Khan Academy is a site of tutorials that has been created by Salman Khan. The categories include Math, Science, Humanities, and Test Prep. Everyone knows of someone who can benefit from this site's resources, or, use it for your own edification. http://www.khanacademy.org/
Check it out today!
Sunday, November 28, 2010
Friday, August 8, 2008
Turning the Tables
In my humble opinion, the discussion this week needs to be more about how we can get our students involved in using video for authentic assessments. Students are used to video cameras and don’t tend to shy away from them the way many adults do. Most students have cell phones that can take short video clips. For the most part, they own the technology to perform the task.
Hall Davidson said, “Learning means assimilating information in a way that matches our wiring: responding to the terabits of information in motion and sound. Technology brings education access to the transformative visual tools of an image-based society--- a move closer to the way we truly learn.”
We need to encourage project-based learning and meaningful student work that incorporates movie making. Our students can become journalists and interviewers. They can create documentaries. Our students are capable of high-level work using video. Video and multimedia should be integrated into the regular subject-area curriculum.
Start considering the possibilities of how to engage students in creatively demonstrating their knowledge.
Hall Davidson said, “Learning means assimilating information in a way that matches our wiring: responding to the terabits of information in motion and sound. Technology brings education access to the transformative visual tools of an image-based society--- a move closer to the way we truly learn.”
We need to encourage project-based learning and meaningful student work that incorporates movie making. Our students can become journalists and interviewers. They can create documentaries. Our students are capable of high-level work using video. Video and multimedia should be integrated into the regular subject-area curriculum.
Start considering the possibilities of how to engage students in creatively demonstrating their knowledge.
Thursday, August 7, 2008
Acquiring Knowledge
The goal for our students is to learn the county-selected curriculum. Kids today are accustomed to multimedia (transmissions that combine media like text, graphics, full-motion video, sound etc.) because it makes their toys, games and computer activities more engaging. Television launched a change in how students like to learn. Sesame Street created a generation of kids who liked color, songs, puppets, and lots of action. It also created kids who learn in fifteen-minute increments and then pause for commercial breaks.
The legacy of shows like Sesame Street and electronic games is that teachers need to enlist multimedia aids to hold students’ attention. Videotapes are great, but they come in set lengths with no easy way of knowing about or finding the specific information available on the tapes. Laserdiscs honed in on the idea that it may just take a video segment to convey an idea. The discs were split into chapters and the teacher could scan directly to a desired starting point. However, the discs were large, the information was cataloged in such a way that a lot of reading was required to find the desired segment of information, and the equipment was expensive. As a result, teachers did not have time or the money to invest to use the tool effectively. Laserdiscs went the way of the 8-track tape.
With the ability to digitize and compress video and send it over cable lines came the answer to how video can be used efficiently in our schools. Some very smart people acquired the rights to a lot of educational footage, which they digitized and indexed so that topics can be found WITHIN each video. Each video is segmented by topic and aligned with state standards. The content of the video database is searchable by grade, objective, and/or subject. Only the pertinent segment of video needs to be used to convey the information that will lead to student understanding. No excess information needs to be shown, so students can focus precisely on the lesson’s objectives.
My school system subscribes to Discovery Education Streaming, which claims to be used in more than half the schools in the United States. Discovery Education Streaming provides video on demand. Enhancing lessons with video has been shown to promote retention because information is being delivered to multiple senses. Students who are aural learners and students who need visuals will benefit from video use. The information delivery format used by the teachers, aids in varying instruction, zeroes in on the objectives for learning, and is popular with students. Video streaming allows for a confluence of solid educational practices to be implemented and promotes student understanding.
The legacy of shows like Sesame Street and electronic games is that teachers need to enlist multimedia aids to hold students’ attention. Videotapes are great, but they come in set lengths with no easy way of knowing about or finding the specific information available on the tapes. Laserdiscs honed in on the idea that it may just take a video segment to convey an idea. The discs were split into chapters and the teacher could scan directly to a desired starting point. However, the discs were large, the information was cataloged in such a way that a lot of reading was required to find the desired segment of information, and the equipment was expensive. As a result, teachers did not have time or the money to invest to use the tool effectively. Laserdiscs went the way of the 8-track tape.
With the ability to digitize and compress video and send it over cable lines came the answer to how video can be used efficiently in our schools. Some very smart people acquired the rights to a lot of educational footage, which they digitized and indexed so that topics can be found WITHIN each video. Each video is segmented by topic and aligned with state standards. The content of the video database is searchable by grade, objective, and/or subject. Only the pertinent segment of video needs to be used to convey the information that will lead to student understanding. No excess information needs to be shown, so students can focus precisely on the lesson’s objectives.
