My Curriculum Web is about early colonization within the United States. This web was designed specifically for fifth grade students in Michigan, but it may be used with younger or older students in any location. There are five main pages, the index, the Curriculum Plan, the Activity Pages, Rubric Page, and Feedback Form. The main pages may link to subpages within the Curriculum Web. This Curriculum Web was designed to support various learning styles and communication methods. The web offers opportunities for students to have collaborative and self-directed learning experiences.
The Curriculum Plan outlines the basic structure of the Colonial Curriculum Web. The goals, learners, and subject matter are described. The learning objectives are listed as prescribed by the Michigan Grade Level Content Expectations (GLCE). The prerequisites, aims, and rationales are also described. This would be a good page for a teacher or student to peruse before choosing or using my Curriculum Web.
The first Activity Page is the Treasure Hunt. The Treasure Hunt is an activity which allows students to investigate different colonies, regions, and people from the Colonial Era. Students download a Treasure Hunt Map, and use this to guide their learning. In cooperative learning groups, the students use the Internet resources provided to solve the puzzles. After they have completed the group hunt, students will individually take the online assessment. Requirements are outlined in the Treasure Hunt Rubric.
The Topics Hotlist page gives students an opportunity to investigate a mystery in history. In cooperative learning groups, students will investigate the events leading up to the disappearance of Roanoke, The Lost Colony. After the exploration, groups will take an online assessment which requires ordering a timeline. After this, students will break away from their groups to individually review Internet resources which investigate and provide possible theories for the disappearance of Roanoke. Students will reflect on the different theories, select or create a theory, write a historical article about this theory, and post the article to their class blog. Students are to read one another’s blogs, compare and contrast the entries to their own, and comment on one similar and one dissimilar blog. Students may view the activity requirements in the Topics Hotlist Rubric.
The final activity page is the Multimedia Scrapbook. This activity allows students to explore some colonial traditions and create an original presentation based on their investigations. Again, students will have the opportunity to work in collaborative learning groups. The groups will use the Internet sources provided to research and plan an authentic Colonial meal. Groups will present their meals to the class in whichever multimedia format which they choose. The Multimedia Scrapbook Rubric outlines the expectations for this assignment. After students view the group presentations, they will post an entry on their class blog noting one of the presented dishes they think they would like and one they would dislike, giving a reason for each.
The last page from my Curriculum Web I would like to discuss is the Feedback Page. This page presented an especial challenge, since I built several feedback pages within Dreamweaver but could not program them to submit to my e-mail address. With some help, I was pointed in the direction of several websites. I chose to use http://www.response-o-matic.com/ to build my feedback form. I created the feedback questions to which I particularly want answers as well as a general comment/suggestion section. Other than the name and e-mail section, none of the questions are required. After completing my form, I simple cut and pasted the HTML to my Dreamweaver page. It was very simple, and the submitted form quickly arrives in my e-mail inbox.
Thank you for viewing my presentation. I invite you to use my feedback form , or this blog, to provide any suggestions, questions, or comments you might have. I will be the first to admit that my first go with Dreamweaver presented more challenges than I could have possibly imagined.
Wednesday, December 5, 2007
Saturday, November 17, 2007
Cultural Variables
My students are a homogeneous group of middle-class Caucasian students. My Curriculum Web will support various learning styles and communication methods. There will also be opportunities for the students to have collaborative and self-directed learning experiences.
Saturday, November 10, 2007
Constructivism and Dreamweaver
First, let me address the constructivist learning environment. I really like that I specifically chose my Dreamweaver goals. There is so much I want to do, so I am glad it was not simply predetermined. This approach allowed me to take accountability for a pace I am comfortable with as I complete this assignment. I am a product of pretty traditional instruction, so this is new for me. I think that distance education lends itself to constructivism, so I have had some experiences in the last year. However, I hope that this constructivist experience provides me with the confidence and experience to provide constructivist learning experiences for my own students.
As for Dreamweaver, figuring this out has been surprisingly challenging. I generally catch on quickly when it comes to tackling new software, but this is a different beast altogether. I kind of wanted to teach myself by playing around, and that got me nowhere. I ended up turning to my Hands-On Learning Dreamweaver CS3 recommended text. I have completed the exercises through chapter 6, and that gave me enough background to get started with some basic layout elements, at least. It’s a bit tedious, but I am no longer clueless. I’ll keep doing the chapter exercises, because it is working for me. As someone who wants a dramatic layout with impressive elements, I know I have just scratched the tip of the iceberg. I didn’t start with a template, because I wanted to learn it all, and I am wondering if that is a mistake. My next step is to find the images…where are they?
