(1) Describe the Resource / Experience:
During my resource search this week, I also discovered a site sponsored by Scholastic Books entitled “Scholastic Instructor Cyberhunt Kids’ Library”. In one of my previous classes here at Webster, I incorporated a webquest into one of my final projects and my instructor suggested that since I liked to use webquests, I should investigate using Cyberhunts in my classroom. When I googled “cyberhunts”, I discovered this site. It provides a list of readymade cyberhunts that can be used for a variety of subjects in any classroom. Another site I found during my search entitled “Cyberhunts” defined cyberhunts as instructional tools similar to webquests that “guide [students] through a series of websites on a particular subject and ask [students] to find out information on the way” (ICKids, 2009, no page numbers).
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
After further researching cyberhunts and viewing the readymade examples on this website, I have discovered that cyberhunts would be a very effective way to integrate technology and constructivism in today’s classroom. After viewing the way these hunts are designed and used, I think they would work great in early childhood classrooms. I teach second grade and I’ve used webquests with my students before, but sometimes they struggled in completing the quests. However, I think the cyberhunts would allow them to access the same information in a more early-childhood-friendly format. The cyberhunts seem to be simpler and easier to complete than webquests. Therefore, as for classroom applications, over the next few weeks, I am going to conduct a cyberhunt with my second graders to test my hypothesis about them being simpler and easier to complete than webquests. I’ll be sure to reflect and blog about the experience once it’s over. I’ll keep all of you posted on what happens and what I learn from the experience.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resources from my resource log:
Scholastic Instructor. (2009). Cyberhunt kids’ library. Scholastic Inc. Retrieved from http://teacher.scholastic.com/products/instructor/cyberhunt_kids.htm
ICKids. (2006). Cyberhunts. ICTeachers Ltd. Retrieved from http://www.ickids.org.uk/cyberhunts.htm
Moreover, the ideas expressed above directly link to the readings, resources, and discussions I’ve encountered about using webquests in today’s classrooms.
Monday, March 30, 2009
Reflection #17
(1) Describe the Resource / Experience:
During my resource search this week, I discovered a website entitled “How To Podcast Tutorial”. This site explains what a podcast is in simple, easy-to-understand terms. It also discusses the benefits of using podcasts and outlines the steps to creating your own podcast. I thought this site offered some very interesting podcasting tips and information.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Overall, this resource has prompted me to further investigate using podcasts in today’s classroom. They seem to be very easy to create and use in today’s classroom. Being a second grade teacher, I like for my students to listen to books on tape to improve their reading fluency, but purchasing books on tape can get very expensive. So as for classroom applications, I think it would be great to have my students create their own personalized library of “books on tape” by having them create a series of podcasts of themselves reading the stories. I think this would be a very useful and meaningful classroom project, but I’m not sure how much time and effort would be required to complete it. I am going to further investigate/research creating and using podcasts in today’s classroom and design a plan to implement my “books on tape” library idea in my classroom. However, I may not have enough time to complete this project this year, but we’ll see. If I don’t get around to starting this project this school year, it definitely will be on my “To Do” list for next year. I’ll keep you all posted.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Van Orden, J. (2005). How to podcast tutorial. Retrieved from http://www.how-to-podcast-tutorial.com/what-is-a-podcast.htm
Moreover, even though it’s not completed yet, the ideas expressed here will relate to the Module E WikiText chapter section about podcasting.
During my resource search this week, I discovered a website entitled “How To Podcast Tutorial”. This site explains what a podcast is in simple, easy-to-understand terms. It also discusses the benefits of using podcasts and outlines the steps to creating your own podcast. I thought this site offered some very interesting podcasting tips and information.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Overall, this resource has prompted me to further investigate using podcasts in today’s classroom. They seem to be very easy to create and use in today’s classroom. Being a second grade teacher, I like for my students to listen to books on tape to improve their reading fluency, but purchasing books on tape can get very expensive. So as for classroom applications, I think it would be great to have my students create their own personalized library of “books on tape” by having them create a series of podcasts of themselves reading the stories. I think this would be a very useful and meaningful classroom project, but I’m not sure how much time and effort would be required to complete it. I am going to further investigate/research creating and using podcasts in today’s classroom and design a plan to implement my “books on tape” library idea in my classroom. However, I may not have enough time to complete this project this year, but we’ll see. If I don’t get around to starting this project this school year, it definitely will be on my “To Do” list for next year. I’ll keep you all posted.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Van Orden, J. (2005). How to podcast tutorial. Retrieved from http://www.how-to-podcast-tutorial.com/what-is-a-podcast.htm
Moreover, even though it’s not completed yet, the ideas expressed here will relate to the Module E WikiText chapter section about podcasting.
Resource Log (Sources #55-60)
#55 “How To Podcast Tutorial” – This site explains what a podcast is in simple, easy-to-understand terms. It also discusses the benefits of using podcasts and outlines the steps to creating your own podcast. I thought this site offered some very interesting podcasting tips and information.
