Revised Technology in Education

When the semester began I knew that I was going to learn a few ways to integrate technology in the classroom. But as the semester progressed I was amazed at the amount of programs and tools that were available to teachers. I truly had no idea of how many different ways technology could be incorporated. Teaching with technology is about learning with technology and not learning through technology. In today’s society, technology is growing in usage more and more everyday. As future teachers, we can use this in our classrooms as a major aid for positive and intellectual growth both academically and socially.

Chapter 10

Throughout reading the chapters in the book, we have been introduced to many different ways of using technology as a tool to help children learn. This chapter focuses on proper assessment to promote meaningful learning through technology. It begins by discussing authentic and performance assessment. Personally, I feel that authentic assessment should be used more often because it is more closely related to what students will need in the future. It allows students to be tested in ways that truly indicate whether they understand what is being tested.

Technology based assessment provides teachers with various ways to assess students. It is very helpful because it makes managing assessment data easier. Students are given better feedback because the teacher has more time to evaluate answers. One specific assessment tool that the book introduces is electronic portfolios. These are collections of digitized artifacts such as videos, graphics, clips, etc. The main purpose is to expose students to working with multimedia programs. I feel like this is a great tool to use with children. In this class we have been working with many artifacts that can be put into a portfolio at the end of the semester. Since so much work is being done electronically, e-portfolios are great to keep everything organized and for students to compare what they have done throughout the year. It also provides students with flexibility because it can be developed through a period of time. This takes away the stress that comes with constant time restraints. I definitely plan to use this as a form of assessment in my future classroom.

Ever since I can remember, rubrics have been given to me a guide and as tool for assessment. I have always liked when my teachers gave/still give rubrics. They allow students to be fully aware of the guidelines that must be met. Technology has made creating and using rubrics much easier for teachers. Before reading this chapter, I never knew that there were specific tools that help in creating rubrics. A program that the chapter initiates is the Rubric Processor. I really liked this tool because it prompts teachers in what should be included for an effective rubric. Having a good rubric and a program that helps create one is really great because you can dedicate more time in helping the student through proper feedback and focusing on key elements. The book provides helpful hints for teachers to keep in mind when producing rubrics.

The next part of the chapter talks about assessment tools. One that it specifically mentions and that I personally have used in many of my college classes is the clicker. Through my experience with the clicker, I have come to find them quite beneficial in a large lecture hall. Since these classes have so many students present, it becomes hard to get direct student feedback. The clicker makes it easy to ask students questions as a group and get immediate answers. I can see how they would be used in an elementary class, but I feel that teachers need to be very specific with the use of them. Kids may be distracted with the tool and without proper guidance; they can be more of a problem then a helpful source. But if used correctly, this tool is great for many reasons. One of the main reasons is that it can be very intrinsically motivating and engages students in a new and interactive way. When I googled the term “clickers”, I was surprised at the number of ideas on how to integrate them and the amount of different clicker vendors. I feel that if I have the privilege of having clickers, I will use them in my classroom as a way to get immediate feedback from my students.

The final assessment tool that the book mentions is computer- based tests and surveys. I have used this many times during my time in school. Surveys can be very effective for teachers to use with students and with parents. Teachers can use this tool as a way to get feedback from both. There are so many programs available to create free online surveys, making it easy to use. The compute- based tests are also very useful to use in the classroom because students are given different questions based on their prior answer. This is a great way to work with each student’s individual ability level. In order for this tool to be effective, students must understand that the teacher is not grading their responses but they are using those responses to verify if students truly understand.

Overall I felt this chapter was very helpful for all of us as educators. Using multiple forms of assessment is very important because a teacher can truly get an idea of individual strengths and weaknesses. Standard testing can be useful, but do not always provide students with a true evaluation of skills and do not always show teachers what students really understand. The variety of assessment tools introduced in this chapter will be incorporated in my classroom to promote meaningful learning.

Chapter 9

Vision is truly the most sophisticated sensory system that we as humans have. Images that we see are very important when making meaning of certain things. This chapter introduces using visualizing tools in the classroom. I really enjoyed this chapter because it provides some useful and interesting programs and methods to help provide students with meaningful learning. The chapter covers five kinds of visualization tools that can help students comprehend ideas in ways that are easier for them.

The first tool that is mentioned is scientific visualization tool. The scientific world is not always very visible to us. But technology can help us see this world in way that we can truly understand. Visualizing geography with geographic information systems is a really neat tool to use with kids. One that I was already familiar and use regularly is the Google Earth program. I am completely amazed with Google Earth. It recently has been updated and you are able to see actual street views. This summer I was in Brazil visiting my family. They were all curious to see where and how the city that I lived in was. I used Google Earth and I was able to show them exactly where I go to class, where I live, and so much more!

I will definitely be incorporating this in my classroom. It’s a great way to learn the location of different countries and to even take a closer look at specific cities. Another feature of this program is the search engine. You can search specific monuments or areas, and it will take you straight to them. SketchUp was a tool that was new to me, but seemed very interesting and useful. Students are able to create their own models of buildings that can then be placed in Google Earth. This gives students opportunities to be creative and utilize global positioning data.