As for Dreamweaver, figuring this out has been surprisingly challenging. I generally catch on quickly when it comes to tackling new software, but this is a different beast altogether. I kind of wanted to teach myself by playing around, and that got me nowhere. I ended up turning to my Hands-On Learning Dreamweaver CS3 recommended text. I have completed the exercises through chapter 6, and that gave me enough background to get started with some basic layout elements, at least. It’s a bit tedious, but I am no longer clueless. I’ll keep doing the chapter exercises, because it is working for me. As someone who wants a dramatic layout with impressive elements, I know I have just scratched the tip of the iceberg. I didn’t start with a template, because I wanted to learn it all, and I am wondering if that is a mistake. My next step is to find the images…where are they?
Wednesday, October 24, 2007
Teacher Website
I chose to evaluate a website, http://wooworld.homestead.com/, created by an elementary technology teacher. The page loads quickly with high speed internet. All the spelling and grammar are correct, and the author is easy to identify and contact. There is a date to show when the page has been updated. It is fairly current with the last update being October 11th. Most of the information is pertinent to the curriculum and adds value. This website includes many elements such as music, video, and graphics. Overall, the website has a cheery look, and I can tell the author has a lot of fun with it.
The title takes up a large space on the page. To the contrary, the area for the October Activities is quite small. The layout struck me as somewhat random, and I would recommend some changes be made. This webpage lacks a site map, and the school’s home web address is not included on the page. Finally, music begins when the page opens. While the music is mellow and enjoyable, I cannot locate a button on the page to mute the music. Instead, I had to use the volume on my controls. While I find a few aspects could improve, overall, I think the site had a pleasant feel to it.
The title takes up a large space on the page. To the contrary, the area for the October Activities is quite small. The layout struck me as somewhat random, and I would recommend some changes be made. This webpage lacks a site map, and the school’s home web address is not included on the page. Finally, music begins when the page opens. While the music is mellow and enjoyable, I cannot locate a button on the page to mute the music. Instead, I had to use the volume on my controls. While I find a few aspects could improve, overall, I think the site had a pleasant feel to it.
Wednesday, October 17, 2007
Children & Video Games
What do I think about video games among students? I think video games are fun. I think many video games are violent. I think video games are addictive. I think excessive use of certain video games leads to aggressive behavior. I think that adolescents in a critical stage of development are isolating themselves in their use of video games at a time when they really need to be socializing and engaging in real-life problem solving. I think children are lacking gross motor and fine motor skills due to extended use of video games. I think that children’s use of video games should be strongly monitored and limited.
That said, I do hope to find a place for curriculum-related video games in my classroom. (Does anyone know of any good ones?) The fun aspect of video games motivates students. Combine that with higher order thinking skills, and it’s a recipe for success. Enjoying video games seems to be a commonality among students. In moderation, video games can effectively enhance learning. As a teacher, I will thoroughly review any video game that I used in the classroom. Any video game that is remotely violent has no place in my classroom.
I was really conflicted while writing this blog entry in an attempt to remain diplomatic. I like video games. I play video games. I think there are better ways to promote cooperation and effective learning among students. I very much want to be progressive in my teaching. Ideally, I will establish a successful balance among the teaching methods, including video games, I utilize in my classroom.
That said, I do hope to find a place for curriculum-related video games in my classroom. (Does anyone know of any good ones?) The fun aspect of video games motivates students. Combine that with higher order thinking skills, and it’s a recipe for success. Enjoying video games seems to be a commonality among students. In moderation, video games can effectively enhance learning. As a teacher, I will thoroughly review any video game that I used in the classroom. Any video game that is remotely violent has no place in my classroom.
I was really conflicted while writing this blog entry in an attempt to remain diplomatic. I like video games. I play video games. I think there are better ways to promote cooperation and effective learning among students. I very much want to be progressive in my teaching. Ideally, I will establish a successful balance among the teaching methods, including video games, I utilize in my classroom.
Tuesday, October 2, 2007
Games in My Classroom
My experience with simulations, games and game design has been fairly limited. Although I have studied simulations, I have no teaching experience with them. In my second grade classroom, game use was limited to CD-ROMs such as those from the Reader Rabbit and Jumpstart series. The game design I have enjoyed in my graduate program includes a WebQuest and a Power Point electronic lesson. Once I Iearned how to use hyperlinks in Power Point, I created multiple trivia games for students I tutor. I also have used a jeopardy template a WSU classmate shared to create several jeopardy games for the students I tutor.
