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.
Wednesday, October 24, 2007
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.
Thursday, September 13, 2007
First Impressions of Web 2.0
Welcome to my first blog entry ever!
I currently privately tutor elementary students in the evenings. My current students live in Livonia, Michigan, which is a suburb about twenty minutes northwest of Detroit. Livonia is a middle-class area, but my students tend to be from hardworking families on varying socioeconomic levels. I tutor students primarily in reading and writing. Whenever necessary, I help my students with math. For my Master’s program, I use different students I work with as my target audience when I create my graduate projects. I make house calls, working around the families’ schedules. I bring my laptop with me, but there is very rarely a wireless connection available. I am always looking for activities to use offline with my students. Incorporating computer-use in our sessions offers additional options, and it typically gives students some added motivation.
Since writing is a primary focus with my students, I am excited about the options which blogs offer. With hour-long sessions, we often don’t have the time I would like to spend on quality writing. I would love to get these students blogging, so they could spend personal time doing so when I am not there. We could communicate via these blogs, perhaps, similarly to how we are doing so in IT 6140. Ideally, this will get them more excited about writing and help get their creative juices flowing. My students really struggle with writing, and they tend to always just want to be “done.” Can weblogs offer them the incentive to write for the love of writing? I hope so!
I like using RSS for personal reasons. Windows Vista has a built in RSS feed, and I have had fun experimenting with this feature. I am just starting to really understand the capabilities of RSS. In the classroom, I can see great value to having students subscribe to feeds which compliment the learning process. Feeds may be checked efficiently as a whole group, small group, or individually. At this point in my professional life, I am looking into whether RSS feeds may be used offline with the students I tutor.
I currently privately tutor elementary students in the evenings. My current students live in Livonia, Michigan, which is a suburb about twenty minutes northwest of Detroit. Livonia is a middle-class area, but my students tend to be from hardworking families on varying socioeconomic levels. I tutor students primarily in reading and writing. Whenever necessary, I help my students with math. For my Master’s program, I use different students I work with as my target audience when I create my graduate projects. I make house calls, working around the families’ schedules. I bring my laptop with me, but there is very rarely a wireless connection available. I am always looking for activities to use offline with my students. Incorporating computer-use in our sessions offers additional options, and it typically gives students some added motivation.
Since writing is a primary focus with my students, I am excited about the options which blogs offer. With hour-long sessions, we often don’t have the time I would like to spend on quality writing. I would love to get these students blogging, so they could spend personal time doing so when I am not there. We could communicate via these blogs, perhaps, similarly to how we are doing so in IT 6140. Ideally, this will get them more excited about writing and help get their creative juices flowing. My students really struggle with writing, and they tend to always just want to be “done.” Can weblogs offer them the incentive to write for the love of writing? I hope so!
I like using RSS for personal reasons. Windows Vista has a built in RSS feed, and I have had fun experimenting with this feature. I am just starting to really understand the capabilities of RSS. In the classroom, I can see great value to having students subscribe to feeds which compliment the learning process. Feeds may be checked efficiently as a whole group, small group, or individually. At this point in my professional life, I am looking into whether RSS feeds may be used offline with the students I tutor.
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