Final Blog Entry for:
Integrating Computer Technology into the Curriculum
Instructor: Christina Noyes
UC Berkeley x359.5
Prompt: Summarize what you learned in the class, what technologies you plan to integrate into your curriculum and how you might accomplish this. What was the most valuable idea or application you learned from this course?
I learned a tremendous amount in this course, most of which I will need to keep on learning. Some technologies, tools, and applications I learned include: social networking, blogging, video editing, google docs, doc sharing, shutterfly, webquests, Web 2.0 tools, and many other links to helpful information and resources regarding technology and education.
When and if I return to classroom teaching, I will definitely use many of the links provided in the course, including links about how to cite sources, hotlinks, webquests, and so on. I will also review the sound literature on the theory and practice of integrating technology into the classroom. I found the literature for the course very thought provoking. The umbrella question as to how technology can be used to enhance and/or undermine educational goals surfaced in many of the articles provided.
The primary way I will use what I learned from this course is simply by having more resources to provide for students when I assign them individual and group research projects. The hotlists, for example, will be helpful. The Web 2.0 technologies will be important to know about, but I admit I will need to spend more time with those to take full advantage.
The other important topic I learned about in the course was Drugs and Alcohol Abuse, as I chose to focus on this for my web quest. This was a profound education for me, and I will definitely come back to this web quest in the future.
The idea and practice of sharing information was the most valuable part of the course. Whether it is through blogging, google groups, or doc sharing, I found this new form of interaction very useful. In this course alone, I have been exposed to great new ideas for what and how to teach.
Thanks everyone!
Tuesday, April 7, 2009
Sunday, April 5, 2009
Review of ELearning sites for kids
Review of ELearning sites for kids
Helen Perdue
Prepared for Course:
Integrating Computer Technology into the Curriculum
Instructor: Christina Noyes UC Berkeley x359.5
I approached my review of Elearning sites for kids as if I were one: a kid. I imagined myself as me, only 25 years younger. That would make me about 9 years old. Fourth grade. I could really imagine it. As a kid, I liked to play games. But I liked to play games that challenged my mind, and gave me the opportunity to succeed and have the 'ah-hah, I got it!' moment. Challenging guessing games like trivia and charades, or word games like boggle and scrabble, were my favorite. What would I have enjoyed (and benefited from) if Elearning sites were available to me at 9 years old? How might a teacher use these sites in the classroom today?
I chose to 'try out' and review 3 sites from over a dozen options (titles of 'links') that were provided by my tech ed instructor. Given my self described interests mentioned above, I chose 2 sites with the titles that sounded most appealing for my 'brain challenge' seeking self:
1) Brain Pop and 2) Fun Brain. For my 3rd option, I chose site with a title that might appeal to my more action-oriented male comrades: 3) Cyber Chase. (Even as a 9 year old I had a lot of guy friends and wanted to play with them. This site sounded like fun for that reason).
RESULTS AND REVIEW:
So, how did it go? Did I have fun? What worked? What didn't work? Could a teacher use these sites in their classroom? Could I? Why or why not?
1) Brain Pop:
Brain Pop was by far the most educationally sound site of the three that I chose. The subject matter was very educationally centered, with topics such as 'reading and writing', 'computer history', 'transportation', among others. The delivery of information is both in written text, images, and videos. There are options for accessing the information by 'trial membership', 'membership' and simply by being on the site. I was able to get information about 'computer history' as well as 'paraphrasing.' I was also able to find out about the site through the 'about us' link, which informed me that the activities were aligned with technology state standards. Hurray!
Well, hurray for an educator, at least. As a nine year old, I would have personally enjoyed this. I was a nerd for information and I wanted to 'be smart' the way adults were. With that said, I would not imagine that all kids would love this site. It was not very 'playful' in that it did not have a lot of games as much as information. For me, this was better. I would have loved it as a nine year old, and I certainly loved it a seasoned educator. Would I use this in the classroom? Definitely! This site is, in many ways, a more students friendly wikipedia of sorts. With the added videos, it provides more options for learning styles. While it is probably not every kids favorite, it is most definitely one to bookmark for parents and teachers.
Moving on...
2) Fun Brain provided various options for games, based on subject matter. The home page, as well as all other pages I navigated through, were like visual eye candy and very 'kid friendly.' Without any doubt, the creators of this site put a lot of time and investment into the research and application of effective images and digital design. With enough visual appeal, I decided to branch out and go for the 'arcade' option (as opposed to the reading option). I decided to approach this site in the company of a friend, who happens to by a male who loves arcades. I thought he could provide some additional perspective on the site.