I envision using simulations in my classroom so that students can role-play and experience that which they are learning. Access to quality educational games will improve my students’ learning by increasing their motivation and appealing to their learning styles. I hope to implement game design to create more educational games which I can customize for my students and the curriculum. Upon completing the reading, I realized there is more to game design than I had previously considered. Acknowledging this, I would like to increase my students’ learning by giving them an active role in game design. Having previously approached game design from an instructionist standpoint, I am hoping to balance this with the constructionist perspective. I do believe learners can gain knowledge from both. I think it was in this class, IT 6140, that one of the readings or videos made a comment about moving away from students consuming knowledge and toward students producing knowledge. I do believe this is the future of education. With my limited experience with games, simulations, and game design, one thing I do know is that I want to incorporate these resources in a manner which allows students to be active, rather than passive, participants in their learning process.
I envision using simulations in my classroom so that students can role-play and experience that which they are learning. Access to quality educational games will improve my students’ learning by increasing their motivation and appealing to their learning styles. I hope to implement game design to create more educational games which I can customize for my students and the curriculum. Upon completing the reading, I realized there is more to game design than I had previously considered. Acknowledging this, I would like to increase my students’ learning by giving them an active role in game design. Having previously approached game design from an instructionist standpoint, I am hoping to balance this with the constructionist perspective. I do believe learners can gain knowledge from both. I think it was in this class, IT 6140, that one of the readings or videos made a comment about moving away from students consuming knowledge and toward students producing knowledge. I do believe this is the future of education. With my limited experience with games, simulations, and game design, one thing I do know is that I want to incorporate these resources in a manner which allows students to be active, rather than passive, participants in their learning process.
Friday, September 21, 2007
Today's Students
Wow! There is so much to say…
The label I have been accustomed to using for the generation we are discussing is “Gen M,” with the “M” standing for millennium. To me, this has signified a generation that hangs out with their friends while talking on their mobile phones. It’s the group of girlfriends lounging at the pool who are text messaging while they listen to their IPods. They’re multitaskers who can instant message and watch television while typing a paper. This is a generation of children helping grown-ups with technology issues. But, can they be alone with their thoughts? And, can I keep up with them?
The chapter in Howe and Strauss offered a refreshing and optimistic portrayal of the generation which they refer to as “Millennials.” I don’t know if I really have enough overall interaction with today’s high school students to make a judgment about Howe and Strauss’ portrayal of this generation as upbeat team-players who follow rules and accept authority. I can say that 26 of my 37 cousins (yes, my Mom is a baby boomer!) do fall into this generation and several more are cuspers. During our annual Thanksgiving celebrations, I have been impressed with how many of them are politically and socially versed and take on activist roles in their personal lives. However, I found Reeves and Oh’s investigation into whether the predictions of Howe & Strauss are overly optimistic warranted, and it mirrored some of my own thoughts.
Yes! Learning can be fun! I enjoyed and agreed with Prensky’s article. As a Digital Immigrant by birth, I had to laugh. I agree that losing my “accent” is important in my teaching role, and I, personally, think I am making great progress adapting. The students I work with appear to be getting their instruction mainly from Digital Immigrant instructors. The students who I tutor do not expect learning to be fun. Sometimes I feel as if I am more of a Digital Native than they. They seem unfamiliar with most of the technology-enhanced activities I provide. Their school district does not seem to have the technology, time, or budget necessary to incorporate some of Prensky’s ideas. We have heard over and over that K-12 schools are low on the professional totem pole when it comes to acquiring new technologies. It’s a gradual process. As we hopefully do make the transition, holding on to some of the good old stuff while incorporating cool new stuff as Prensky suggests with his “legacy/future” approach might make some Digital Immigrants more comfortable with the well-needed transition.
Reeves and Oh mention the term “helicopter parents.” This does describe many of the parents of the students I have taught. From preschool through elementary, in the classroom and at home, I see parents rescuing their children from themselves. Some children rarely get the opportunity to fail. This can result in a lack of decision-making skills and sometimes an air of entitlement. Helicopter parenting is quite different style from the tough love with which I was raised. I see how easy it can be to rescue my daughter, as I personally try to keep myself in check as I parent.