Van Orden, J. (2005). How to podcast tutorial. Retrieved from http://www.how-to-podcast-tutorial.com/what-is-a-podcast.htm
#56 “Scholastic Instructor Cyberhunt Kids’ Library” – In one of my previous classes here at Webster, I incorporated a webquest into one of my final projects and my instructor suggested that since I liked to use webquests, I should investigate using Cyberhunts in my classroom. When I googled “cyberhunts”, I discovered this site. It is sponsored by Scholastic and it provides a list of readymade cyberhunts that can be used in any classroom. After looking at these sample sites, I think cyberhunts would work better than webquest with young students.
Scholastic Instructor. (2009). Cyberhunt kids’ library. Scholastic Inc. Retrieved from http://teacher.scholastic.com/products/instructor/cyberhunt_kids.htm
#57 “ICKids” Website - This is another cyberhunt website. It offers a list of readymade cyberhunts that are categorized by age level. Most of the hunts on this site were designed for 5 to 9 year olds. This site also features a place where people can submit cyberhunts that they created themselves.
ICKids. (2006). Cyberhunts. ICTeachers Ltd. Retrieved from http://www.ickids.org.uk/cyberhunts.htm
#58 “10 Podcasts for Teachers and Kids” – This is an article that is featured on the Scholastic website. It introduces and discusses ten different readymade podcasts that can be used in classrooms. The article discusses what each podcast is good for, why it’s worth checking out, and where it can be found on the web. One of the best podcast featured on this site is www.ESLteachertalk.com.
Richards, E. (2009). 10 podcasts for teachers and kids. Scholastic, Inc. Retrieved from http://www2.scholastic.com/browse/article.jsp?id=11531
#59 “StoryNory” Website - This is a website that features podcasts of free audio stories for kids. These podcasts include classic stories, myths, and fairy tales. New stories are added each week.
StoryNory. (2009). StoryNory: Free audio stories for kids. Blog Relations Ltd. Retrieved from http://storynory.com/
#60 “WillowWeb” Website – This is a website sponsored by Willowdale Elementary. It features a variety of podcasting sites that publish podcasts for kids and by kids. This site is an example of Internet audio shows created for elementary school students by elementary school students.
Willowdale Elementary. (n.d.). WillowWeb. Millard Public Schools. Retrieved from http://www.mpsomaha.org/willow/Radio/podcasts.html
Van Orden, J. (2005). How to podcast tutorial. Retrieved from http://www.how-to-podcast-tutorial.com/what-is-a-podcast.htm
#56 “Scholastic Instructor Cyberhunt Kids’ Library” – In one of my previous classes here at Webster, I incorporated a webquest into one of my final projects and my instructor suggested that since I liked to use webquests, I should investigate using Cyberhunts in my classroom. When I googled “cyberhunts”, I discovered this site. It is sponsored by Scholastic and it provides a list of readymade cyberhunts that can be used in any classroom. After looking at these sample sites, I think cyberhunts would work better than webquest with young students.
Scholastic Instructor. (2009). Cyberhunt kids’ library. Scholastic Inc. Retrieved from http://teacher.scholastic.com/products/instructor/cyberhunt_kids.htm
#57 “ICKids” Website - This is another cyberhunt website. It offers a list of readymade cyberhunts that are categorized by age level. Most of the hunts on this site were designed for 5 to 9 year olds. This site also features a place where people can submit cyberhunts that they created themselves.
ICKids. (2006). Cyberhunts. ICTeachers Ltd. Retrieved from http://www.ickids.org.uk/cyberhunts.htm
#58 “10 Podcasts for Teachers and Kids” – This is an article that is featured on the Scholastic website. It introduces and discusses ten different readymade podcasts that can be used in classrooms. The article discusses what each podcast is good for, why it’s worth checking out, and where it can be found on the web. One of the best podcast featured on this site is www.ESLteachertalk.com.
Richards, E. (2009). 10 podcasts for teachers and kids. Scholastic, Inc. Retrieved from http://www2.scholastic.com/browse/article.jsp?id=11531
#59 “StoryNory” Website - This is a website that features podcasts of free audio stories for kids. These podcasts include classic stories, myths, and fairy tales. New stories are added each week.
StoryNory. (2009). StoryNory: Free audio stories for kids. Blog Relations Ltd. Retrieved from http://storynory.com/
#60 “WillowWeb” Website – This is a website sponsored by Willowdale Elementary. It features a variety of podcasting sites that publish podcasts for kids and by kids. This site is an example of Internet audio shows created for elementary school students by elementary school students.