The game we decided to play had many interactive options for the character (assuming it was the player) and the exploratory adventure of the game. It was somewhat fun to dress up the character and make choices, but there was never any sense of purpose, reason, or reward. After about 15 minutes into the game, I got tired and wanted to move on. What was the purpose in moving further (aside from my need to review the site)? My friend was more patient and saw it as 'simply having fun.' But even he agreed, there was no story line.
In conclusion, while this site gets an A+ for image appeal and user-friendly interactive options, it is not get the highest rating as an educational resource. With that said, I would not negate the site altogether. It would be more like a 'free-time' activity for those kids who love to explore and wonder. In the area of adventure, it wasn't half bad. In the area of learning, it was only half good.
Last but not least,
3) Cyber Chase was surprisingly the most fun and user-friendly all around. While there was much to explore and play that I did not indulge in (much was for members who 'log-in'), I did watch the video and play the game that was featured on their home page. The game was called "Lucky Star" and simply by the title and the 'easy to navigate' icons, I liked it from the start. As the game progressed, I realized that this was exactly what I was hoping for in the beginning. It was like a trivia challenge that required me to think, enabled me to respond, and provided me with the opportunity to win, to 'be a star.' Many of the questions were math oriented, challenging indeed, but I got them all right!
Okay, I will have to admit that part of what I liked about the game is that it was easy. Yes, it required me to think. But I did not 'learn' anything new as much as I refined my sharp thinking skills and got a little sense of reward for what I already knew.
Would I use this in the classroom? Sure. It was more of a game than a learning site, though. I would send kids there for fun and reinforcement of skills, as opposed to new learning.
Well, kids, off to play some games. What will it be now? How about scrabble, or musical chairs?
Helen Perdue
Prepared for Course:
Integrating Computer Technology into the Curriculum
Instructor: Christina Noyes UC Berkeley x359.5
I approached my review of Elearning sites for kids as if I were one: a kid. I imagined myself as me, only 25 years younger. That would make me about 9 years old. Fourth grade. I could really imagine it. As a kid, I liked to play games. But I liked to play games that challenged my mind, and gave me the opportunity to succeed and have the 'ah-hah, I got it!' moment. Challenging guessing games like trivia and charades, or word games like boggle and scrabble, were my favorite. What would I have enjoyed (and benefited from) if Elearning sites were available to me at 9 years old? How might a teacher use these sites in the classroom today?
I chose to 'try out' and review 3 sites from over a dozen options (titles of 'links') that were provided by my tech ed instructor. Given my self described interests mentioned above, I chose 2 sites with the titles that sounded most appealing for my 'brain challenge' seeking self:
1) Brain Pop and 2) Fun Brain. For my 3rd option, I chose site with a title that might appeal to my more action-oriented male comrades: 3) Cyber Chase. (Even as a 9 year old I had a lot of guy friends and wanted to play with them. This site sounded like fun for that reason).
RESULTS AND REVIEW:
So, how did it go? Did I have fun? What worked? What didn't work? Could a teacher use these sites in their classroom? Could I? Why or why not?
1) Brain Pop:
Brain Pop was by far the most educationally sound site of the three that I chose. The subject matter was very educationally centered, with topics such as 'reading and writing', 'computer history', 'transportation', among others. The delivery of information is both in written text, images, and videos. There are options for accessing the information by 'trial membership', 'membership' and simply by being on the site. I was able to get information about 'computer history' as well as 'paraphrasing.' I was also able to find out about the site through the 'about us' link, which informed me that the activities were aligned with technology state standards. Hurray!
Well, hurray for an educator, at least. As a nine year old, I would have personally enjoyed this. I was a nerd for information and I wanted to 'be smart' the way adults were. With that said, I would not imagine that all kids would love this site. It was not very 'playful' in that it did not have a lot of games as much as information. For me, this was better. I would have loved it as a nine year old, and I certainly loved it a seasoned educator. Would I use this in the classroom? Definitely! This site is, in many ways, a more students friendly wikipedia of sorts. With the added videos, it provides more options for learning styles. While it is probably not every kids favorite, it is most definitely one to bookmark for parents and teachers.
Moving on...
2) Fun Brain provided various options for games, based on subject matter. The home page, as well as all other pages I navigated through, were like visual eye candy and very 'kid friendly.' Without any doubt, the creators of this site put a lot of time and investment into the research and application of effective images and digital design. With enough visual appeal, I decided to branch out and go for the 'arcade' option (as opposed to the reading option). I decided to approach this site in the company of a friend, who happens to by a male who loves arcades. I thought he could provide some additional perspective on the site.