Visualizing mathematical ideas with technology was the next tool this chapter brought up. Math is a very abstract subject; therefore, visualization is essential in grasping mathematical concepts. Many tools such as graphing calculators and programs such as Mathematica and MathLab are helpful in visualizing math. Personally, I don’t think I would use these tools in my classroom because they seem to be a little to complex for elementary students. But a tool that I might use is TinkerPlots. I would use this with upper elementary when teaching them about graphs. It is great because sometimes it is very frustrating to have to draw and redraw graphs. This program allows students to drag variety of variables to the axis and investigate the data.

The third tool is visualizing with digital cameras and mobile phones. Before this class, I had never thought about using cell phones in the classroom. The book suggested using phones to create personal documentaries. This is actually really interesting and is a neat way to incorporate a tool that most students have. But it’s also a very controversial matter, as has been discussed in some contemporary issue in my presentations. I’m not sure that I will use this tool in my classroom because I am still having a hard time understanding exactly how to incorporate it.

Using video to visualize is the next tool introduced in the chapter. When I was younger, I used to love to make fun movies with my friends. We would create a story and act them out. I think that this is a great way for students to be dynamic, productive, and cooperative. Students need to be imaginative and willing to take chances. I will use this tool in my classroom for a variety of projects. For example, I could incorporate it into a history lesson and allow them to act out a specific moment in history and share it with the class. Many skills, such as editing the videos, can be acquired with creating videos. The chapter provides a step by step process on how to create a digital storytelling. This provides students with the opportunity to establish connections between the creator and the viewer. The students are also able to understand how all the essentials work together.

The final tool is video modeling and feedback. This is a key reason why I would use video in my class. Sometimes it’s not possible to show or explain something in the classroom, but a video may be able to do so. Feedback is very important because it allows students to view themselves in an unfiltered and unbiased way. As a future teacher I will prepare students to use feedback correctly because it can sometimes be frightening if it is used inappropriately.

Visualization is important for students to use. Technology provides tools and programs that can make it easier. This chapter helped make clear the different tools that can be used. I hope that as a teacher, I can use the tools to better help my students.

Chapter 8

This chapter introduced me to a whole side of designing that I had never heard of or never thought could be incorporated into an elementary classroom. Designing with technology is a very complex task, but with proper training, design can be used to motivate students to explore and learn the big ideas of all subjects. This chapter describes four different areas where meaningful learning can be enhanced with the use of design activities.

The first context that the book mentions is drawing design ideas with computer-aided design software. This program is used to allow designers to create a sketch of what they want to make before actually doing it. This is a great tool to use with students because they can visualize what works and what doesn’t. They can then improve the design so that when it is made for real less errors are likely to occur. The book mentions a program called Pro/DESKTOP. This program is available to students at no cost and allows them to develop their ideas as virtual objects. I really liked this program and feel that I could incorporate it into my classroom. I thought it was so interesting that it provides clear feedback to students to guide them when creating 3-D shapes. Another program that was introduced was SketchUp. This program is really interesting because students can walk through their creating, making it very realistic. I think this would be a great program for students because they can get really involved in their designs.

Testing designs and building mental models with simulation software is the next context introduced. This program seems to best for science related topics. They help students build mental models of how the world works. The program introduced in the chapter is Trebuchet Simulator. This program is really neat because it allows students to create a simulation before they actually create it. Students can test experiments through this program. I feel like this program would be good to use in my classroom because it allows students to feel more confident and get less frustrated when building and refining their projects.

The third section is developing programming skills while designing in the media arts. This kind of design involves using a Logo programming language. This program allows students to have complete control over what occurs in the program. I enjoyed this section because it introduced Scratch, which after being in this class, was a familiar program. This program helps students design graphics, games, and much more. It also expands their computer literacy skills. This program will definitely be used in my classroom. One way that I would incorporate it into my class would be to allow students to take a written story and create an animation using scratch that represents the story. The book introduced iStopMotion software. This is a really cool program that allows young students to create their own movies and time-lapse recordings. After looking at this program, I would definitely use it with my students.

The final section of this chapter is designing music with composition software. This was such an interesting section. I had never really heard of anything like it until last week in class when we were working with GarageBand. This is a great way to incorporate music and emphasize its importance in any class. Students are able to explore different instruments and learn about the sounds that they produce. I really like how students are able to create their own arrangements. I will be using this kind of design in my classroom by incorporating it to core subjects. For example, students can create a song to help them memorize a science topic. This will allow students to be interactive with each other, with technology, and with music, while learning. “Musical Sketch Pad” is an example of an inline music composition environment that is introduced in this chapter. I looked it up and thought it was really fun! It is directed for students in primary grades, which is perfect for me as a future elementary teacher. I really liked this program, but felt that students might have a hard time creating musical patterns because there is a lot that goes into it. But with proper instruction, students can really benefit from this website.

Overall, I felt that this chapter was interesting and useful for educators to read. I had never really been exposed to designing with technology. But I have learned so many programs that students can students can benefit from by taking their ideas and making them a possible reality through technology. It is extremely important for teachers to help students with design programs because they can sometimes be quite complex. As a future teacher, which design programs do you think you would incorporate in your classroom and why?

Chapter 7

Communication is essential for successful teaching and learning. This chapter focuses on using technology as a form of communication. It introduces various activities and programs that allow individuals and groups to share and exchange ideas. I realized that this chapter had a close connection to the previous chapter because it also focuses on building a community through technology. I feel that this is extremely important in any classroom and technology allows the community to expand to a great extent.