Willowdale Elementary. (n.d.). WillowWeb. Millard Public Schools. Retrieved from http://www.mpsomaha.org/willow/Radio/podcasts.html
Monday, March 23, 2009
Reflection #16
(1) Describe the Resource / Experience:
This week, during my resource search, I discovered a lot of resources that discussed how social or group learning enhances and complements student responsibility and initiative and individual learning in the constructivist classroom. The most interesting of these resources was a WikiBook excerpt entitled “Socio-Constructivist Learning Theory”. This excerpt discussed the idea of “distributed cognition”, and according to EduTech Wiki “Distributed cognition refers to a process in which cognitive resources are shared socially in order to extend individual cognitive resources or to accomplish something that an individual agent could not achieve alone” (EduTech Wiki, no page numbers). I found the idea of “distributed cognition” to be very interesting and I thought it kind of reflected the interactions we have during our group work in this class.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Before conducting research for this WikiText chapter, I never really thought about how social learning and increased student initiative and responsibility seemingly conflict with one another. However, this idea was promptly brought to my attention at the beginning of this module of the WikiText. It prompted me to think about our group interactions within this class. We work together in a social context to create, author, and organize these WikiText chapters, but we all have to take individual initiative and individual responsibility to complete our assigned jobs/roles. As for classroom application, after conducting this research, I would like to investigate the idea of “distributed cognition” even further so I can use more “distributed cognition” strategies/activities in my own personal classroom
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resource from my resource log:
EduTech Wiki. (2007, November 16). Socio-constructivist learning theory. MediaWiki. Retrieved from http://edutechwiki.unige.ch/en/Socio-constructivism
Moreover, even though our WikiText chapter hasn’t been finished and posted yet, I’m sure these ideas will directly relate to our latest chapter entitled “Constructivism and the Individual Learners’ Responsibilities and Leadership”.
This week, during my resource search, I discovered a lot of resources that discussed how social or group learning enhances and complements student responsibility and initiative and individual learning in the constructivist classroom. The most interesting of these resources was a WikiBook excerpt entitled “Socio-Constructivist Learning Theory”. This excerpt discussed the idea of “distributed cognition”, and according to EduTech Wiki “Distributed cognition refers to a process in which cognitive resources are shared socially in order to extend individual cognitive resources or to accomplish something that an individual agent could not achieve alone” (EduTech Wiki, no page numbers). I found the idea of “distributed cognition” to be very interesting and I thought it kind of reflected the interactions we have during our group work in this class.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Before conducting research for this WikiText chapter, I never really thought about how social learning and increased student initiative and responsibility seemingly conflict with one another. However, this idea was promptly brought to my attention at the beginning of this module of the WikiText. It prompted me to think about our group interactions within this class. We work together in a social context to create, author, and organize these WikiText chapters, but we all have to take individual initiative and individual responsibility to complete our assigned jobs/roles. As for classroom application, after conducting this research, I would like to investigate the idea of “distributed cognition” even further so I can use more “distributed cognition” strategies/activities in my own personal classroom
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resource from my resource log:
EduTech Wiki. (2007, November 16). Socio-constructivist learning theory. MediaWiki. Retrieved from http://edutechwiki.unige.ch/en/Socio-constructivism
Moreover, even though our WikiText chapter hasn’t been finished and posted yet, I’m sure these ideas will directly relate to our latest chapter entitled “Constructivism and the Individual Learners’ Responsibilities and Leadership”.
Reflection #15
(1) Describe the Resource / Experience:
While conducting research for my group’s most recent WikiText entry entitled “Constructivism and the Individual Learners’ Responsibilities and Leadership”, I came across several very interesting resources. The resource that interested me the most was an online paper sponsored by Georgia State University entitled “Constructivism”. There was a section of this paper entitled “Using Constructivism in the Classroom” that thoroughly discussed the role of student initiative in the constructivist classroom. I found that section of the paper to be very enlightening. It suggested that teachers should relinquish more of the responsibility of learning over to the students themselves by posing open-ended questions, allowing students to engage in active dialogue, allowing student responses to drive instruction, and requiring students to elaborate on their initial responses.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Overall, this resource has prompted me to examine my own classroom for evidence of these instructional strategies that support student initiative and increased student responsibility in the constructivist classroom. After this examination, I discovered that I do not do these things as often as I should in my classroom. I have found that I allow my students to rely on me too much for their learning in several content areas. I found that I use these strategies most often in science and math. Therefore, after conducting this research, I have discovered that I need to be more cognizant of how I interact with my students within my classroom and allow them to take more initiative and responsibility for their learning. I think that since the instructional strategies mentioned above allow students to take on more responsibility themselves and rely less upon the teacher, they encourage students to become independent, lifelong learners, and that has always been my ultimate goal for each and every student in my classroom.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Brown, D.S. (n.d.). Constructivism. Georgia State University. Retrieved from http://www.rr1.net/users/dsmbrown/Constructivism.htm
Moreover, even though our WikiText chapter hasn’t been finished and posted yet, I’m sure these ideas will directly relate to our latest chapter entitled “Constructivism and the Individual Learners’ Responsibilities and Leadership”.
