For this post I chose to review the professional learning community Edutopia. Although I was at first hesitant about the benefits I may discover on site such as this, I have learned that Edutopia is valuable resource for a teacher of any grade level/ content area. The site literally has a spot for everything education. One of my favorite aspects of this site is that includes articles about what is new in education and personal blogs of several teachers. This is useful because if a person chooses to read an informative article, he or she is typically able to find several opinions about that article in the blog section. Teachers discuss everything from whether or not they should assign homework, to what music is appropriate at a middle school dance.
Another benefit to Edutopia is its organization. A teacher can easily filter through the site and look for particular information. For example, teachers can easily search by grade level. If more specific information is required teachers are even able to search in specific " communities" such as assessment, new teachers, and classroom management. Lastly, Edutopia provides tabs for things such as effective strategies and schools that work. This can help not only teachers, but also administrators, when trying to improve a school.
Although I am still a fairly new member of Edutopia, I plan to stay a member throughout my professional career. I had never really spent much time considering professional learning communities before, but I am glad that I have finally been exposed to one. Despite discussing several benefits of the site here, I have only just uncovered the tip of the iceberg. I think there is still a lot to learn about Edutopia and the potential it has to assist me in the classroom.
Wednesday, July 18, 2012
Sunday, July 8, 2012
WebQuest Review
For my WebQuest review I looked at a WebQuest found on QuestGarden.com. The Me: 20 years from now WebQuest asks students to discover their interests and then research a potential career field relating to these interests. After completing this WebQuest students were asked to write a short paper on their findings, create a resume for the job of their choosing, and fill out an application for this job provided by the guidance counselor.
Prior to researching WebQuests, I thought of them as a single, individual activity. In the example that I looked at, however, the teacher was able to create an entire project centered around the completion of a WebQuest. Students started the process by taking personality surveys online. Although this is not technically a WebQuest, it helps get students used to using the internet to find information. After choosing which career field they wanted to research, students were given a list of websites they had to use to answer a given set of questions. I found this WebQuest to be particularly unique because students were answering the same questions, but had the freedom choose which career field they researched. This gave students power over their education and hopefully increased their engagement in the activity. After completing the WebQuest, the teacher had students actually apply what they had learned. Instead of simply using technology for the sake of technology, students were asked to write a paper and fill out a real resume and application. Although these documents were slightly modified to better fit the average adolescent, these activities still gave high school students some real world, hands-on experience.
Overall, I found this WebQuest to be very effective when used in a high school English classroom. Students get real world experience with technology, while still being asked to practice and improve upon their writing skills. In addition to this, students get a good introduction to the process of research, something valuable across all subject areas. I liked how the creator of this WebQuest made it a segment of a larger assignment. I think that in applying the knowledge gained from the WebQuest, students will have a higher comprehension level of the materials that they researched. I also think this WebQuest could serve as a good scaffolding technique before assigning an independent research project. With the WebQuest the resources are provided by the teacher, but the students still have to access these sources and search for the information needed. This activity may serve as a good stepping stone towards having students find their own resources and complete an individual project.
The only criticism I have of this blog is the age ranges under which it was listed. I think that high school students could greatly benefit from this activity, but the author also said this WebQuest could work for students in grades 6-8. Although a modified version of this WebQuest may work for younger students, I think completing the tasks as they are listed may be little too much to ask of middle school students. Overall, however, I could see several uses for a WebQuest similar to this in my English classroom.
Link: http://questgarden.com/113/83/9/101206131207/process.htm
Prior to researching WebQuests, I thought of them as a single, individual activity. In the example that I looked at, however, the teacher was able to create an entire project centered around the completion of a WebQuest. Students started the process by taking personality surveys online. Although this is not technically a WebQuest, it helps get students used to using the internet to find information. After choosing which career field they wanted to research, students were given a list of websites they had to use to answer a given set of questions. I found this WebQuest to be particularly unique because students were answering the same questions, but had the freedom choose which career field they researched. This gave students power over their education and hopefully increased their engagement in the activity. After completing the WebQuest, the teacher had students actually apply what they had learned. Instead of simply using technology for the sake of technology, students were asked to write a paper and fill out a real resume and application. Although these documents were slightly modified to better fit the average adolescent, these activities still gave high school students some real world, hands-on experience.