In society today, technology based communication has grown to a great extent. The chapter talks about using computer conferencing in the classroom. It explains some reasons that support this form of communication. It mentions that students do not have to be in the same place in order to learn. The book also explains that computer conferencing enables learners to reflect on their ideas or response before making them. The last reason that the book encourages computer conferences is that it can guide and scaffold students as they make comments. I personally do not believe that any of these are true reasons to have computer conferences instead of face to face learning. I personally have had classes that are merely online and from that experience I can say I did not get as much as I would have if I could have gone to class and interacted with other students and my teacher. This is even a greater problem with children because these are essential years for them to socialize with other students and with adults.

Discussion board is another tool for communication. I thought this was actually very interesting. The book mentioned that this tool gives English as Second Language students a chance to increase their language skills. I think this is a very useful tool and I really liked how it can be used to help English language learners because as teachers it is important to provide them extra resources to help them succeed. It also gives them a chance to participate in class discussions without the added pressure of peer judging. I will definitely be using this with all my students and especially if I have ESL students.

Synchronous exchange with chats and messaging was a tool mentioned in this chapter. When I was younger, I used to spend hours instant messaging my friends. Even recently, Facebook, added an application where you can chat with people who are also on facebook. I used to love doing that and sometimes it’s nice now to chat with friends that you haven’t spoken to in a while. But I personally don’t think that I would implement this in my classroom. I feel that it can be distracting and is more of a social service than an educational tool. After reading the part in the book that talks about this tool in the classroom, I understand its ideas, but I don’t think that it would be very effective in an elementary class. I don’t think that they will have the literary skills for this kind of interactions.

I really liked the idea of videoconferencing. I think this is a great way to allow students to expand their knowledge in so many areas. The book mentions that it’s a great way for students to interact with experts that would be impossible to do face to face. I think this is such a good way for students to be engaged in a topic or lesson by listening to an expert. As a future elementary teacher, I think this is a very useful tool because we have to teach all areas. This can enhance the curriculum in a way that may not be possible any other means. The book mentions many things to consider with this tool like technical considerations. I think this is important for the book to mention because many people may not consider the implications of this. Also teachers need to be very careful to have a complete resource check on any videoconference being done in the classroom. The internet can sometimes bring inappropriate items for students to view.

Podcasting is a tool that I have never used before. I have heard so much about it, but never truly explored it until reading this chapter. I was amazed at the variety of podcasts available I feel that they are a wonderful tool to be used as a source for students. If I find a kid friendly podcast on a specific subject that I am teaching or want to cover, I will ask students to listen to it as homework. I could even implement a writing reflection on the specific podcast. But I will not use podcasts as a lecturing tool because I feel that it could be very boring for students.

Overall, I really enjoyed learning about different ways to communicate through technology. There were a few tools that I would definitely implement in my classroom to enhance knowledge and engage students, but there are some things that will never replace face to face interaction. I look forward to researching the tools and using them in my future.

Booktalk

Chapter 6

This chapter was really interesting. When I think of a community, the first thing that comes to mind is a group of interacting people that share common interest. I never thought that the idea of a community could be found through technology. This chapter has introduced me to many ways that I, as a future teacher, can expand a sense of community in my classroom through technology. Web 2.0 is a new term for me. The book explains it as “the capacity to bring people together and support sharing online communities through the use of technology.” This idea is the focus of this chapter.

In schools around the country, students’ knowledge is sometimes undervalued. Many times, teachers evaluate student knowledge merely on their understanding of the curriculum. As a student myself, I have noticed this in my past. Chapter tests are the main source of evaluation. But this doesn’t necessarily capture the true fundamentals of meaningful learning. The book talks about Knowledge Forum, an electronic group intended to support the development of knowledge-building. Through forums, students are able to share their opinions and beliefs about a certain subject through online writing assignments and live discussions. As a teacher, one of my goals will be to foster knowledge-building communities. I feel that forums are a good way to get a deeper look into students’ knowledge while forming a community with other students.

Wikis are a method of constructing knowledge that this chapter discusses. When I began to use the internet for school related work, I was always warned against wikis. Since anyone can generate and revise wiki pages, the content may not be correct. The book, however, brings some interesting points that I had never thought about prior. Most web pages are not necessarily subject to review before being posted so it is important that students know how evaluate all online media. This is something that I plan on helping my students with.

The book mentioned that wikis are always being checked which allows for constant peer review of content. Wikis can not only help students with writing skills but it is used as a collaborative setting to engage in design work. The book gave an example of a Holocaust Wiki project that a history teacher assigned to his students. I thought this project was such an appealing way of teaching students about this important moment in history while creating a collaborative environment through wikis. The book suggested many other ways in which teachers have used wikis in the classroom as a useful learning tool. This section in the chapter has changed my views about wikis and I plan on incorporating it in my future classroom.

The next section was finding colleagues with interactive blogs. I had never really been exposed to educational blogging until this specific course. I think it is a very useful and creates a space for dynamic connections of ideas and critiques. The book introduced me to Technorati. This company offers a search bar for blog content which can help students connect to each other. Chapter 6 mentions many different kinds of blogging. One that I thought was interesting is teacher-created blogs. This is a way to allow students to explore further on information that wasn’t covered in class. It also encourages students who don’t normally participate in class discussions. Blogging is definitely a possibility in my classes. But in order to ensure that students are engaging in meaningful learning through blogs, I will provide guidelines and always preview student blogs before posting.