While conducting research for my group’s most recent WikiText entry entitled “Constructivism and the Individual Learners’ Responsibilities and Leadership”, I came across several very interesting resources. The resource that interested me the most was an online paper sponsored by Georgia State University entitled “Constructivism”. There was a section of this paper entitled “Using Constructivism in the Classroom” that thoroughly discussed the role of student initiative in the constructivist classroom. I found that section of the paper to be very enlightening. It suggested that teachers should relinquish more of the responsibility of learning over to the students themselves by posing open-ended questions, allowing students to engage in active dialogue, allowing student responses to drive instruction, and requiring students to elaborate on their initial responses.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Overall, this resource has prompted me to examine my own classroom for evidence of these instructional strategies that support student initiative and increased student responsibility in the constructivist classroom. After this examination, I discovered that I do not do these things as often as I should in my classroom. I have found that I allow my students to rely on me too much for their learning in several content areas. I found that I use these strategies most often in science and math. Therefore, after conducting this research, I have discovered that I need to be more cognizant of how I interact with my students within my classroom and allow them to take more initiative and responsibility for their learning. I think that since the instructional strategies mentioned above allow students to take on more responsibility themselves and rely less upon the teacher, they encourage students to become independent, lifelong learners, and that has always been my ultimate goal for each and every student in my classroom.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Brown, D.S. (n.d.). Constructivism. Georgia State University. Retrieved from http://www.rr1.net/users/dsmbrown/Constructivism.htm
Moreover, even though our WikiText chapter hasn’t been finished and posted yet, I’m sure these ideas will directly relate to our latest chapter entitled “Constructivism and the Individual Learners’ Responsibilities and Leadership”.
Resource Log (Sources #49-54)
#49 “Constructing on Constructivism: The Role of Technology” – This is an article by Aloka Nanjappa and Michael M. Grant that is featured in the Electronic Journal for the Integration of Technology in Education. This article discusses how technology and constructivism complement and enhance one another. The most interesting parts of this article include an examination of the evaluation through electronic portfolios and an analysis of the role of the teacher in a constructivist classroom.
Nanjappa, A. & Grant, M.M. (2003). Constructing on constructivism: The role of technology. Electronic Journal for the Integration of Technology in Education. Retrieved from http://ejite.isu.edu/Volume2No1/nanjappa.htm
#50 “A Study of Constructivism in the Classroom” – This is a paper published by Mississippi College. It discusses the important role technology plays in the constructivist classroom. The most interesting part of this article was its lengthy description of today’s constructivist teachers.
Swayze, E.N. (n.d). A study of constructivism in the classroom. Mississippi College. Retrieved from www.mc.edu/campus/users/swayze/index_files/Paper.doc
#51 “Constructivism” – This is an online paper sponsored by Georgia State University entitled “Constructivism”. The section of this paper entitled “Using Constructivism in the Classroom” thoroughly discusses the role of student initiative in the constructivist classroom.
Brown, D.S. (n.d.). Constructivism. Georgia State University. Retrieved from http://www.rr1.net/users/dsmbrown/Constructivism.htm
#52 “Constructivism” – This site includes blog entries and excerpts from a Wiki entry that discusses the fundamentals of constructivism. I found the following sections to be very informative and useful because they discussed the responsibility of the learner and how social/group learning enhances individual learning in the constructivist classroom: “The Learning as a Unique Individual”, “The Importance and the Background and Culture of the Learner”, “The Responsibility for Learning”, and “The Motivation for Learning”.
Answers Corporation. (2009). Constructivism. WikiAnswers.Com. Retrieved from http://www.answers.com/topic/constructivism-learning-theory
#53 “Constructivism Learning Theory” - This website discusses increased student responsibility in constructivist classrooms and several of the instructional tools used in constructivist classrooms that relinquish the responsibility of learning and constructing new knowledge to the student.
Purcell, L. (n.d.). Constructivism learning theory. Michigan State University. Retrieved from https://www.msu.edu/~purcelll/constructivismlearningtheory.htm
#54 “Socio-Constructivist Learning Theory” - This WikiBook excerpt discusses how the social construction of knowledge in a group aids an individual’s own personal construction of knowledge. It discusses a very interesting idea called “distributed cognition”, which is defined as “a process in which cognitive resources are shared socially in order to extend individual cognitive resources or to accomplish something that an individual agent could not achieve alone” (EduTech Wiki, no page numbers).
EduTech Wiki. (2007, November 16). Socio-constructivist learning theory. MediaWiki. Retrieved from http://edutechwiki.unige.ch/en/Socio-constructivism
Nanjappa, A. & Grant, M.M. (2003). Constructing on constructivism: The role of technology. Electronic Journal for the Integration of Technology in Education. Retrieved from http://ejite.isu.edu/Volume2No1/nanjappa.htm
#50 “A Study of Constructivism in the Classroom” – This is a paper published by Mississippi College. It discusses the important role technology plays in the constructivist classroom. The most interesting part of this article was its lengthy description of today’s constructivist teachers.
Swayze, E.N. (n.d). A study of constructivism in the classroom. Mississippi College. Retrieved from www.mc.edu/campus/users/swayze/index_files/Paper.doc
#51 “Constructivism” – This is an online paper sponsored by Georgia State University entitled “Constructivism”. The section of this paper entitled “Using Constructivism in the Classroom” thoroughly discusses the role of student initiative in the constructivist classroom.