One point that was not directly mentioned in the reading that I would like to address is the lack of writing skills I continually encounter with students in this generation. Among students there is poor use of conventions and little consideration for the parts of speech. Getting students to eke out a well-written, or even decent, piece can be painful. Proofreading and editing seem to be a lost art. I am not sure what, exactly, is at the root of this problem. Is it that reading for pleasure has been replaced by television and video games? Are students wasting their time using word processing programs when they cannot even keyboard properly? Is it that short e-mail notes have replaced the written letter? Is there just so much in today’s curriculum that time does not allow? Is there a more edutaining way to teach writing? I feel somewhat glum on the topic, and I hope to hear some of you are experiencing the opposite with your students and writing.
As a Generation Xer who finds, not the label, but some characteristics associated with the label, somewhat insulting, I proceed with caution when slapping a characterization on today’s students. In the correct context, most of what I read this unit could be true—both the negative and positive. I believe in self-fulfilling prophesies, so I find it productive to focus on the positive. I do think I will be a more effective teacher by remaining aware of the unique and common historical, social, economical, racial, and technological characteristics of the generation at hand.
The label I have been accustomed to using for the generation we are discussing is “Gen M,” with the “M” standing for millennium. To me, this has signified a generation that hangs out with their friends while talking on their mobile phones. It’s the group of girlfriends lounging at the pool who are text messaging while they listen to their IPods. They’re multitaskers who can instant message and watch television while typing a paper. This is a generation of children helping grown-ups with technology issues. But, can they be alone with their thoughts? And, can I keep up with them?
The chapter in Howe and Strauss offered a refreshing and optimistic portrayal of the generation which they refer to as “Millennials.” I don’t know if I really have enough overall interaction with today’s high school students to make a judgment about Howe and Strauss’ portrayal of this generation as upbeat team-players who follow rules and accept authority. I can say that 26 of my 37 cousins (yes, my Mom is a baby boomer!) do fall into this generation and several more are cuspers. During our annual Thanksgiving celebrations, I have been impressed with how many of them are politically and socially versed and take on activist roles in their personal lives. However, I found Reeves and Oh’s investigation into whether the predictions of Howe & Strauss are overly optimistic warranted, and it mirrored some of my own thoughts.
Yes! Learning can be fun! I enjoyed and agreed with Prensky’s article. As a Digital Immigrant by birth, I had to laugh. I agree that losing my “accent” is important in my teaching role, and I, personally, think I am making great progress adapting. The students I work with appear to be getting their instruction mainly from Digital Immigrant instructors. The students who I tutor do not expect learning to be fun. Sometimes I feel as if I am more of a Digital Native than they. They seem unfamiliar with most of the technology-enhanced activities I provide. Their school district does not seem to have the technology, time, or budget necessary to incorporate some of Prensky’s ideas. We have heard over and over that K-12 schools are low on the professional totem pole when it comes to acquiring new technologies. It’s a gradual process. As we hopefully do make the transition, holding on to some of the good old stuff while incorporating cool new stuff as Prensky suggests with his “legacy/future” approach might make some Digital Immigrants more comfortable with the well-needed transition.
Reeves and Oh mention the term “helicopter parents.” This does describe many of the parents of the students I have taught. From preschool through elementary, in the classroom and at home, I see parents rescuing their children from themselves. Some children rarely get the opportunity to fail. This can result in a lack of decision-making skills and sometimes an air of entitlement. Helicopter parenting is quite different style from the tough love with which I was raised. I see how easy it can be to rescue my daughter, as I personally try to keep myself in check as I parent.
One point that was not directly mentioned in the reading that I would like to address is the lack of writing skills I continually encounter with students in this generation. Among students there is poor use of conventions and little consideration for the parts of speech. Getting students to eke out a well-written, or even decent, piece can be painful. Proofreading and editing seem to be a lost art. I am not sure what, exactly, is at the root of this problem. Is it that reading for pleasure has been replaced by television and video games? Are students wasting their time using word processing programs when they cannot even keyboard properly? Is it that short e-mail notes have replaced the written letter? Is there just so much in today’s curriculum that time does not allow? Is there a more edutaining way to teach writing? I feel somewhat glum on the topic, and I hope to hear some of you are experiencing the opposite with your students and writing.
As a Generation Xer who finds, not the label, but some characteristics associated with the label, somewhat insulting, I proceed with caution when slapping a characterization on today’s students. In the correct context, most of what I read this unit could be true—both the negative and positive. I believe in self-fulfilling prophesies, so I find it productive to focus on the positive. I do think I will be a more effective teacher by remaining aware of the unique and common historical, social, economical, racial, and technological characteristics of the generation at hand.
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