Personally, one of the most interesting parts of this chapter was building international communities through technology. I had never heard of online learning circles until this book. Online Learning Circles usually supports an explicit project or online activity that is integrated into the curriculum. The book talked about iEARN. The goal of this program is to bring students and teachers around the world together by creating an understanding of each other through projects. KidLink is another program that can be used for international connection. I was amazed that it is available in over 30 languages. Students are able to interact with each other by posting comments on the pages of this site. All of these programs are really fascinating to me because you can learn so much about people from all over the world. I feel that one of the most meaningful ways to learn about other cultures and languages is by being exposed to them. These online international communities make it easy to expose students to so many cultures.

Another very intriguing section of this chapter is the programs available to build professional teacher communities. The book introduced me to Tapped In. This is an online workplace for K-12 educators where you can have informal collaborative activities with colleagues. Tapped In offers online discussions about important topics for all teachers. It even has private online spaces where you can talk to a teacher about a specific idea or problem. This is a very useful source for me as a future teacher. I plan on participating in these kinds of workshops.

I really enjoyed reading this chapter and learning about all the useful resources available through technology. Like I mentioned before, building a learning community is very important for me as a teacher. These resources will all be extremely helpful in helping me achieve my goals.

Chapter 5

This chapter focuses on the idea of using computers as Mindtools for creating meaningful models. It introduces a range of important information that all teachers should use to promote meaningful learning. The chapter explains that Mindtools can be used to model content, systems, problems, stories, and reflective thinking. I feel that this is important for students because by having different way of representing their knowledge they will have a better chance of understanding.

This semester, I have been introduced to a few different models to use in my future classroom. One that has appeared in a few of my classes is the concept map. In our science class we were asked to create concept maps using an online resource. I had never used one before, but I felt it was very useful for me today and in my future. The book shows a concept map of a topic in chemistry. This is a great example of an effective concept map because it provides visual relationships of the topic, which are essential in understanding the overall concept. I feel that concept maps are the most useful tool for elementary students. It is stated in this chapter that students learn more from creating their own maps then by studying premade maps. As a future teacher, I plan on allowing my students to create their own maps in order to insure meaningful learning.

The next section of the chapter talks about modeling systems with systems dynamics tools. After reading this section, I was still confused on what systems dynamics tool was. I decided to research a few of the examples that the book offered. I realized that they are basically a simulation tool that students can use to create and test a variety of models. I researched Model- it, one of the book examples, and felt that it is a very useful tool for high school student’s because a higher level of information is needed in order to create the models. Personally, I don’t think I will use system dynamic tools in my future classroom because it is a lot for an elementary student to handle.

Spreadsheet is the next Mindtool that the book explains. I have used Microsoft excel, which is a kind of spreadsheet tool, in my past. I used it to keep record of finances in a fund-raiser that I was a part of. I really liked using this program for finances because the cells can be related mathematically. I felt it was very useful when I had to do the final calculations. There are many other uses for spreadsheets. My boyfriend is currently using it to keep track of his medical school applications. He records due dates and things that need to be done for each school which has helped keep him organized so that he does not miss a thing. The book introduced me to an array of functions that spreadsheets can do that I never knew prior to reading the chapter. I never knew that you could create charts and graphs through spreadsheets. This is a good resource to have as a teacher because we can create graphs to show a concept or create charts to keep record of student’s progress.

Of all the models presented, I feel that expert systems are the least effective model to use with elementary students. Expert systems are good for teachers to use for their own class reflection. But I feel that it does not promote learning with technology but rather learning from technology. After looking at the example in the book, I feel that this model does most of the thinking rather than student thinking. I don’t think I will use this in my future classroom because I am having a hard time truly understanding its purpose.

The final kind of modeling that the book explains is databases. This is a very valuable tool for all teachers to use. I have used the UF library databases to find reliable resources for research papers. I hope that the school that I work at in my future will provide teachers with access to educational databases. I think that this is an important tool for students to know how to use because it will help them in their future. Databases can also be used with students to store all their school work. This is a great way for kids to keep record of what they have done and may even be a valuable source for their future.

This chapter was very interesting and introduced me to many different models that can be utilized through technology. The chapter showed me how each Mindtools are essential in creating different kinds of models. Out of all the Mindtools given in this chapter, I feel that concept maps are the most useful ones that elementary grade students can use. The others are great, but mostly for older students or for teachers to use in the classroom to enhance their professional knowledge.

Chapter 4

Supporting writing with technology was the focus of chapter 4. I really enjoyed this chapter because I learned about several different tools available in technology that help make writing more fun for students. Writing is a critical skill that everyone needs to have in order to be successful, not only in the classroom, but in today’s society. I have always struggled with writing as a child. I would always get anxious and ended up taking hours and hours to come up with an idea. As I got older, I became a little more at ease because of all the practice that I had accumulated throughout the years. But there are still times many times that I find myself struggling with writing. Students today are given so many tools in technology to help break down what can sometimes be an overwhelming process into an easier, step by step, development.