Brown, D.S. (n.d.). Constructivism. Georgia State University. Retrieved from http://www.rr1.net/users/dsmbrown/Constructivism.htm
#52 “Constructivism” – This site includes blog entries and excerpts from a Wiki entry that discusses the fundamentals of constructivism. I found the following sections to be very informative and useful because they discussed the responsibility of the learner and how social/group learning enhances individual learning in the constructivist classroom: “The Learning as a Unique Individual”, “The Importance and the Background and Culture of the Learner”, “The Responsibility for Learning”, and “The Motivation for Learning”.
Answers Corporation. (2009). Constructivism. WikiAnswers.Com. Retrieved from http://www.answers.com/topic/constructivism-learning-theory
#53 “Constructivism Learning Theory” - This website discusses increased student responsibility in constructivist classrooms and several of the instructional tools used in constructivist classrooms that relinquish the responsibility of learning and constructing new knowledge to the student.
Purcell, L. (n.d.). Constructivism learning theory. Michigan State University. Retrieved from https://www.msu.edu/~purcelll/constructivismlearningtheory.htm
#54 “Socio-Constructivist Learning Theory” - This WikiBook excerpt discusses how the social construction of knowledge in a group aids an individual’s own personal construction of knowledge. It discusses a very interesting idea called “distributed cognition”, which is defined as “a process in which cognitive resources are shared socially in order to extend individual cognitive resources or to accomplish something that an individual agent could not achieve alone” (EduTech Wiki, no page numbers).
EduTech Wiki. (2007, November 16). Socio-constructivist learning theory. MediaWiki. Retrieved from http://edutechwiki.unige.ch/en/Socio-constructivism
Sunday, March 8, 2009
Reflection #14
(1) Describe the Resource / Experience:
This week, during my resource search, I discovered an online article by Steve O’Hear entitled “Elgg: Social Networking Software for Education”. It is part two of a two part series authored by O’Hear. Part one of the series discusses how web technologies, such as blogging, podcasting, and media-sharing, are being used in education today. This article in the series discusses Elgg, which is a social networking software created specifically for education.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I am a big fan of social networking sites, specifically Facebook, and during one of my past reflections, I commented on being excited about learning more about using public social networking sites such as these in education. Through this article however, I have learned about a social networking site that has been developed especially for the educational realm. A lot of teachers (and older adults in general for that matter) frown upon the mere thought of using this type of technology in the classroom, but I would recommend that all teachers, both old and young-- myself in included, embrace using this type of technology in today’s classrooms because they are seemingly our future.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resource from my resource log:
O’Hear, S. (2006, August 11). Elgg: Social networking software for education. Read, Write, Web. Retrieved from http://www.readwriteweb.com/archives/elgg.php
This resource directly links to several other social networking software articles I have listed in my resource log during the past few weeks. All of these articles discuss the benefits of using such software in education. I will eventually be authoring a WikiText chapter on social networking software in education.
This week, during my resource search, I discovered an online article by Steve O’Hear entitled “Elgg: Social Networking Software for Education”. It is part two of a two part series authored by O’Hear. Part one of the series discusses how web technologies, such as blogging, podcasting, and media-sharing, are being used in education today. This article in the series discusses Elgg, which is a social networking software created specifically for education.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I am a big fan of social networking sites, specifically Facebook, and during one of my past reflections, I commented on being excited about learning more about using public social networking sites such as these in education. Through this article however, I have learned about a social networking site that has been developed especially for the educational realm. A lot of teachers (and older adults in general for that matter) frown upon the mere thought of using this type of technology in the classroom, but I would recommend that all teachers, both old and young-- myself in included, embrace using this type of technology in today’s classrooms because they are seemingly our future.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resource from my resource log:
O’Hear, S. (2006, August 11). Elgg: Social networking software for education. Read, Write, Web. Retrieved from http://www.readwriteweb.com/archives/elgg.php
This resource directly links to several other social networking software articles I have listed in my resource log during the past few weeks. All of these articles discuss the benefits of using such software in education. I will eventually be authoring a WikiText chapter on social networking software in education.
Reflection #13
(1) Describe the Resource / Experience:
Over the past few weeks, my classmates and I have been working in a social context or group setting via the Internet to research and write our assigned WikiText chapters. I always knew that group work was challenging to complete in and of itself, but during these past few weeks, I have discovered that group work is even more difficult to complete online. For example, during our last WikiText chapter submissions/postings, some groups experienced difficulties that delayed or omitted the posting of their chapters. However, even though it’s more challenging, I still remain a fan of online group work because it does possess several unsurpassable benefits. For example, with the online group work process, people are not required to leave the comfort of their own homes to complete the actual group work.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Overall, through this experience I have learned that we as educators will face many challenges, such as the ones listed above, when attempting to implement new and innovative constructivist instructional methods within our classroom. I’ve learned that we just have to monitor and adjust instruction accordingly and persevere or “push through” these challenges. As everyone knows, “practice makes perfect”, so I think the more we experiment with and practice using constructivist strategies within the classroom, the more effective and efficient we’ll become at using them, and eventually we’ll be more equip to overcome any challenges this approach may present.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the readings and discussions we have been participating in about the controversies associated with constructivism (from chapter 1 of our WikiText). I think some experts opposed to constructivism may argue that these challenges make constructivism impractical, and that it’s not the most effective instructional approach to use within the classroom.