Overall, I found this WebQuest to be very effective when used in a high school English classroom. Students get real world experience with technology, while still being asked to practice and improve upon their writing skills. In addition to this, students get a good introduction to the process of research, something valuable across all subject areas. I liked how the creator of this WebQuest made it a segment of a larger assignment. I think that in applying the knowledge gained from the WebQuest, students will have a higher comprehension level of the materials that they researched. I also think this WebQuest could serve as a good scaffolding technique before assigning an independent research project. With the WebQuest the resources are provided by the teacher, but the students still have to access these sources and search for the information needed. This activity may serve as a good stepping stone towards having students find their own resources and complete an individual project.
The only criticism I have of this blog is the age ranges under which it was listed. I think that high school students could greatly benefit from this activity, but the author also said this WebQuest could work for students in grades 6-8. Although a modified version of this WebQuest may work for younger students, I think completing the tasks as they are listed may be little too much to ask of middle school students. Overall, however, I could see several uses for a WebQuest similar to this in my English classroom.
Link: http://questgarden.com/113/83/9/101206131207/process.htm
Wednesday, June 27, 2012
Flipping The Classroom: Is it the best choice?
I recently read an article on flipping the classroom. Prior to reading this article I had heard the term, but didn’t know many details about what it entailed. Flipping the classroom involves recording lectures for students to watch for homework and filling class time with more interactive projects and assignments. Although this sounds like a good idea, this article made me realize that using technology in this way may not be the best option for students. Firstly, if lectures are recorded and watched at home students will be spending much of their night doing homework. If a student has five classes in an average day, they will be asked to spend five hours each night doing homework. I know that as a high school student I would not have been willing to do this.
Another issue related to flipping the classroom is its strong focus on lecturing. Many educators agree today that a passive lecture is not the best way to get students involved with content. It is difficult to create an interactive lecture if students are simply watching a video at home.
Also in relation to lecturing, teachers are often asked to think on their feet. If something seems to not be going well during a lecture, a teacher can change the tone and theme of their lecture. Another problem with this is that teachers never get live feedback on their lectures. It is difficult to change and grow if you are never made aware of flaws in your delivery.
Lastly there is the on-going debate about students’ access to technology outside the classroom. It could be very costly to a school district to provide the appropriate technology to all students that do not already have it. This is a problem that may become less severe in nature over time; however, as of now it is still a relevant issue.
After reading this article I realize that are definitely still issues regarding the use of technology in classrooms. Although on the surface technology always seems like the solution to the problem, it can actually create many new problems of its own. Prior to reading this article it seemed like the majority of things I heard about flipping the classroom were positive. This author, however, raised some very legitimate concerns. I realize now that it is important to look at all aspects of technology before implementing it in your classroom. Just because something is a “buzz word” doesn’t necessarily mean that it is the right thing to do. Although technology clearly has the potential to revolutionize education, it is important to proceed with caution before using it with your students.
Tuesday, June 19, 2012
7 Things You Should Know About Mobile App Development
The article 7 Things You Should Know About Mobile App Development focuses on the world of mobile applications in relation to schools and universities. With the constantly advancing technology of our current world, mobile applications have become an important feature in many classrooms. Oftentimes teachers are able to use student's own mobile devices in lieu of school laptops or computers. This makes technology much more accessible and allows more time for meaningful instruction. However, dealing with mobile applications is not always as easy as it may sound. Despite the several benefits of including mobile devices in the learning experience, there are still challenges that many I.T. departments face everyday.
In dealing with mobile applications an I.T. department has the choice of implementing either native apps or mobile web apps. Native apps are built for one particular device (i.e. blackberry, droid, iPhone) and typically offer the user a rich and interactive experience. The negative side to native apps is that they are very specific in their compatibility. The native apps for an iPhone may be non-existent on a blackberry. This causes problems in the classroom because students have such a wide range of mobile devices.
Mobile web apps, in contrast, work on a variety of technology. These apps are equally effective on all mobile devices. The negative side to this is that due to this wide compatibility, these apps are often not as developed as native apps. Therefore, students using mobile web apps may not get the same rich experience that they could with native apps.