The chapter begins by introducing concept maps. These are helpful in organizing ideas prior to writing. When I was in elementary school, I remember doing concept maps in my notebook. But today, there are many programs online, such as Inspiration and Semantica that allow these maps to be made. These kinds of programs give students the opportunity to be creative and make the process a little more enjoyable. I have recently discovered in one of my other classes a concept map website called, Webspiration. I really enjoyed using this program to make something that I used to think was helpful, but tended to get messy and boring, into something really great. Concept maps are the structure for many writing activities and give students the chance to organize ideas as they think of them. The book provides details on how students can use these tools to help generate organized writing. As a future teacher, I plan to use concept maps through websites to help my students with the organization process.

The next section of the chapter talks about supporting presentation writing. Through out my time in school and until this day, I have always used PowerPoint for presentations. This chapter mentions many of the pros and cons of this program. I had never thought of the cons presented in the book. I never imagined that the amount of fonts and the different features that the program offers could be negative. Even though the book does mention PowerPoint’s cons, it does say that with regulation it can be a very useful resource for certain projects. Before reading this chapter and being in this class, I had never really been shown any other methods of presentation. But just in the past four weeks of class, I have been exposed to so many different programs that can be used for presentation, such as Prezi and Animoto. I plan on using these new programs for my future presentations in college and in my future classroom. I will also expose my students to these programs and show them how they can be used for their own presentations.

Another point that the chapter touches upon, one in which I had never thought of prior, is using technology tools to motivate students by publishing their work. I really love this idea of publishing student work. I feel that it gives them a sense of pride and motivates them to work hard. It also offers children the opportunity to look at other children’s writing. This is also a motivating factor because they will see that students, just like them, are writing and they may be encouraged to do so as well. Looking back, I remember spending so much time on a paper and then feeling unmotivated to continue writing because I knew that only my teacher would read it. Publishing student work can truly change this common frustration that many feel and encourage them to keep writing.

The book mentions many different programs such as Kidscribe, Poetry Forge, and the Scholastic site. After reading the chapter, I visited these websites and I was delightfully surprised in what I found. I was able to read student papers from all over the nation. I think that Kidscribe is a great website because it not only offers students the opportunity to publish writing in English, but it is also a bilingual site and allows for writing to be published in Spanish as well. This is a great resource for English Language Learners. Students who want to express themselves, but are still learning English, have the chance to do so on this site. The Scholastic website is great because along with student publication, it also provides teachers with sample lessons that they can use to teach different aspects of writing. Poetry Forge is also a great resource because students are able to learn and practice many different structures and styles of poetry.

I really enjoyed learning about collaborative writing with technology. As with most of what the chapter mentioned, I had never thought of this concept before. Students are able to learn from each other and see individual writing styles, compiling it all in one final paper. They have the opportunity to share their opinions or ideas about certain topics. This sections mentions that collaborative writing can either occur synchronous or asynchronous. Synchronous writing is when an individual or a group of people are sitting together and writing. I have been exposed to this kind of writing in some of my past classes. Asynchronous writing is writing that is not necessarily done in “real time.” The book mentions a type of asynchronous writing called global collaborative writing. I had never heard of this kind of writing. This is very interesting to me because people in different parts of the world come together, via internet, to collaborate on an idea. Global collaborative writing also increases different cultural perspectives.

Collaborative writing not only provides students with support in writing, but it also helps build social skills. I personally feel that this is the most important aspect of collaborating writing. It is a skill that is essential for students of all ages. They learn to work together and respect each others opinions. The book provides some helpful guidelines for successful social building skills through writing. As a teacher, I will incorporate collaborative writing in my curriculum using the books guide for student success.

The final section of the chapter is supporting peer feedback on writing. I have experienced this in some of my classes in the past and currently in this one. The book mentions that student feedback has been documented as more valuable in improving their writing than feedback from teachers. I was truly amazed at this statement because in my own past experiences, I remember not truly knowing whether to trust my peers. But as a future teacher and after reading the chapter, I feel that this is actually very important because students learn to evaluate writing and to build trust among their peers.

Chapter 4, supporting writing with technology, has exposed me to many new and valuable ideas. As I mentioned earlier, writing was not always very easy to me and I still find myself struggling at times. I plan on using what this chapter has offered in my future classroom because I feel that by using technology to support my student’s writing, I will essentially help them become great writers.

Chapter 3

1. When I first entered Sodaplay, I was not sure what kind of microworld it was. I felt it looked very boring and didn’t seem to offer much. I was expecting to encounter something much more appealing. As I began to examine the website, I realized that it was a physics website. I found that this microworld was created to allow students to make their own games and are able to control many characteristics. Student’s can draw conclusions based on what they controlled. Many basic physical concepts can be taught through this website for students in elementary grades. Teachers can use this website to talk about lines and measurements. Students can use Sodaplay to create things such as robots and basically anything that they want to build.

2. My first impression of NetFrog was positive. The title “Online Dissection” made me curious to what this website would offer. It was very easy to read and follow. I realized how useful this website would be to use in the classroom. Online simulations are a great for teachers to use. It shows students something, in this case frog dissection. This promotes meaning learning because students can see how to do a specific task. Although it is a great resource, I do not feel that it should be the only source used on the subject. I think that students need to physically dissect a frog to have true meaningful learning. To me, hand on experience is the best way to learn. The online simulation is just an additional source to use, but should not be the only.

By the title of this website, Funderstanding Roller Coaster, I was first unsure on what to expect. But when I opened it I was delightfully surprised with the website. I enjoyed the the pop ups while the program was loading. I really liked playing the game. In the game you are able to control the roller coaster by changing different variables such as mass, speed, gravity, etc. This is a very entertaining website because kids love roller coasters and students can really learn through it. The concepts on this website are a little to advanced for elementary students, but I think it does stimulate meaningful learning.