Over the past few weeks, my classmates and I have been working in a social context or group setting via the Internet to research and write our assigned WikiText chapters. I always knew that group work was challenging to complete in and of itself, but during these past few weeks, I have discovered that group work is even more difficult to complete online. For example, during our last WikiText chapter submissions/postings, some groups experienced difficulties that delayed or omitted the posting of their chapters. However, even though it’s more challenging, I still remain a fan of online group work because it does possess several unsurpassable benefits. For example, with the online group work process, people are not required to leave the comfort of their own homes to complete the actual group work.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Overall, through this experience I have learned that we as educators will face many challenges, such as the ones listed above, when attempting to implement new and innovative constructivist instructional methods within our classroom. I’ve learned that we just have to monitor and adjust instruction accordingly and persevere or “push through” these challenges. As everyone knows, “practice makes perfect”, so I think the more we experiment with and practice using constructivist strategies within the classroom, the more effective and efficient we’ll become at using them, and eventually we’ll be more equip to overcome any challenges this approach may present.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the readings and discussions we have been participating in about the controversies associated with constructivism (from chapter 1 of our WikiText). I think some experts opposed to constructivism may argue that these challenges make constructivism impractical, and that it’s not the most effective instructional approach to use within the classroom.
Resource Log #8 (Sources #43-48)
#43 “Constructivist Tools for Learning” Website – This website is sponsored by the University of Saskatchewan, and it how technology can be effectively used in the constructivist classroom. It also lists a wide variety of technology tools that seemingly complement constructivist learning.
Skaalid, B. (n.d.). Constructivist tools for learning. University of Saskatchewan. Retrieved from http://www.usask.ca/education/coursework/802papers/Skaalid/tools.html
#44 “e-Learning 2.0: How Web Technologies are Shaping Education” – This is an online article that discusses how web technologies are being used in education. It discusses blogging, podcasting, media-sharing, and many, many other ways technology is used in the educational world today. This article is part one of a two part series. Part two is listed below as a separate resource.
O’Hear, S. (2006, August 8). e-Learning 2.0: How web technologies are shaping education. Read, Write, Web. Retrieved from http://www.readwriteweb.com/archives/e-learning_20.php
#45 “Elgg: Social NetworkingSoftware for Education” – This online article is part two of a two part series. Part one of the series is listed above. This article in the series discusses Elgg, which is a social networking software created specifically for education.
O’Hear, S. (2006, August 11). Elgg: Social networking software for education. Read, Write, Web. Retrieved from http://www.readwriteweb.com/archives/elgg.php
#46 “Don’t Tell Your Parents: Schools Embrace Myspace” – This is a blog posting that discusses how many teachers have started using social networking sites such as Myspace, Facebook and Bebo in their classrooms. It also discusses the Elgg social networking site that was developed specifically for the educational world by the University of Brighton.
Andrews, R. (2007, April 19). Don’t tell your parents: Schools embrace Myspace. CondeNet, Inc. Retrieved from http://www.wired.com/culture/education/news/2007/04/myspaceforschool
#47 “Think Social Networking for Education” – This is a Wiki-posting that lists examples of popular social networking sites that are used by kids, teens, and adults. It also discusses several popular social networking sites that are used today in education.
Montgomery, K. (2009). Think social networking in education. Pbwiki. Retrieved from http://thinkingmachine.pbwiki.com/Think+Social+Networking+for+Education
#48 “Social Networking in Higher Education” – This article is discusses how colleges and universities need some type of “intercampus collaboration” in today’s technology driven world. It suggests that social networking sites are the key to establishing such a system in higher education institutions.
Alexander, B. (n.d.). Social networking in higher education. Educause. Retrieved from http://net.educause.edu/ir/library/pdf/PUB7202s.pdf
Skaalid, B. (n.d.). Constructivist tools for learning. University of Saskatchewan. Retrieved from http://www.usask.ca/education/coursework/802papers/Skaalid/tools.html
#44 “e-Learning 2.0: How Web Technologies are Shaping Education” – This is an online article that discusses how web technologies are being used in education. It discusses blogging, podcasting, media-sharing, and many, many other ways technology is used in the educational world today. This article is part one of a two part series. Part two is listed below as a separate resource.
O’Hear, S. (2006, August 8). e-Learning 2.0: How web technologies are shaping education. Read, Write, Web. Retrieved from http://www.readwriteweb.com/archives/e-learning_20.php
#45 “Elgg: Social NetworkingSoftware for Education” – This online article is part two of a two part series. Part one of the series is listed above. This article in the series discusses Elgg, which is a social networking software created specifically for education.
O’Hear, S. (2006, August 11). Elgg: Social networking software for education. Read, Write, Web. Retrieved from http://www.readwriteweb.com/archives/elgg.php
#46 “Don’t Tell Your Parents: Schools Embrace Myspace” – This is a blog posting that discusses how many teachers have started using social networking sites such as Myspace, Facebook and Bebo in their classrooms. It also discusses the Elgg social networking site that was developed specifically for the educational world by the University of Brighton.
