2.22.13 Class: Is Wiki Bad?

After this long, detailed class discussion I realized that Wiki is not as bad as others make it to be. It also opens a door for students to see information and do more research to see if the information is factual or no. It is not only a good site for their research that they need to get done but also makes them do further information.
I did not know that the .com, .org, or .net had specific meaning. I thought people just added which one they thought sounded good with their website, I never gave it much thought. This was a fun little fact to learn in class.
The 5 W's of the website evaluation was very helpful. I copied down this simple checklist for students to follow when they are evaluating a website, or even when I am evaluating a website for them students to use or for myself.

CHAPTER 5: Research and Evaluating Internet Information

1. Chapter five states "Almost all teenagers (94 percent) use the Internet at least some of the time to do research for school" (pg 114). This is an extremely large percent of students that are using the Internet for academic based research. I always wondered how I would in my own classroom teach my students how to properly use internet research, what sites to use, how to use them, how to tell what information is necessary or true, etc. My first thought was to have a list of scholarly websites that they are allowed to use for the task at hand, and if they found other websites they would need to in advance give me the link so I could evaluate it. How will you, or how do you in your classrooms have your students use internet research? How will you teach them to use it properly? Lastly, will you only have your students use the Internet for academic research?

2. I found one part of the chapter extremely interesting and worth debating a little. On page 117 the text states, "Is time spent online reading really reading?internet critics say no, contending that reading printed books is the time-honored, proven path to intellectual and personal growth." When I read this quote I really stopped and thought about what the text was saying, and personally I had to agree with it. Reading off of the Internet or on  an Ipad, or Nook, etc., is not really reading because you are taken by the technology part of it and not just focused on the reading aspect. Some things, like reading from a book should be kept traditional and not changed. Do you believe that reading from the Internet is not really reading? Will you have your students read more from books or online?

3. The text states that to be IT fluent a teacher must be able to use the application of computers and other technologies in the classroom in all subject areas. This made me think what exactly does it mean to be able to use technology and the computer in the classroom, does that mean a simple slideshow, a projector, a film, etc. or is it more. To me being IT fluent is the ability to navigate the computer, use search engines, online grading, slideshows, a smartboard, video, and some educational websites. What does it mean to you to be IT fluent? Do you believe you are IT fluent? 

Week 3 Class Reflection:

Today in class I learned what constructivism is. It is the theory that students should learn by doing hands on activities and discovering the topics they are learning. I thought this to be a great idea and also thought why more high school sin America are not structured like this. The high schools that are called "trade schools" function in this way but they are looked down upon by society. In Europe students choose a path in their careers and then go to the high school that will set them forth on this path. I think this is a great idea and should become more implemented in the USA.

Topic for Video and WebQuest: ELA- Essay Writing and thesis statements   

Chapter 3: Developing Lessons With Technology

1. Understanding by design (UBD) was a concept I learned about while reading the text, and after I read it I realized I had been using this method for many of my lesson plans. UBD is the "backward planning" of a lesson. You begin with the main idea, the desired results/assessment, and lastly fill in the step by step instruction, objectives and methods. I use this form of lesson planning because I feel that it keeps me concentrated on my goal of what to teach the students. When I just write the methods/steps first and then the main idea and assessment last I feel that it keeps me away from wanting to make sure the students learned from the lesson and I feel as if I am just throwing in an assessment. Do you write your lessons using the UBD or do you write them by completing the objective and methods/steps first? Which do you believe is a better method and why?

2. Norm-reference tests v. criterion references tests

Norm-reference tests compare students to one another on a ranking scale; while criterion references tests compare students' performance to specific objectives and standards, and not to other students. I believe that students should be compared to one another and should be compared to standards and objectives as well. There is nothing wrong with having a little competition among students so that they know where they stand among peers. For me personally I am extremely competitive and the want to be the best for myself and among others is what keeps me going and achieving. This can have a negative effect as well on students and bring down their self esteem to see themselves not ranked well on a scale. But, is it truly better to keep them blinded by this fact, is that really helping them? I personally think it is more harmful than helpful. If students are not being ranked against one another, they are being ranked on a scale against objectives and standards, which in reality is still ranking them.  Is it wrong to have students compared to one another and ranked on a scale? Should students only be held accountable to objectives or standards alone? 

3.  I believe that paper based or "traditional" means of assessment are not a bad thing, though they should not be the only means of assessment. Students need to also be assessed based on their every day actions, their participation and achievements in class from a day to day basis. This however puts a lot of power on the teacher to assess students. The teacher can pick favorites, or grade at a lower scale to have more of their students achieve, etc. Also, every teacher has a different idea of what students should be taught and how. This is why there are the standardizes tests, even though many teachers hate them. How could a teacher assess a student other than by a paper test? How do you believe the education system can implement the standardized tests and also show a students progress from day to day? Would technology help in any way? 

Is a teacher a designer?

Who are you designing for?
A teacher is a designer for themselves and for their students. For themselves because they design their day, their lesson, their classroom set up, their mood, their attitude for the day, etc. In the same idea, the teacher is a designer for the students because the teacher needs to target the students with lessons, ideas, thoughts, classwork etc. A teacher is also designing for the whole population. One class at a time changes the world. Lastly, for other teachers because we all need to help each other to make every day and every grade easier.
What are you designing?
A teacher not only designs the obvious factors in the classroom for example, lesson, tests, classroom layout etc. but, also designs for the future. A teacher has a teaching philosophy that they want to fulfill and every day they work towards that goal to make the students not only learn in an educational aspect but in life. 
Final product?
A better future for education, students and teachers.
*Collective comunity
*Fulfillment for students and teachers

Take away note: 
I took away from the class that idea that technology should not be an "add" on but rather an implementation. I can agree to disagree with this point, technology should be used in the class as long as it is not the focus and the students focus more on the lesson not the use of the technology. I also never called myself a "designer" per say even though now that I think more on it I guess that I am. Teachers design curriculum, lessons, classroom set up, students plans for the day, the educational system etc. The word teacher took up a whole entire dry erase board to explain, and I guess that's the beauty of the field we are in, teachers are a little bit of everything.

WEEKS 2: THREE QUESTIONS FOR CHAPTERS 1&2

1. The text talks about why people will use technology in the classroom and how. I personally will use technology in the classroom as a mere enhancer and not as the core part of the lesson learning method. Some technology that I would use would be the SmartBoard, videos, music, powerpoints, and online educational websites. How will you use technology in your classroom, and what specific technology will you use?

2. Chapter 1 states: "after age 11 nearly all children use the internet" and "daily internet use grows drastically from childhood to adolescent to teenage years." Do you believe that the use and amount of use of technology in the classroom depends on the age of the students? Is it better to use more technology with younger students, or older, or does it not matter?

3. The text states that: "In homes, 54 percent of white students use the computer, the figures fro African American students is (27 percent) and Hispanic students is (26 percent). These numbers show a huge difference in technological skill and use. How can you as a teacher, if you use technology, ensure that your students are using the technology at a fair advantage to everyone? How can the educator use technology to ensure everyone is able to understand it?