1. Please describe your overall experience in this course? Was the course effective in getting you to "learn about constructivism by doing and experiencing constructivist instructional methods?”
Overall, I think my experience in this course was good. I felt a little uneasy at first because I, like most teachers I think, like to have a structured, well-laid out plan with clear, solid expectations, and this course was more fluid and flexible. It’s kind of like we dictated the curriculum, within certain parameters of course, and this made me very scared. However, after getting used to the structure and set-up of the course, things got better and I got more comfortable with it. As for “learning about constructivism by doing and experiencing constructivism”, I think this class was very successful at that. Through our hands-on/minds-on learning process, I feel like I’ve learned and retained more information about constructivism than I would have been able to learn and retain using traditional teaching methods.
2. Please evaluate the emphasis on collaboration in writing the WikiBook Chapters.
I thought the collaboration in writing the WikiBook Chapters was effective, but difficult to implement at times. The collaboration process was effective because I felt like I made real connections with my classmates through collaborating, but it was difficult because I felt like everyone in the class didn’t have the same agenda (i.e. some people dropped the class without their group members knowing which left some groups in a bind when it came to authoring and publishing the chapters). However, I feel that we have worked together as a class (collaborated in other words) to overcome these challenges and difficulties.
I also liked the collaboration process because I liked hearing my classmates’ ideas and points-of-view on certain topics. Through working and conversing with my classmates during the collaboration process, I gained a further understanding of all the topics at hand.
3. Please comment on your experience of others (e.g. WikiBook editors, external experts, other Internet surfers) observing and / or critiquing your writing in the WikiBook.
Having other people read/observe/critique my writing was definitely an eye-opening experience. First of all, since I knew others would be reading my writing, I tried very hard to make my ideas very clear and easy-to-understand-- especially my blog reflections because they were posted for the general public to read. Moreover, since the writings we created were being viewed by the general public, I felt like I was writing for an authentic purpose, which gave the whole project more meaning and value for me. I was more motivated and excited about completing the writings because I knew they would serve a real purpose and be read and used by people other than my professors.
4. Please compare the experience of doing research and authoring a textbook for a class (like this one) versus the traditional way of reading and studying an assigned textbook for a class.
I feel like I have learned more and have become more familiar with the material at hand by using the researching and authoring process than I would have learned using traditional instructional methods. The learning process we used in this class required me to interact with the material in a closer and more intimate way than I would have interacted with it using traditional instructional methods. Had this been a traditional instructional method class, I probably would have briefly skimmed the readings and superficially learned the information at hand long enough to regurgitate it back on a quiz or test. However, the researching and authoring method we used in this course challenged me (in a good way) and required me to go way beyond what was written in a premade textbook. This class required me to work hard to acquire and build my own working knowledge of the concepts at hand, and therefore, I appreciate and value the information I learned in this course way more than I would have in a traditional instructional method course. Overall, I feel a strong sense of ownership over the learning I have done in this class.
5. As a result of your experience in this class, are you more likely or less likely to assign collaborative wiki writing assignments in your teaching situation? Please explain the reasons you are more or less likely to do so.
As a result of my experiences in this class, I would have to say that I would be more likely to assign collaborative Wiki writing assignments in my classroom if I were at a school that allowed access to Wiki resources. I would use collaborative Wiki writing assignments, set up similar to the way we completed the Wiki Chapters in this class, because children are social by nature and I think they would be very motivated to complete a group project like this. However, I will be unable to use Wiki writing assignments in my current classroom because our network prohibits access to any type of blog or Wiki document/resource.
6. Please comment about building quizzes and answer keys, and on grading your peers. Did you learn or gain anything valuable from these experiences? Please explain.
Overall, the quiz-building process helped me learn how to develop clearer and more precise assessment items. It also helped me learn how to create higher-level assessment questions that prompt students to think deeper and synthesize their learning. The process of creating answer keys was the same as creating answer keys for the assessments I give in my classroom. The quiz grading process, however, was very interesting. Through grading my peers’ quizzes, I was able to see what they had learned from me and how well I communicated the points I aimed to communicate while authoring the chapter. Overall, I liked reading what my peers learned and their opinions about the topics at hand.
7. What are your suggestions for improving the design of this course?
Even though we started out a little rocky at first, I think the overall idea and design of this course was good. The only thing I would change is the role descriptions for each person’s job in the Wiki Chapter groups. I would make the role descriptions a bit clearer because I think there was a little confusion about who was responsible for what at first. However, once we (the class as a whole) got the hang of the whole process, things seemed to proceed smoothly. I don’t know what could be said to make the role descriptions clearer, but the role descriptions that exist now confused a lot of us at first.
