An educational need or opportunity:
One issue I deal with is teaching my students how to thread the sewing machine, operate their sewing machine and sew specific stitches using proper techniques. It's very hard for me to demonstrate for them how to do something because they can't all gather around me and clearly see what's going on. In the past, I've created finished samples of what is expected from them, but that doesn't really show them HOW it's done. It just provides a visual of the final product. The videos address the varying needs of my learners:
1. Those who have trouble comprehending a text-only or text and 2-D image only set of instructions.
2. Those who have trouble with the visual-spatial relationships and need to see the 3-d images in motion
3. Those who need to be able to review a process several times to truly understand it.
How you plan to address this educational issue with technology:
I'm not entirely sure yet. I would like to create videos so that they can reference them over and over if needed. I feel that the book/pattern instructions are very difficult to understand (sometimes I don't even get what they are asking you to do!) and videos would be much easier. I think it would be helpful if I was able to project the videos at the beginning of class for all to see and provide explanation. Then, they could ask questions and I could clarify information. As the students then attempt the processes on their own, they could then use the videos as a reference.
Relevant research and resources (from the Internet and elsewhere):
- Brabec's article talks about multimedia/nonlinguistic representations and the positive effects of students partaking in these technologies through cooperative learning.
- Differentiated Instruction and Implications for UDL Implementation: Tracey Hall, Nicole Strangman, and Anne Meyer, http://www.cast.org/publications/ncac/ncac_diffinstructudl.html
A plan for the portion you will implement during this course and the portion you will implement after this course completes:
I'm currently brainstorming a project for my advanced sewing students to do for their capstone of the class. I think it would be great to potentially have these students create the videos because they are the ones that would really know what would be helpful for learning since they experienced it recently. (I learned to sew a long time ago, so I forget that certain knowledge shouldn't be assumed!) The students would complete these during class time and work in groups of 2-4. The equipment we have access to for creating the videos include several digital cameras. (I will also check with our Media Specialist to see if we can utilize any other tools she might suggest.) The videos that the students create will be initially saved to the students' school accounts. Eventually, we will then upload them to a variety of online resources, mostly for home viewing. Because our school blocks YouTube and almost every other video hosting resource (even when embedded in applications) we will likely store these files in a folder that can be accessed by the entire class for school use. I think it's important to still upload them to an online storage so that the students can view them at home and show friends/family their work. My hopes for the finished products are that they will:
- be detailed with verbal descriptions and imagery (possibly using Digital Storyboarding)
- be creative and unique (each group should employ their own personal touch throughout)
- utilize the concepts of design that we learned early on in the course throughout the tutorial via their graphics and camera shots (design principles and elements such as balance, line, proportion, scale etc.)
After this course completes, I would like to continue this work over the summer to create additional videos for various projects for my students.
How your project addresses the four common places of education:
Someone teaching: Me + the students when they create the videos (they become the "teacher" as well)
Someone learning: Current students and future students
Some subject matter: Sewing (threading the machine, sewing stitches, cutting patterns, ironing, etc...)
In some setting: Sewing Lab
Friday, March 26, 2010
Sunday, March 7, 2010
Sunday, February 7, 2010
Wednesday, December 9, 2009
7.4 OTL
I'm glad I have been introduced to the Michigan Merit Guidelines. Being a new teacher, I was completely unaware of these. I'm sure I will learn more about our school's take on this and how we meet the expectations at our upcoming Technology Curriculum Council meetings.
Being new to all of this, I'm not 100% sure about my school, however, I do know that several science classes utilize Blackboard as part of the curriculum. The students take tests, explore content (videos, notes, etc.), and write journal reflections. In addition, other classes are beginning to use Blackboard more and more.
I began using Blackboard about 1 year ago and I'm still in the process of learning the ins and outs. There are several other technologies I feel I would be able to use with my students, such as WebQuests for example. I plan to incorporate 1 WebQuest into each of my classes and see how they go.
One technology I think would be difficult to use with students is an RSS feed. I think older/advanced students might possibly benefit from them more, but I see younger/special education students getting lost or confused with all of that information.
Being new to all of this, I'm not 100% sure about my school, however, I do know that several science classes utilize Blackboard as part of the curriculum. The students take tests, explore content (videos, notes, etc.), and write journal reflections. In addition, other classes are beginning to use Blackboard more and more.
I began using Blackboard about 1 year ago and I'm still in the process of learning the ins and outs. There are several other technologies I feel I would be able to use with my students, such as WebQuests for example. I plan to incorporate 1 WebQuest into each of my classes and see how they go.
One technology I think would be difficult to use with students is an RSS feed. I think older/advanced students might possibly benefit from them more, but I see younger/special education students getting lost or confused with all of that information.
Friday, November 20, 2009
5.3 Exploring Google Applications
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.
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.
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.)
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