Andrews, R. (2007, April 19). Don’t tell your parents: Schools embrace Myspace. CondeNet, Inc. Retrieved from http://www.wired.com/culture/education/news/2007/04/myspaceforschool
#47 “Think Social Networking for Education” – This is a Wiki-posting that lists examples of popular social networking sites that are used by kids, teens, and adults. It also discusses several popular social networking sites that are used today in education.
Montgomery, K. (2009). Think social networking in education. Pbwiki. Retrieved from http://thinkingmachine.pbwiki.com/Think+Social+Networking+for+Education
#48 “Social Networking in Higher Education” – This article is discusses how colleges and universities need some type of “intercampus collaboration” in today’s technology driven world. It suggests that social networking sites are the key to establishing such a system in higher education institutions.
Alexander, B. (n.d.). Social networking in higher education. Educause. Retrieved from http://net.educause.edu/ir/library/pdf/PUB7202s.pdf
Sunday, March 1, 2009
Reflection #12
(1) Describe the Resource / Experience:
This week, I have been completing my authorial duties for our third WikiText chapter. Our section focused on authentic learning, its relationship to real-world learning, how it is enhanced by technology, and the rationale for using it in a constructivist classroom.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Through this experience, I have learned the value of participating in constructivist learning experiences. I feel that I am really “learning by doing” as I proceed through this course. After researching and writing this chapter about authentic learning, I feel like I have learned and retained more information about authentic learning than I would have been able to learn and retain through traditional instructional methods. I also feel like the information that I have learned is more meaningful and valid to me because I worked so hard to research the topic in order to construct my own knowledge. It has been a real eye-opening experience for me. I feel so empowered and in control over my own learning. It’s just a great feeling and a great experience. As for recommendations for myself and other teachers, I would recommend that we use a constructivist approach on a regular basis in our classrooms with our own students because I think our students should feel empowered about their learning experience as well.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the reading and research we have been conducting about the benefits of constructivist teaching/learning.
This week, I have been completing my authorial duties for our third WikiText chapter. Our section focused on authentic learning, its relationship to real-world learning, how it is enhanced by technology, and the rationale for using it in a constructivist classroom.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Through this experience, I have learned the value of participating in constructivist learning experiences. I feel that I am really “learning by doing” as I proceed through this course. After researching and writing this chapter about authentic learning, I feel like I have learned and retained more information about authentic learning than I would have been able to learn and retain through traditional instructional methods. I also feel like the information that I have learned is more meaningful and valid to me because I worked so hard to research the topic in order to construct my own knowledge. It has been a real eye-opening experience for me. I feel so empowered and in control over my own learning. It’s just a great feeling and a great experience. As for recommendations for myself and other teachers, I would recommend that we use a constructivist approach on a regular basis in our classrooms with our own students because I think our students should feel empowered about their learning experience as well.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the reading and research we have been conducting about the benefits of constructivist teaching/learning.
Reflection #11
(1) Describe the Resource / Experience:
During my resource search this week, I discovered a National Geographic website entitled “Forces of Nature”. This website has a simulation feature that allows individuals to manipulate weather conditions to create virtual hurricanes, tornadoes, volcanoes, and earthquakes. I thought this site was a great example of a technology-enhanced authentic learning activity.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Through this week’s resource search and through interacting with this example of technology-enhanced authentic learning, I have discovered the true value of using authentic learning experiences inside the classroom. As for recommendations for myself and other teachers, I would recommend that we try to incorporate more authentic learning experiences into our everyday classroom instruction. I have learned that the authentic learning instructional method is a very useful and valuable teaching tool to have in my instructional strategy repertoire. I have learned that authentic learning experiences help students make the meaningful connections between their new learning and their prior knowledge/real-world experiences that are fundamental to the constructivist learning theory.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
National Geographic Society (2009). Forces of Nature. Retrieved February 25, 2009 from, http://www.nationalgeographic.com/forcesofnature/interactive/index.html?section=t
This resource directly relates to the research my group has been conducting about authentic learning, technology, and constructivism for chapter 3 of our WikiText entitled “Authentic Learning”.
During my resource search this week, I discovered a National Geographic website entitled “Forces of Nature”. This website has a simulation feature that allows individuals to manipulate weather conditions to create virtual hurricanes, tornadoes, volcanoes, and earthquakes. I thought this site was a great example of a technology-enhanced authentic learning activity.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Through this week’s resource search and through interacting with this example of technology-enhanced authentic learning, I have discovered the true value of using authentic learning experiences inside the classroom. As for recommendations for myself and other teachers, I would recommend that we try to incorporate more authentic learning experiences into our everyday classroom instruction. I have learned that the authentic learning instructional method is a very useful and valuable teaching tool to have in my instructional strategy repertoire. I have learned that authentic learning experiences help students make the meaningful connections between their new learning and their prior knowledge/real-world experiences that are fundamental to the constructivist learning theory.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
National Geographic Society (2009). Forces of Nature. Retrieved February 25, 2009 from, http://www.nationalgeographic.com/forcesofnature/interactive/index.html?section=t
This resource directly relates to the research my group has been conducting about authentic learning, technology, and constructivism for chapter 3 of our WikiText entitled “Authentic Learning”.