3. The online simulation that I found is using base 10 blocks. The website is http://ejad.best.vwh.net/java/b10blocks/b10blocks.html. The program is very easy to use. This website gives teachers a complete lesson plan on how to teach base 10 place value. It also teaches basic arithmetic operations using the online manipulative. This program has a panel where you can click on any block size. The block sizes are represented by 1 unit, 10 units, and 100 units. All you have to do is drag them into the working panel. It provides lesson plans for any grade level and subject. For example if you are teaching a 3^rd grade multiplication lesson, you can use one of the lessons provided and students can use the base 10 block stimulation to visually see what is being taught. This website provides meaningful learning because it is helping students learn with technology because the resource is only used as an aid to the lesson. As a future teacher, I plan on using this stimulation because I feel it is a great support for teaching certain mathematical concepts.

4. Darfur is Dying- This online game was very interesting. When I first entered the website, I really wasn’t sure what to expect. Darfur is a very strong and hard topic to discuss. Upon entering the game I was asked to choose a character. That character had to run, without being caught, to get water for his/her family. My character was “captured” and I had to choose another character. This is a very sad reality of what is happening, and it is important that children know this. This game allows for very meaningful learning. I think it might be too heavy of a topic to discuss with early elementary students, but I think that upper elementary and middle school students will do well and understand the topic. This website will help to depict the issues that are occurring at Darfur.

Aviti: The Cost of Life- This game also portrayed a very difficult topic to discuss with children. Its hard to understand the difficulties that many people face in other countries. It is important for kids to know this so that they can truly appreciate what they have. This game gives them an opportunity to get a glimpse of what many children around the world have to do to in order to survive. In the game, the player must make decisions in order to help their family. I think that this website promotes meaningful learning because children must truly involve themselves in the life of someone who is struggling. It also gives them a sense of the poverty, importance of health, happiness, education and many other meaningful topics. As with the other website, I feel that this should only be used with upper elementary and middle school.

3^rd World Farmer- I really enjoyed this game. I felt it was a little challenging, but is a great way to integrate math, (by having to sell and purchasing objects) science, and critical thinking. Players must make decisions that can change the life of their family. Student's are able to take risk and learn if they make mistakes. These are all reasons why this website provides meaningful learning. I would also only use this game for upper elemenetary and above. Student's are able to enter a whole different world, while learning the reality of others around the world.

5. http://www.abcya.com/addition.htm This game is taken from abcya.com. This website provides many educational games and is divided into grade level which provides easy access to teachers and parents. The specific game that I chose is an interactive addition game with manipulatives. It asks addition problems and provides images that the kids can count to figure out the problem. I believe that this website does address most of Gee’s principles. For example it covers the Practice Principle because it gives many problems for the students to practice on. Since it provides students with manipulatives, it provides Active, Critical Learning principle.

6. After doing research on virtual worlds, I feel that a lot of them are appropriate for student's to use, even elementary students. Many virtual worlds that I found were more entertaining rather than educational. I think that they are great for students to practice their social skills in a technological sense. Most of these sites provide students with a safe learning environment. Many teachers enjoy using them because they feel that they are helpful for students to learn about real life situations. If these websites are used as an aid, then meaningful learning can occur. I got my information by researching different virtual worlds and looking at teacher opinions about them.

7. I truly have no programming background. I have taken basic computer classes, but nothing to this extent. Before coming into this classroom, I thought that I knew a lot about computers, but I have realized that I really have so much more to learn. I have never had to do any programming in my place. I do not know how to write an HTML code or use any other programming language. This class has shown me how important it is for me to truly learn all the areas of technology that can help me in the future.

1. I really enjoyed using the Google Reader. I think it is a very interesting and useful tool that I will be using

2. Save the Pacific Northwest Tree Octopus – When I first looked at this website, I felt that it provided a lot of information and legitimate looking images. But as I began to read the content, I realized that the context seemed very exaggerated. I began by evaluating the source of the information. Who provided all this information? I looked for any kind of outside source, but did not see anything. There was no way to check that what was being said was legitimate. I also tried to research two other sources that verified the information from the website, and I could not find any.

Martin Luther King Jr. - A True Historical Examination- When reading the content on this website, I became offensive. It was totally against facts of the subject. I did not see any sources to back up what was written. I also looked at the treatment of the subject. I saw it that it was stormfront.org. After researching, I found that it is an organization of white pride, which does not give it authority on the subject.

Dog Island Free Forever- I was very uneasy of this website as well. I could not find any other website that supported this website. They posted many pictures but it was hard to tell if they were truly from the location. I also noticed that on the “Rates” page of the website it stated “We apologize to not offer this to poor people.” I continued to read other content from the page, and realized that there was a disclaimer on the site stating that it was a joke

All About Explorers- When I first entered the site, I clicked on the Site authors. It provided a page of about 5 authors that seemed to have real knowledge of the topic. But then at the end of the page it said. “Not buying it? Click here for the real story.” This was very strange and I began to question the website. The information that was given on the ‘real’ author’s did not seem to have much authority in the specific field. I then looked at the “About this site” and read that the purpose of this website was to show kids that some websites are full of inaccurate, useful data. It specifically said that the information posted was false. This just shows how important it is to take a deeper look into websites.