My school system subscribes to Discovery Education Streaming, which claims to be used in more than half the schools in the United States. Discovery Education Streaming provides video on demand. Enhancing lessons with video has been shown to promote retention because information is being delivered to multiple senses. Students who are aural learners and students who need visuals will benefit from video use. The information delivery format used by the teachers, aids in varying instruction, zeroes in on the objectives for learning, and is popular with students. Video streaming allows for a confluence of solid educational practices to be implemented and promotes student understanding.
Monday, August 4, 2008
Web 2.0 Get On Board!
What would you like your students to do? Chances are there is a Web 2.0 tool that will allow them to do it!
Web 2.0 applications help us to connect, create, and collaborate. Blogs, wikis, podcasts, and Google docs are but a few of the tools available on the web that allow for interaction. Even the social bookmarking tool, del.icio.us, permits each user to tag his bookmarks with search terms that are personally meaningful, and then, to share the bookmarks with others. Web 2.0 is a dynamic world with new resources being created for all either to use freely, or, as paid subscriptions. For educators, reading blogs and websites of people who stay abreast of technology for a living is the best way to hear of new tools that may be of value to your students. Kathy Schrock and Will Richardson are two educators who inform teachers about cool new web applications. Kathy has compiled information about Web 2.0 applications at http://kathyschrock.net/web20/ Will Richardson maintains a blog where he discusses technology and frequently mentions Web 2.0 applications at http://weblogg-ed.com/
See what these experts have to say about Web 2.0. Give some of the applications they recommend a try. It will open a whole new world of teaching and learning for you and your students. These tools will motivate your students as you vary instruction. Check out the possibilities to enhance your instruction for your 21st century learners. Your students are primed and ready to use technology. Consider the possibilities for providing inspiring instruction by using Web 2.0 tools today!
Web 2.0 applications help us to connect, create, and collaborate. Blogs, wikis, podcasts, and Google docs are but a few of the tools available on the web that allow for interaction. Even the social bookmarking tool, del.icio.us, permits each user to tag his bookmarks with search terms that are personally meaningful, and then, to share the bookmarks with others. Web 2.0 is a dynamic world with new resources being created for all either to use freely, or, as paid subscriptions. For educators, reading blogs and websites of people who stay abreast of technology for a living is the best way to hear of new tools that may be of value to your students. Kathy Schrock and Will Richardson are two educators who inform teachers about cool new web applications. Kathy has compiled information about Web 2.0 applications at http://kathyschrock.net/web20/ Will Richardson maintains a blog where he discusses technology and frequently mentions Web 2.0 applications at http://weblogg-ed.com/
See what these experts have to say about Web 2.0. Give some of the applications they recommend a try. It will open a whole new world of teaching and learning for you and your students. These tools will motivate your students as you vary instruction. Check out the possibilities to enhance your instruction for your 21st century learners. Your students are primed and ready to use technology. Consider the possibilities for providing inspiring instruction by using Web 2.0 tools today!
Blogs: A Versatile, Powerful Tool for Teachers
When used effectively as key tasks, blogs are amazing tools for teachers to use with their students. Blogs are versatile like Swiss army knives. They allow students to practice a variety of skills while learning about and questioning course content. Blogs are also like power tools because they amp up what students are exposed to in the course of the discussion. Good teachers, who want to allow students the opportunity for personal expression while interacting with others, will find that blogs can be used to assess content knowledge, in addition to providing additional educational benefits. Blogs are a powerful, multipurpose tool for educators to use with their students.
Theodore Bernstein once said, “If writing must be a precise form of communication, it should be treated like a precision instrument. It should be sharpened, and it should not be used carelessly.” What place will require one to write precisely? The Internet, where anyone in the world can read what has been written. Words need to be chosen carefully in order to convey the intended meaning. The act of blogging will give students the opportunity to sharpen their writing skills. If their thoughts are not conveyed accurately, then a reader is likely to question them in order to gain understanding. Students' writing will require more precision in order to get their points across. Blogs give students the opportunity to practice becoming good writers.
Blogs also allow students to read the opinions of others and to learn about a variety of perspectives. Students will think about and question what has been said, sharpening their critical thinking skills.
Students can connect with people anywhere in the world through their blogs. The teachers are no longer the sole purveyors of information on a topic. Experts may join in a discussion to give insights about their work. The experience from such interactions will motivate many students to want to learn more because the topics take on relevance that may not be apparent within the classroom walls.