Resource Log #7 (Sources #37-42)
#37 “Authentic Learning Supported by Technology: Ten Suggestions and Cases of Integration in Classrooms” – This article discusses authentic learning and how it can be enhanced by technology. It also contains some good information about authentic assessment and it provides some examples of authentic assessment instruments.
Herrington, J., & Kervin, L. (2007, September). Authentic learning supported by technology: Ten suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219-236. Retrieved February 24, 2009, doi:10.1080/09523980701491666
#38 “Forces of Nature” Website – This website is sponsored by National Geographic. It allows students to manipulate weather conditions to create virtual hurricanes, tornadoes, volcanoes, and earthquakes. I thought this was a great example of a technology-enhanced authentic learning activity.
National Geographic Society (2009). Forces of nature. Retrieved February 25, 2009 from, http://www.nationalgeographic.com/forcesofnature/interactive/index.html?section=t
#39 “Editorial: The Components of Authentic Learning” – This is an editorial that was featured in the Journal of Authentic Learning. The author of this article has read much research about authentic learning and she has concluded that there are four basic principles associated with authentic learning. This article discusses and explains each of those principles.
Rule, A.C. (2006, August). Editorial: The components of authentic learning. Journal of Authentic Learning, 3(1), 1-10. Retrieved from Directory of Open Access Journals database.
#40 “Towards a Framework for Developing Authentic Constructivist Learning Environments in Semantically Rich Domains” - This article discusses the rationale for using authentic learning in Constructivist classroom environments.
Zaulkernan, I.A. (2004, May). Towards a framework for developing authentic constructivist learning environments in semantically rich domains. Knowledge Platform. Retrieved from http://www.knowledgeplatform.com/Content/Pdfs/constructivist_semantically_rich_domains.pdf
#41 “Meaningful Learning with Technology” – This book discusses how technology enhances teaching and learning in general. There is a section that specifically discusses how technology enhances authentic learning experiences. It also discusses the benefits of using authentic learning activities/experiences in today’s classroom.
Jonassen, D., Howland, J., Marra, R.M., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River: Pearson Education, Inc.
#42 “Visual Knowledge Project Glossary” – This website is a glossary that provides several different, but related, definitions for several of the terms we have been learning about and discussing in our class. It includes terms such as authentic learning, constructivism, real-world learning, etc.
Georgetown University. (2002). Resources: Glossary. Visual Knowledge Project. Retrived from http://cndls.georgetown.edu/crossroads/vkp/resources/glossary/constructivism.htm
Herrington, J., & Kervin, L. (2007, September). Authentic learning supported by technology: Ten suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219-236. Retrieved February 24, 2009, doi:10.1080/09523980701491666
#38 “Forces of Nature” Website – This website is sponsored by National Geographic. It allows students to manipulate weather conditions to create virtual hurricanes, tornadoes, volcanoes, and earthquakes. I thought this was a great example of a technology-enhanced authentic learning activity.
National Geographic Society (2009). Forces of nature. Retrieved February 25, 2009 from, http://www.nationalgeographic.com/forcesofnature/interactive/index.html?section=t
#39 “Editorial: The Components of Authentic Learning” – This is an editorial that was featured in the Journal of Authentic Learning. The author of this article has read much research about authentic learning and she has concluded that there are four basic principles associated with authentic learning. This article discusses and explains each of those principles.
Rule, A.C. (2006, August). Editorial: The components of authentic learning. Journal of Authentic Learning, 3(1), 1-10. Retrieved from Directory of Open Access Journals database.
#40 “Towards a Framework for Developing Authentic Constructivist Learning Environments in Semantically Rich Domains” - This article discusses the rationale for using authentic learning in Constructivist classroom environments.
Zaulkernan, I.A. (2004, May). Towards a framework for developing authentic constructivist learning environments in semantically rich domains. Knowledge Platform. Retrieved from http://www.knowledgeplatform.com/Content/Pdfs/constructivist_semantically_rich_domains.pdf
#41 “Meaningful Learning with Technology” – This book discusses how technology enhances teaching and learning in general. There is a section that specifically discusses how technology enhances authentic learning experiences. It also discusses the benefits of using authentic learning activities/experiences in today’s classroom.
Jonassen, D., Howland, J., Marra, R.M., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River: Pearson Education, Inc.
#42 “Visual Knowledge Project Glossary” – This website is a glossary that provides several different, but related, definitions for several of the terms we have been learning about and discussing in our class. It includes terms such as authentic learning, constructivism, real-world learning, etc.
Georgetown University. (2002). Resources: Glossary. Visual Knowledge Project. Retrived from http://cndls.georgetown.edu/crossroads/vkp/resources/glossary/constructivism.htm
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