There is a third school of thought regarding mobile applications in the classroom. Some argue that native apps and mobile web apps can be combined to create optimum learning conditions. This would involve creating one base mobile web app and then enhancing it for different technologies. This would avoid any copyright problems and allow all students to get the most out of the technology that is so readily available to them.
The debate with mobile apps in the classroom does not stop with what kind of mobile app to use. I.T. developers must also consider the safety of allowing students to access sensitive material on their phones. If a phone is lost, a student's access to apps may open the door for criminal activity. Despite this risk, there are several benefits to using mobile apps in the classroom. One thing the article particularly focuses on is the increase in accessibility provided by mobile apps. The use of mobile devices helps all students to get a more hands on experience with learning- regardless of any disabilities.
Overall, I found the content of this article to be very valuable for students, parents, and teachers. In the four years since I have graduated high school, it is clear that technology has rapidly advanced. It is interesting to see how mobile apps could revolutionize the educational experience, but also to get a clear picture of the challenges facing this technological development. I think that in theory mobile apps could be beneficial in saving time and enhancing learning in a classroom, but there are still issues to work out. In order to continue progress on developing mobile apps teachers, students, parents, and I.T. developers must be in constant communication. Teachers need to tell I.T. developers what would be most effective in their classrooms, and in turn the I.T. department must find a way to make this desired technology equally accessible to everyone. I think one of the most important things the school community should recognize in relation to mobile app development is the benefits this technology possesses for all students. Schools are often criticized for accessibility issues. Mobile apps could be the answer to this problem. In including mobile apps in the classroom, teachers will be able to give students of all abilities an interactive, hands-on learning experience. This will make school more valuable for each and every student in the class.
Link: http://www.educause.edu/library/resources/7-things-you-should-know-about-mobile-app-development
In dealing with mobile applications an I.T. department has the choice of implementing either native apps or mobile web apps. Native apps are built for one particular device (i.e. blackberry, droid, iPhone) and typically offer the user a rich and interactive experience. The negative side to native apps is that they are very specific in their compatibility. The native apps for an iPhone may be non-existent on a blackberry. This causes problems in the classroom because students have such a wide range of mobile devices.
Mobile web apps, in contrast, work on a variety of technology. These apps are equally effective on all mobile devices. The negative side to this is that due to this wide compatibility, these apps are often not as developed as native apps. Therefore, students using mobile web apps may not get the same rich experience that they could with native apps.
There is a third school of thought regarding mobile applications in the classroom. Some argue that native apps and mobile web apps can be combined to create optimum learning conditions. This would involve creating one base mobile web app and then enhancing it for different technologies. This would avoid any copyright problems and allow all students to get the most out of the technology that is so readily available to them.
The debate with mobile apps in the classroom does not stop with what kind of mobile app to use. I.T. developers must also consider the safety of allowing students to access sensitive material on their phones. If a phone is lost, a student's access to apps may open the door for criminal activity. Despite this risk, there are several benefits to using mobile apps in the classroom. One thing the article particularly focuses on is the increase in accessibility provided by mobile apps. The use of mobile devices helps all students to get a more hands on experience with learning- regardless of any disabilities.
Overall, I found the content of this article to be very valuable for students, parents, and teachers. In the four years since I have graduated high school, it is clear that technology has rapidly advanced. It is interesting to see how mobile apps could revolutionize the educational experience, but also to get a clear picture of the challenges facing this technological development. I think that in theory mobile apps could be beneficial in saving time and enhancing learning in a classroom, but there are still issues to work out. In order to continue progress on developing mobile apps teachers, students, parents, and I.T. developers must be in constant communication. Teachers need to tell I.T. developers what would be most effective in their classrooms, and in turn the I.T. department must find a way to make this desired technology equally accessible to everyone. I think one of the most important things the school community should recognize in relation to mobile app development is the benefits this technology possesses for all students. Schools are often criticized for accessibility issues. Mobile apps could be the answer to this problem. In including mobile apps in the classroom, teachers will be able to give students of all abilities an interactive, hands-on learning experience. This will make school more valuable for each and every student in the class.
Link: http://www.educause.edu/library/resources/7-things-you-should-know-about-mobile-app-development
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