All students have the chance to participate and collaborate in the discussion when teachers include blogs in their assignments. The inherently shy students will have equal opportunities to share their ideas ensuring that there is total participation in the activity.
So blogs are a tool that allow students to practice and hone their writing skills, to think critically about the opinions of others, to interact with people with a range of expertise, to gain understanding of the relevance of the subject matter and to participate equally in the discussion.
Contrast the benefits of blogs to assessing students with ScanTron multiple-choice tests or even writing short responses to questions that only you will read. Which tool will you use benefit your students? What's in your teaching toolbox?
Theodore Bernstein once said, “If writing must be a precise form of communication, it should be treated like a precision instrument. It should be sharpened, and it should not be used carelessly.” What place will require one to write precisely? The Internet, where anyone in the world can read what has been written. Words need to be chosen carefully in order to convey the intended meaning. The act of blogging will give students the opportunity to sharpen their writing skills. If their thoughts are not conveyed accurately, then a reader is likely to question them in order to gain understanding. Students' writing will require more precision in order to get their points across. Blogs give students the opportunity to practice becoming good writers.
Blogs also allow students to read the opinions of others and to learn about a variety of perspectives. Students will think about and question what has been said, sharpening their critical thinking skills.
Students can connect with people anywhere in the world through their blogs. The teachers are no longer the sole purveyors of information on a topic. Experts may join in a discussion to give insights about their work. The experience from such interactions will motivate many students to want to learn more because the topics take on relevance that may not be apparent within the classroom walls.
All students have the chance to participate and collaborate in the discussion when teachers include blogs in their assignments. The inherently shy students will have equal opportunities to share their ideas ensuring that there is total participation in the activity.
So blogs are a tool that allow students to practice and hone their writing skills, to think critically about the opinions of others, to interact with people with a range of expertise, to gain understanding of the relevance of the subject matter and to participate equally in the discussion.
Contrast the benefits of blogs to assessing students with ScanTron multiple-choice tests or even writing short responses to questions that only you will read. Which tool will you use benefit your students? What's in your teaching toolbox?
Monday, July 28, 2008
Who is Leaving Whom Behind?
Students are using the web in ways that teachers are not considering. There is a site called http://www.fanfiction.net/book/ where students are writing about books they have enjoyed. Some are writing new chapters, others are suggesting alternative plot twists, and some are just sharing why they enjoyed books or characters. There is a lot of reading and writing going on at the site. The site has just cleared the statistics, which showed something like 300,000+ posts just for Harry Potter.
A young girl named Laura wanted to do something special in memory of her grandfather. She created a blog called Twenty Five Days to Make a Difference. http://twentyfivedays.wordpress.com/ Laura has exceeded her own expectations. Her ClstrMap shows that people from all over the world have responded to her “caring” blog.
Children are teaching their parents how to use cell phones. One of the cell phone companies has even spoofed this with a back to school commercial.
Kids are publishing video and music to the web. Kids have created many of the helpful tutorials on the Internet. How many teachers have published anything?
Young people are playing games with people half a world away. They are experiencing all types of simulations through virtual worlds like Second Life.
Students are networking with MySpace and FaceBook. Some are even creating online study groups.
How many teachers are taking advantage of what is available via the web in their classrooms? The students are taking advantage of these tools when they get home!
There was an article I read online that talked about the way kids read today, it’s online. Students like to read from a computer screen. They read about all kinds of things. The parents don’t understand because they like the confines of the book covers.
Kids today are leaving their parents and their teachers behind as they explore the world through the Internet. Smart teachers will talk to students about what they are doing on the Internet and with technology in order to know how to reach students on their terms. If their interests are with cell phones, we need to find a way to use cell phones in schools. If their interests are in virtual games, we need to create them. If their interests are in making movies, movies need to be a way an assignment can be completed.
The students who graduate in 2009 will be the first graduating class of digital natives. Have their needs been met in school? Or have the students left their teachers (and parents) in the digital dust?
A young girl named Laura wanted to do something special in memory of her grandfather. She created a blog called Twenty Five Days to Make a Difference. http://twentyfivedays.wordpress.com/ Laura has exceeded her own expectations. Her ClstrMap shows that people from all over the world have responded to her “caring” blog.
Children are teaching their parents how to use cell phones. One of the cell phone companies has even spoofed this with a back to school commercial.
Kids are publishing video and music to the web. Kids have created many of the helpful tutorials on the Internet. How many teachers have published anything?
Young people are playing games with people half a world away. They are experiencing all types of simulations through virtual worlds like Second Life.