Wednesday, May 6, 2009
Sunday, May 3, 2009
Reflection #28
(1) Describe the Resource / Experience:
During my resource search this week, I also discovered an instructional software evaluation form and a web page evaluation form. The instructional software evaluation form is published by Bellingham Public Schools and the web page evaluation form is published by the University of California, Berkley. Both forms contain a series of questions that help you evaluate the usefulness and effectiveness of software programs and web pages that may be used in today’s classrooms.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I thought that both of these forms were very valuable resources because instructional software and web pages are often used in technologically-enhanced, constructivist classrooms, and these resources can help teachers decide whether or not a certain software program or webpage is worth buying and using. Overall, from these resources, I learned that teachers can’t just pick software and web pages “out of thin air”. I learned that the resources need to be evaluated first in order to ensure that they are worth the teacher and students’ time, effort, and hard-earned money. Before finding these resources I never really thought about how much valuable classroom time and money can be wasted on using ineffective resources. However, after discovering these resources, I’ve learned how this problem could be circumvented.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resources in my Resource Log:
Bellingham Public Schools. (n.d.). Instructional software evaluation form. Bellingham Public Schools. Retrieved from http://www.bham.wednet.edu/technology/documents/software_eval_form_000.pdf
Barker, J. (2002). Web page evaluation checklist. University of California, Berkley. Retrieved from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/EvalForm.pdf
During my resource search this week, I also discovered an instructional software evaluation form and a web page evaluation form. The instructional software evaluation form is published by Bellingham Public Schools and the web page evaluation form is published by the University of California, Berkley. Both forms contain a series of questions that help you evaluate the usefulness and effectiveness of software programs and web pages that may be used in today’s classrooms.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I thought that both of these forms were very valuable resources because instructional software and web pages are often used in technologically-enhanced, constructivist classrooms, and these resources can help teachers decide whether or not a certain software program or webpage is worth buying and using. Overall, from these resources, I learned that teachers can’t just pick software and web pages “out of thin air”. I learned that the resources need to be evaluated first in order to ensure that they are worth the teacher and students’ time, effort, and hard-earned money. Before finding these resources I never really thought about how much valuable classroom time and money can be wasted on using ineffective resources. However, after discovering these resources, I’ve learned how this problem could be circumvented.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resources in my Resource Log:
Bellingham Public Schools. (n.d.). Instructional software evaluation form. Bellingham Public Schools. Retrieved from http://www.bham.wednet.edu/technology/documents/software_eval_form_000.pdf
Barker, J. (2002). Web page evaluation checklist. University of California, Berkley. Retrieved from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/EvalForm.pdf
Reflection #27
(1) Describe the Resource / Experience:
During my resource search this week, I discovered an article entitled “Digital Immigrants, Digital Natives”. This article introduces and discusses the terms “digital native” and “digital immigrant”. The term “digital natives” refers to individuals who have been surrounded by technology their entire lives (usually younger generation individuals). Technology just comes naturally to these individuals because it is such an integral part of their everyday lives. The term “digital immigrants” refers to individuals who weren’t born into the digital world (usually older generation individuals). These individuals have to learn technology in order to adapt to their environment, and this learning process can be a constant struggle for some because some “digital immigrants” learn better than others.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I learned a lot from this article. Overall, this article helped me realize that teachers are often “digital immigrants” and they are required to teach “digital native” students. This article taught me strategies that can be used to help teachers and students compromise and overcome this disconnect between the two cultures. I thought this article was very helpful because when I am a technology specialist/coach one day in the near future, I will have to work with “digital immigrant” teachers and collaborate with them to help them design and implement technology-rich lessons for “digital native” students. This article really opened my eyes, and I will continue to use it in the future when I’m training other teachers to effectively access and use technology resources.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Prensky, M. (2001, October). Digital natives, digital immigrants. On the Horizon. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
During my resource search this week, I discovered an article entitled “Digital Immigrants, Digital Natives”. This article introduces and discusses the terms “digital native” and “digital immigrant”. The term “digital natives” refers to individuals who have been surrounded by technology their entire lives (usually younger generation individuals). Technology just comes naturally to these individuals because it is such an integral part of their everyday lives. The term “digital immigrants” refers to individuals who weren’t born into the digital world (usually older generation individuals). These individuals have to learn technology in order to adapt to their environment, and this learning process can be a constant struggle for some because some “digital immigrants” learn better than others.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I learned a lot from this article. Overall, this article helped me realize that teachers are often “digital immigrants” and they are required to teach “digital native” students. This article taught me strategies that can be used to help teachers and students compromise and overcome this disconnect between the two cultures. I thought this article was very helpful because when I am a technology specialist/coach one day in the near future, I will have to work with “digital immigrant” teachers and collaborate with them to help them design and implement technology-rich lessons for “digital native” students. This article really opened my eyes, and I will continue to use it in the future when I’m training other teachers to effectively access and use technology resources.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Prensky, M. (2001, October). Digital natives, digital immigrants. On the Horizon. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Resource Log #15 (Sources #85-90)
#85 “Digital Natives, Digital Immigrants Article” - This article introduces and discusses the terms “digital native” and “digital immigrant”. The term “digital natives” refers to individuals who have been surrounded by technology their entire lives (usually younger generation individuals). Technology just comes naturally to these individuals because it is such an integral part of their everyday lives. The term “digital immigrants” refers to individuals who weren’t born into the digital world (usually older generation individuals). These individuals have to learn technology in order to adapt to their environment, and this learning process can be a constant struggle for some because some “digital immigrants” learn better than others. I thought this article would be a great resource because teachers are often “digital immigrants” and they are required to teach “digital native” students and this article explains how to compromise and overcome this disconnect between the two cultures.