History of Robots in the Victorian Era- This website did not provide a bibliography or resource list on the information that it presented. It did not have any source, beside one guy’s email to answer questions. The site was trying to sell their book, which displayed a more commercial approach to the topic rather than educational.

Dihydrogen Monoxide Research Division- I had a hard time telling if this website was real or not. The website had the logo of the United States Environmental Assessment Center, which made it look legit. But when I clicked on the logo, it took me to an extension of the website. I then realized that this website was false because if there was any such thing as the Environmental Assessment Center, it would have taken me to the official website. Also at the end of the page it said Note: content veracity not implied. This means that the information provided is not inevitably true.

The First Human Male Pregnancy- At first look at this website, it seems genuine. The images, such as the U.S. News Magazine image, make it look real. But as I began to look further into the website, I could not find any reference page to back up what was written. The website says that it is supported by the Dwane Medical Center. There truly was nothing significant to support the content that was presented. It does not provide any kind of true evidence or facts on the subject.

o Which of these is the true World Trade Organization website? The www.wto.org is the true World Trade Organization website. When looking through the two websites, I felt that they both seemed very similar. But I then realized that the wto.org site had more credibility because of the amount of sources that it provided. It gave an alphabetical directory for the entire website. This showed legitimacy in the format of the site. The website was frankly from the WTO, unlike the other website that presented it through an outside resourse. Another small detail that I noticed was that since this is a big organization, it would make sense for the address of the website to be related to the actual organization (www. WTO.org).

3. The content that I chose was Science and the grade level was 2^nd. I actually had a hard time finding any good web- based scavenger hunt’s with the content area and grade level that I selected. The few that I encountered did not seem to truly promote meaningful learning. They focused on just finding answers but not engaging students intellectually. There was not much thinking or investigating that had to be done. It was merely plugging in “answers” and at the end the result was already there. I don’t think that these scavenger hunts do not promote meaningful learning with technology, only from technology.

4. The webquest that I chose is called “Break-Out at Rollins Hill.” This webquest would be for a 2^nd grade science lesson on animals. This specific webquest is a preparation for a field trip to the local zoo. The animals of the zoo have escaped and the purpose is for the students to come up with facts about each animal that escaped and persuade the mean zookeeper to take them back. The students will be put in groups of two and will also need to provide an appropriate traveling habitat to transport the animals back to the zoo. This can only happen if the students persuade the zookeeper to allow the animals to return. The students will then put the information that they researched on a PowerPoint. I feel that this webquest meets Jonassen’s criteria for a well- designed webquest. Since students are working with other in partners, it does incorporate cooperative learning. It also incorporates multiple learning perspectives. Students will have to do a lot of internet research on specific animals. They will also have to think constructively in order to come up with reasonable facts and methods to get the animals back to the zoo. Researching different animals and developing ways to get them back to the zoo incorporates analysis and synthesis of the information. Since students will be using PowerPoint and creating something different it does incorporate creation of original products and shows that knowledge was gained. This project is very open ended since they can provide any facts on any animal that they want. Students will be in charge of researching, producing, and presenting the project, therefore I feel that it is completely student- directed. The teacher will only be there for support. This webquest would be a great lesson to incorporate in a classroom.

5. The teacher that I found uses handhelds to learn phonics. Students who are beginners and ELL readers record letter sounds onto the iPod using a voice recorder. They then transfer these audio files back to iTunes on the computer. The teacher also records the directions for a lesson, creates a playlist of letter sound files on iTunes, and transfers the lesson back onto the handheld. The students then listen to the lesson and after hearing the prerecorded letter sounds they create words using the cards. Anyone can teach phonics the traditional way, but I feel that by using a handheld the way this teacher did allows him/her to do teach it better. Using a device allows children to get a deeper involvement and understanding of something that cannot be done by just a piece of paper and pencil.