Students are networking with MySpace and FaceBook. Some are even creating online study groups.
How many teachers are taking advantage of what is available via the web in their classrooms? The students are taking advantage of these tools when they get home!
There was an article I read online that talked about the way kids read today, it’s online. Students like to read from a computer screen. They read about all kinds of things. The parents don’t understand because they like the confines of the book covers.
Kids today are leaving their parents and their teachers behind as they explore the world through the Internet. Smart teachers will talk to students about what they are doing on the Internet and with technology in order to know how to reach students on their terms. If their interests are with cell phones, we need to find a way to use cell phones in schools. If their interests are in virtual games, we need to create them. If their interests are in making movies, movies need to be a way an assignment can be completed.
The students who graduate in 2009 will be the first graduating class of digital natives. Have their needs been met in school? Or have the students left their teachers (and parents) in the digital dust?
Sunday, July 27, 2008
Educational Use of Screencasting
How effective do you envision them to be, to different groups of educational professionals?
I imagine that most groups of educational professionals will appreciate the clear, direct instructions given via screencasts. For the tech savvy person, a one time viewing of a screencast will get him on his way. For a tech novice, the ability to watch the process multiple times is available. The ability to choose whether to watch all the way through, pause, or replay allows the viewer to tailor the training to his or her needs. I can imagine teachers using screencasts to leave student assignments if planning an absence, or to demonstrate a process that may be tricky. Screencasts can be posted to their web sites for reinforcement of classroom instruction or to convey information to students who have been absent. When students begin to have their own CLC email accounts and can use the tool, I can see them demonstrating knowledge of a process by screencasting the steps. I believe that educational professionals will find numerous ways to use this tool and embrace the possibilities that it affords.
Do you believe video and textual training tools to be different, do different people respond to either or both?
Text and video training tools are different. A text-training tool leaves a lot to the imagination, while video tools fill in the gaps with the images that are shared. Video training is multisensory and that is a benefit to more learners than learning from text. I would think that anyone would be able to follow a video tutorial while most user manuals are considered doorstops. People usually prefer to try to muddle through and figure things out on their own rather than to suffer through the reading of dry instructional content.
Other than the basic elements of design, what specific design elements do you think should be adhered to when designing these short-training tools for educators or students?
Bottom Line: Screencasting is a cool tool for school.
I imagine that most groups of educational professionals will appreciate the clear, direct instructions given via screencasts. For the tech savvy person, a one time viewing of a screencast will get him on his way. For a tech novice, the ability to watch the process multiple times is available. The ability to choose whether to watch all the way through, pause, or replay allows the viewer to tailor the training to his or her needs. I can imagine teachers using screencasts to leave student assignments if planning an absence, or to demonstrate a process that may be tricky. Screencasts can be posted to their web sites for reinforcement of classroom instruction or to convey information to students who have been absent. When students begin to have their own CLC email accounts and can use the tool, I can see them demonstrating knowledge of a process by screencasting the steps. I believe that educational professionals will find numerous ways to use this tool and embrace the possibilities that it affords.
Do you believe video and textual training tools to be different, do different people respond to either or both?
Text and video training tools are different. A text-training tool leaves a lot to the imagination, while video tools fill in the gaps with the images that are shared. Video training is multisensory and that is a benefit to more learners than learning from text. I would think that anyone would be able to follow a video tutorial while most user manuals are considered doorstops. People usually prefer to try to muddle through and figure things out on their own rather than to suffer through the reading of dry instructional content.
Other than the basic elements of design, what specific design elements do you think should be adhered to when designing these short-training tools for educators or students?
- I believe that the context or purpose for the instruction should be made clear.
- The window should capture only the document/application being discussed–eliminating any unnecessary computer desktop clutter (cognitive overload).
- The person creating the screencast should identify him/herself in order to answer any questions or so corrections/suggestions for the screencast can be shared.
- Students may be better screencast instructors for other students because they share generational communications skills and an innate understanding of technology.
- Each step of an application's use should be given its own screencast so that learners can view only the segments they need.
- The instructor needs to use a microphone in order to have clear audio.
- I believe it is better to use slow and deliberate motion with the mouse versus hurried jerky motions.
- Scrolling is fine, but it shouldn’t be an abrupt up and down motion, just scroll one way or the other in a smooth motion.
- The trainer should sound interested in the subject.
- I find it comforting that there are little issues in the screencasts, it makes the viewer realize that technology is tricky for everyone and that the trainer is human.
Bottom Line: Screencasting is a cool tool for school.
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