The game we decided to play had many interactive options for the character (assuming it was the player) and the exploratory adventure of the game. It was somewhat fun to dress up the character and make choices, but there was never any sense of purpose, reason, or reward. After about 15 minutes into the game, I got tired and wanted to move on. What was the purpose in moving further (aside from my need to review the site)? My friend was more patient and saw it as 'simply having fun.' But even he agreed, there was no story line.
In conclusion, while this site gets an A+ for image appeal and user-friendly interactive options, it is not get the highest rating as an educational resource. With that said, I would not negate the site altogether. It would be more like a 'free-time' activity for those kids who love to explore and wonder. In the area of adventure, it wasn't half bad. In the area of learning, it was only half good.
Last but not least,
3) Cyber Chase was surprisingly the most fun and user-friendly all around. While there was much to explore and play that I did not indulge in (much was for members who 'log-in'), I did watch the video and play the game that was featured on their home page. The game was called "Lucky Star" and simply by the title and the 'easy to navigate' icons, I liked it from the start. As the game progressed, I realized that this was exactly what I was hoping for in the beginning. It was like a trivia challenge that required me to think, enabled me to respond, and provided me with the opportunity to win, to 'be a star.' Many of the questions were math oriented, challenging indeed, but I got them all right!
Okay, I will have to admit that part of what I liked about the game is that it was easy. Yes, it required me to think. But I did not 'learn' anything new as much as I refined my sharp thinking skills and got a little sense of reward for what I already knew.
Would I use this in the classroom? Sure. It was more of a game than a learning site, though. I would send kids there for fun and reinforcement of skills, as opposed to new learning.
Well, kids, off to play some games. What will it be now? How about scrabble, or musical chairs?
Web Safety; Real and Virtual Prevention
Web Safety; Real and Virtual Prevention
Helen Perdue
April 4, 2009
Educating students about Web Safety must be tackled from many vantage points. There is, of course, the idea of restricting access and usability of certain websites and programs. Parents and teachers may have tools for monitoring what students are able to see and do on specific computers. Plenty of tools for how to promote internet safety are available on educational forums such as www.connectsafely.org . Videos and guidelines for how to set privacy on facebook settings, for example, may help unwanted intruders.
http://www.connectsafely.org/code/code/index.php?option=com_content&task=blogsection&id=23&Itemid=124
But in many ways, this is a band-aid approach. It reminds me of the 'parent control' options that were sold as part of a TV cable package back when 100+ television channels was the new and exciting (if not risky) item on the tech market. Now, with the many interactive capabilities with the internet, the issue is not only about what students see, but it is also about what they do with others. And the case of safety, it may be may be more about what others do with them.
Cyber-bullying is a growing phenomenon that has raised much concern, as well as speculation. According to Anne Collier, cyber bullying must be clearly defined and taken with a grain of salt. (http://www.connectsafely.org/code/code/index.php?option=com_content&task=view&id=1322&Itemid=118)
I somewhat agree. I mean, when all of this interaction is transmitted through 'virtual' screens, does it really warrant concern for a child's safety? Certainly. But it may not be the kind of (physical bullying) in which a child remains helpless. But support is needed. The solution is less about controlling student's access and more about empowering them with the critical thinking and psychological tools that will give them more power to resist unsafe engagement and interaction. ( http://www.connectsafely.org/code/code/index.phpoption=com_content&task=view&id=970&
Itemid=118)
As with watching television, I think the best thing we can do is teach students how to find joy and fulfillment (in both activities and relationships) that do not depend so much on the computer. Time together, in person, with family and friends is fundamentally different than virtual interaction. And I believe, it is an essentially preventative method for combating WebSafety. If students feel safe and loved outside of the cyber-world, then that world will have less power over them.
With that said, I am very assured to know there is plenty of attention given to the matter of WebSafety, in terms of research and support. www.connectsafely.org has enough resources alone to answer most questions and provide ample advice and support for how to understand and address the topic. But like many of the resources available online, there may be too much to tackle for one parent to grab hold of. I can only imagine my mother trying to navigate through that site, much less narrow down the scope enough to take any tangible action. Forget about it.
So here in lies my greatest concern, for both teachers and parents, and our collective approach to dealing with WebSafety. There is SO much out there, both in terms of safety risks as well as methods to minimize and treat them, that I cannot help but wonder how in the world we can come to a collective moral, ethical, educational, and punitive approach to dealing with the issues as they arise.