6. Zoomerang is a very useful tool to produce surveys. It makes it easy to find answers fast.

Chapter 1 Questions

1. What is your first impression of this textbook based on reading the preface and first chapter?
I really enjoyed reading the preface and first chapter of this book. I am interested on learning more about how to incorporate meaning learning with technology. It is something that I don’t know much about and I feel that this book will open me up to many new and good ideas.
2. Jonassen identifies 5 characteristics of meaningful learning. How do these 5 characteristics compare with your own understanding of what meaningful learning is?
I feel that Jonassen’s 5 characteristics touch basis on all the important aspects of meaningful learning. Students must uphold by all those characteristics in order to truly understand what they are learning. Being active is important because learners must be engaged in what is being taught. They must take what they are engaged in and reflect on it so that they can integrate prior knowledge. Students must also realize that what they are learning is important and real- world task that can help them better understand situations. And finally student need to work together to learn social and community building skills for the world that they will be exposed to.
3. As a student you have observed the teaching process for more than 15 years. Some authors refer to this as an apprenticeship of observation. Reflecting back as a K-12 and college student, how have you seen technology used as teaching and learning tool?
In my elementary years, technology was lightly incorporated in the curriculum. We had computer class where we learned basic skills and tools that a computer offers. We sometimes watched educational videos to enhance our knowledge on what was being taught. But as I got older technology was necessary in my learning. We used the internet for almost all subjects. In college, it has become essential to success. Most classes require the use of technology to complete projects and reports. I have taken many online classes that are completely done on the computer. I think that technology has been a positive aspect of my learning, but it is becoming too much in the classroom. Teachers need to incorporate mental skills without technology so students can develop in personal and social areas.
4. In your own words, what is the difference between ‘learning from technology’ and ‘learning with technology’?
“Learning from technology’ to me means using technology as the only sourse to convey a lesson. Using a movie to teach a lesson should not be the only way that students learn. They must be engaged by using the 5 characteristics that Jonassen described to acquire meaningful learning. Technology cannot teach students. ‘Learning with technology” means using technology as a tool to help students create deeper understanding of information. Technology can not be used as an instructor, but it can be used as important tool for students to think with.
5. Who is David Jonassen? Find out more about his background and professional interests.
David Jonassen is a professor at the University of Missouri Columbia in the department of Educational Psychology and Learning technologies. He has done so much in his career that its hard to talk about just a few. He interest focus on cognitive tools for learning, cognitive modeling/cognitive task analysis, Systems dynamics/systems modeling, and problem solving.
6. Occasionally, you may come across unfamiliar terms in the reading. Rather than ignore them (a strategy struggling readers use), be sure to understand what these new words mean. This is great practice for the GRE. Also, when we discuss the readings in class, I will randomly call on students to define unfamiliar terms using their own words. For example, do you know what an ‘epiphenomenon’ is? Can you define the word ‘nascent’? Both of these terms are used in Ch. 1.
Epiphenomenon is something big that occurs from something else but has no shared effect. Nascent means come into being. I searched for this on dictionary.com.
7. Choose one question from the ‘Things to Think About’ section on pp. 10-12. Respond to this question. Be sure to identify the question to which you are responding.
3) I feel that it is not possible to learn without engaging in some activity. This activity does not necessarily need to be hands on. For example, when we learn history, even though we can not do actually do experiments with what is being taught, we can still discuss it. We could maybe talk about why certain things happened or even watch a video that demonstrates that certain event or time in history.

Growing up Online

The video, Growing up Online, was very eye opening to me. Technology has become such a huge part of our society today, but when it is abused, problems may arise. The video covers many different aspects of youth using the internet. The first section, Living their Lives Essentially Online, talks about how the computer has become an essential part of student’s everyday life. It gives multiple examples of different situations where kids use the internet for their social life, school life, and everyday needs.
The second section of the video, A Revolution in Classroom and Social Life, was a very interesting and important aspect of the video for me personally. I never really thought about how much of an issue it is for schools. They interviewed a few teachers and they explained that the challenge for them is to cut through that media and get to their student’s mind. Reading a book has become rare in today's schools. Most students just use websites that provide a summary for the book. It also talked about social networks like Facebook and Myspace, which have become afternoon activities for almost all students. It gave an example of a fight that occurred at school because of what one person said about another person.
The next section, Self Expression- Trying on New Identities, gave many examples of students who express their “true selves” online because they feel that they cannot be judged. It shared the story of Jessica Hunter, who was a very shy girl and had trouble making friends. When she was 14 she made turned her self into an internet model, changing her name to Autumn Edwards. She posted provocative photos of her and even became famous on the internet because of these photos. She did this because she loved the feeling of being famous. Her parents never knew of anything until they received a phone call from the principal saying that someone saw these photos of her.
The fourth section was called The Child Predator Fear. Media coverage on internet predators has become a huge fear for parents all over the nation. This video shares a story of a mom who tries to monitor her kids by putting the computer in the kitchen. But parents aren’t able to truly monitor because kids refuse to share their private lives. This video shares that even though sexual predators are a risk, most kids know what they are getting themselves into. “We must start thinking about our kids less as victims and more as participants.”
Private Worlds Outside Parents Reach, is the next section of the video. It tells the story of Sara, who has found forums online to support her in her eating disorder. Many kids use the internet as a “listener” for their problems, but they forget that others can access it all. It shares another story of mother, PTA President of her son’s high school. She found videos and photos of students of the high school acting up at a concert. She decides to share this with all the parents, and at that point her relationship with her son, Cam, was damaged. Students got in a lot of trouble and Cam blames it all on his mom.
Cyber bullying is the next section that talks about school taunts and rumars that are all spread online. The story of Ryan, a 7th grader, who was being bullied at school was told. His father taught him how to protect himself and Ryan said the bullying had stopped. A few months later Ryan committed suicide. His father investigated his computer and found out that he was being bullied online. Ryan became so depressed and found support to commit suicide online. The final section, Updates, tells about what has happened to the specific stories that were shared in the video.
The internet has become a weapon in the lives of our youth. As a future teacher and parent, I feel that this video is very important for everyone to watch. The stories that were shared have direct implications for my teaching practice. This video has changed my thoughts about integrating technology in my curriculum. It is something that we need to be aware of in order to keep our kids safe. Technology is a very big part of our society and is not going away. We must teach our kids how to use it safely and as a useful tool. As a teacher, I will still use technology as a mere educational tool to help my students learn. But I will also demonstrate how important it is for us to sometimes disconnect from the internet. This video has truly opened me up to issues that I was never aware of and I will use the information that I learned to be a better teacher and parent in the future.

Technology Belief Statement

Since technology is so fundamental in the world that we live in, it must be incorporated into the classroom. Teachers need to be taught advanced technological skills so that their students can learn and apply those skills in their everyday lives and in the future.