, he/she will be redirected back to relearn the material.
After many hours of searching for decent WebQuests in my subject area (Family and Consumer Science), I was able to find 1 that stood out. The VAST majority of the WebQuests I examined were very old (circa 2000) and outdated with many broken links.
Housing Solutions WebQuest:
http://www.fcswebquests.colostate.edu/webquests/Hansma_WebQuest.htm
The reason I selected this as my WebQuets example is because it was very easy to follow, it included each of the main categories (Introduction, Task, Process, Evaluation, Conclusion, Credits, and Teacher Page), and it provided detailed instructions with accessible links. I also felt that the WebQuest was obviously well thought out and it gave excellent scenarios to start the students off on their project. This WebQuest is clearly a long term project. It provides opportunities for student to compare, classify, induce, deduce, and analyze perspectives. The grading rubric provided at the end is an excellent evaluation tool. Additionally, it is great that the students will present their projects to fellow classmates so that they can learn from their peers. I would also provide a guided note taking sheet for students to record information from the presentations of their peers. Afterward we would look for similarities and differences from the various presentations.
Overall I think this was a decent WebQuest and I look forward to using it next semester when I teach Interior Design I.
Subscribe to:
Comments (Atom)