The public high school that I taught at, for one, does not have any rules, regulations, or education forums that are followed by all teachers. I don't even recall any 'optional' ones. What they do have, like many schools, is a technical measure of 'blocking' certain sites. That helps, but only to the degree that it restricts. It does not educate or empower students with how to handle unsafe web interactions when they do arise.
Like most teachers, I never spent much time on the topic. Perhaps I should. I think the key is, however, to balance the amount of time spent on the internet, and on internet related topics, with some time and experience off-line. Good ol fashion books and socratic seminars are soon to be a lost art. What about an afternoon at the park with your high school sweetheart, guitar and flowers? Real ones. Imagine: no texting or beeping going off in the middle of your first kiss?
Okay, perhaps I am going too far into the realm of pre-internet nostalgia. In truth, I do not think we need to revert back to the 'good ol days' of when I was in high school and we didn't have cell phones or emails. But for our health sake, I think it is very important that students are empowered with options for love and safety that have nothing to do with being online. Real live human love, interaction and protection will always be important for safety, I think.
Helen Perdue
April 4, 2009
Educating students about Web Safety must be tackled from many vantage points. There is, of course, the idea of restricting access and usability of certain websites and programs. Parents and teachers may have tools for monitoring what students are able to see and do on specific computers. Plenty of tools for how to promote internet safety are available on educational forums such as www.connectsafely.org . Videos and guidelines for how to set privacy on facebook settings, for example, may help unwanted intruders.
http://www.connectsafely.org/code/code/index.php?option=com_content&task=blogsection&id=23&Itemid=124
But in many ways, this is a band-aid approach. It reminds me of the 'parent control' options that were sold as part of a TV cable package back when 100+ television channels was the new and exciting (if not risky) item on the tech market. Now, with the many interactive capabilities with the internet, the issue is not only about what students see, but it is also about what they do with others. And the case of safety, it may be may be more about what others do with them.
Cyber-bullying is a growing phenomenon that has raised much concern, as well as speculation. According to Anne Collier, cyber bullying must be clearly defined and taken with a grain of salt. (http://www.connectsafely.org/code/code/index.php?option=com_content&task=view&id=1322&Itemid=118)
I somewhat agree. I mean, when all of this interaction is transmitted through 'virtual' screens, does it really warrant concern for a child's safety? Certainly. But it may not be the kind of (physical bullying) in which a child remains helpless. But support is needed. The solution is less about controlling student's access and more about empowering them with the critical thinking and psychological tools that will give them more power to resist unsafe engagement and interaction. ( http://www.connectsafely.org/code/code/index.phpoption=com_content&task=view&id=970&
Itemid=118)
As with watching television, I think the best thing we can do is teach students how to find joy and fulfillment (in both activities and relationships) that do not depend so much on the computer. Time together, in person, with family and friends is fundamentally different than virtual interaction. And I believe, it is an essentially preventative method for combating WebSafety. If students feel safe and loved outside of the cyber-world, then that world will have less power over them.
With that said, I am very assured to know there is plenty of attention given to the matter of WebSafety, in terms of research and support. www.connectsafely.org has enough resources alone to answer most questions and provide ample advice and support for how to understand and address the topic. But like many of the resources available online, there may be too much to tackle for one parent to grab hold of. I can only imagine my mother trying to navigate through that site, much less narrow down the scope enough to take any tangible action. Forget about it.
So here in lies my greatest concern, for both teachers and parents, and our collective approach to dealing with WebSafety. There is SO much out there, both in terms of safety risks as well as methods to minimize and treat them, that I cannot help but wonder how in the world we can come to a collective moral, ethical, educational, and punitive approach to dealing with the issues as they arise.
The public high school that I taught at, for one, does not have any rules, regulations, or education forums that are followed by all teachers. I don't even recall any 'optional' ones. What they do have, like many schools, is a technical measure of 'blocking' certain sites. That helps, but only to the degree that it restricts. It does not educate or empower students with how to handle unsafe web interactions when they do arise.
Like most teachers, I never spent much time on the topic. Perhaps I should. I think the key is, however, to balance the amount of time spent on the internet, and on internet related topics, with some time and experience off-line. Good ol fashion books and socratic seminars are soon to be a lost art. What about an afternoon at the park with your high school sweetheart, guitar and flowers? Real ones. Imagine: no texting or beeping going off in the middle of your first kiss?
Okay, perhaps I am going too far into the realm of pre-internet nostalgia. In truth, I do not think we need to revert back to the 'good ol days' of when I was in high school and we didn't have cell phones or emails. But for our health sake, I think it is very important that students are empowered with options for love and safety that have nothing to do with being online. Real live human love, interaction and protection will always be important for safety, I think.
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