"Establishing a Framework for Digital Images
in the School Curriculum" by Glen Bull and Ann Thompson
This article talked about the use of digital cameras in the classroom. In 2004, when this article was written, there was a breakthrough; more digital cameras were sold than film cameras. Now, not only could many more avenues in education be touched, but they could be affordable as well. The use of digital cameras could be used through a wide range of subjects and touch on many topics with a fresh outlook.
According to the article, there are four different frameworks for the use of digital images. The first is to acquire the images. There are many opportunities in which students can incorporate the use of digital cameras into their subject matter, for example taking pictures of certain trees to examine their species in a science class. The next framework is to analyze. Digital images are a great way to analyze a variety of things. For example, I did a project using digital images, about track homes compared to older neighborhoods. The fourth framework is to create. This is another area that the use of digital cameras would be great at addressing. Students would actually get a chance to discovery their own creativity and talents when designing a project for a class. The last framework is the communicate. Students can communicate with eachother working on projects, teachers could communicate with students at a much larger capacity.
Questions:
1.) Could this work for all schools, even those that might be underfunded?
Digital cameras are expensive and may not also be accessible to all school and all students, but it might be a good project to have for students as a special project. If there was only one camera for the entire class it could still work but students working collaboratively together.
2.) What if a student didn't feel comfortable using a camera?
There are so many different things that each individual student could do to contribute. Maybe one student is really good at taking the pictures an another is really good at editing them, and one is really good at organizing the project. I think all students would benefit from this.
Friday, July 6, 2007
Journal 8
"Virtual Ideology: Using Online Quizzes to Help Students Develop Personal Political Values"
by William Russell
This was a really interesting article about using different online quiz's and surveys in order to assist students discovery of their political views. As William Russel begins, many Social Studies teachers are frustrated because their students claim to be affiliated with one political party but have the views of a completely different party. This is in particular very frustrating to teachers because, as the standards state, students need to be able to answer certain questions pertaining to their own beliefs, such as: What is civic participation and how can I be involved?How has the meaning of citizenship evolved?What is the balance between rights and responsibilities? What is the role of the citizen in the community, in the nation, and in the world community? How can I make a positive difference? These quizzes are sponsored by non-profit organizations and offer explanations to views which the students hold. Another quiz asks the student a series of yes or no questions and at the end the student is scored. The student is not scored to a certain political party, but rather predicts which political philosophy the student inhabits (centrist, libertarian, left liberal, right conservative, etc.). I think this is a great way for students to learn about themselves without feeling pressure to abide by what others think.
Questions:
1.) Does this contribute to the categorization of students?
I don't think so at all. I think that is merely helps students realize what they think and why they think it. I think it promote individualized and critical thinking skills that are extremely valuable in life.
2.) Could this also be used as a platform on the importance of voting?
Absolutely! I am a strong advocate of voting and I feel like s a lot of people talk about how important it is but do not actually exercise their right to vote. When students actually understand issues and why they believe certain views, they might be more eager to get out there and stand up for what they believe in.
by William Russell
This was a really interesting article about using different online quiz's and surveys in order to assist students discovery of their political views. As William Russel begins, many Social Studies teachers are frustrated because their students claim to be affiliated with one political party but have the views of a completely different party. This is in particular very frustrating to teachers because, as the standards state, students need to be able to answer certain questions pertaining to their own beliefs, such as: What is civic participation and how can I be involved?How has the meaning of citizenship evolved?What is the balance between rights and responsibilities? What is the role of the citizen in the community, in the nation, and in the world community? How can I make a positive difference? These quizzes are sponsored by non-profit organizations and offer explanations to views which the students hold. Another quiz asks the student a series of yes or no questions and at the end the student is scored. The student is not scored to a certain political party, but rather predicts which political philosophy the student inhabits (centrist, libertarian, left liberal, right conservative, etc.). I think this is a great way for students to learn about themselves without feeling pressure to abide by what others think.
Questions:
1.) Does this contribute to the categorization of students?
I don't think so at all. I think that is merely helps students realize what they think and why they think it. I think it promote individualized and critical thinking skills that are extremely valuable in life.
2.) Could this also be used as a platform on the importance of voting?
Absolutely! I am a strong advocate of voting and I feel like s a lot of people talk about how important it is but do not actually exercise their right to vote. When students actually understand issues and why they believe certain views, they might be more eager to get out there and stand up for what they believe in.
Journal 7
"Coach, Nurture, or Nudge: How do you learn technology best?"
By Kimberley Ketterer
This was an interesting article about how educators are integrating technology into their classrooms. As Kimberley Ketterer explains, there are three different ways in which teachers are developing technological additions to their lessons in their classrooms. The first is called "The Coaching Style". With this style, the educator feels completely comfortable integrating technology as long as they have a coach to assist them. They are willing to take risks and work collaboratively with colleagues on lesson plans. The next style is called "The Nurturing Style". With this style, they need to have someone with them for all aspects of the creation and design of lesson plans. They have the will to integrate technology, but lack the confidence and need all the extra support that they can get. The last style is call "The Nudging Style". With this style, the educator is really stuck in their ways of teaching and needs to be nudged into learner technological advancements. They need to be pushed to learn why technology in the classroom is so important. This style probably pertains to older teachers that have been with the profession a while.
Questions:
1.) Which style will I be?
I think that I would fit into "The Nurturing Style". I really am excited to learn about technology and want to make it a big part of my classroom, but might need some support until I am more confident.
2.) Which style is the best?
I really think that everyone does things differently and learns differently, so I don't think that there is a right or wrong answer. Of course the use of technology is great in the classroom, and every educator does have his or her own comfort level. I just think that as long as you are willing to give it a try, you might learn to like the new ways of doing things.
By Kimberley Ketterer
This was an interesting article about how educators are integrating technology into their classrooms. As Kimberley Ketterer explains, there are three different ways in which teachers are developing technological additions to their lessons in their classrooms. The first is called "The Coaching Style". With this style, the educator feels completely comfortable integrating technology as long as they have a coach to assist them. They are willing to take risks and work collaboratively with colleagues on lesson plans. The next style is called "The Nurturing Style". With this style, they need to have someone with them for all aspects of the creation and design of lesson plans. They have the will to integrate technology, but lack the confidence and need all the extra support that they can get. The last style is call "The Nudging Style". With this style, the educator is really stuck in their ways of teaching and needs to be nudged into learner technological advancements. They need to be pushed to learn why technology in the classroom is so important. This style probably pertains to older teachers that have been with the profession a while.
Questions:
1.) Which style will I be?
I think that I would fit into "The Nurturing Style". I really am excited to learn about technology and want to make it a big part of my classroom, but might need some support until I am more confident.
2.) Which style is the best?
I really think that everyone does things differently and learns differently, so I don't think that there is a right or wrong answer. Of course the use of technology is great in the classroom, and every educator does have his or her own comfort level. I just think that as long as you are willing to give it a try, you might learn to like the new ways of doing things.
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