Prensky, M. (2001, October). Digital natives, digital immigrants. On the Horizon. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
#86 “Bellingham Public Schools Instructional Software Evaluation Form” - This is an instructional software evaluation form. I thought this would be a valuable resource because instructional software is often used in a technologically-enhanced constructivist classroom, and this resource can help teachers decide whether or not a certain software program is worth buying.
Bellingham Public Schools. (n.d.). Instructional software evaluation form. Bellingham Public Schools. Retrieved from http://www.bham.wednet.edu/technology/documents/software_eval_form_000.pdf
#87 “University of California, Berkeley Website Evaluation Form” - Similar to the form above, this is a website evaluation form. I thought this would be a valuable resource because interactive websites are often used in a technologically-enhanced constructivist classroom, and this resource can help teachers determine whether or not a certain website is worth using.
Barker, J. (2002). Web page evaluation checklist. University of California, Berkley. Retrieved from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/EvalForm.pdf
#88 “School Reform: What Role Can Technology Play in a Constructivist Setting?” – This article discusses how the Montgomery County Public School District merged constructivism with technology in their district.
Matusevich, M.N. (1995, May). School reform: What role can technology play in a constructivist setting?. Montgomery County Public Schools. Retrieved from http://delta.cs.vt.edu/edu/fis/techcons.html
#89 “Electronic Portfolios” – After reading last week’s WikiText chapter about e-portfolios, I decided to further research the use of e-portfolios. This article discusses using e-portfolios “to support administrative efforts to solve long-term curriculum issues”. (Ayala, 2009, no page numbers). It’s a very interesting read.
Ayala, J.I. (2009). Electronic portfolios for whom?. Educause. Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ElectronicPortfoliosforWhom/157386
#90 “Delicious Social Bookmarking Site” – Delicious is a social-bookmarking service that allows individuals to save all their bookmarks online, share these bookmarks with other people, and see what other people are bookmarking as well. I thought this would be a great resource to share in my log because it is another type of social networking tool.
Delicious. (2009). Delicious. Retrieved from http://www.delicious.com
Prensky, M. (2001, October). Digital natives, digital immigrants. On the Horizon. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
#86 “Bellingham Public Schools Instructional Software Evaluation Form” - This is an instructional software evaluation form. I thought this would be a valuable resource because instructional software is often used in a technologically-enhanced constructivist classroom, and this resource can help teachers decide whether or not a certain software program is worth buying.
Bellingham Public Schools. (n.d.). Instructional software evaluation form. Bellingham Public Schools. Retrieved from http://www.bham.wednet.edu/technology/documents/software_eval_form_000.pdf
#87 “University of California, Berkeley Website Evaluation Form” - Similar to the form above, this is a website evaluation form. I thought this would be a valuable resource because interactive websites are often used in a technologically-enhanced constructivist classroom, and this resource can help teachers determine whether or not a certain website is worth using.
Barker, J. (2002). Web page evaluation checklist. University of California, Berkley. Retrieved from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/EvalForm.pdf
#88 “School Reform: What Role Can Technology Play in a Constructivist Setting?” – This article discusses how the Montgomery County Public School District merged constructivism with technology in their district.
Matusevich, M.N. (1995, May). School reform: What role can technology play in a constructivist setting?. Montgomery County Public Schools. Retrieved from http://delta.cs.vt.edu/edu/fis/techcons.html
#89 “Electronic Portfolios” – After reading last week’s WikiText chapter about e-portfolios, I decided to further research the use of e-portfolios. This article discusses using e-portfolios “to support administrative efforts to solve long-term curriculum issues”. (Ayala, 2009, no page numbers). It’s a very interesting read.
Ayala, J.I. (2009). Electronic portfolios for whom?. Educause. Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ElectronicPortfoliosforWhom/157386
#90 “Delicious Social Bookmarking Site” – Delicious is a social-bookmarking service that allows individuals to save all their bookmarks online, share these bookmarks with other people, and see what other people are bookmarking as well. I thought this would be a great resource to share in my log because it is another type of social networking tool.
Delicious. (2009). Delicious. Retrieved from http://www.delicious.com
Tuesday, April 28, 2009
Reflection #26
(1) Describe the Resource / Experience:
During my resource search this week, I also discovered the Photo Story 3 software program. Photo Story 3 is a free software download from Microsoft. The software allows users to import pictures, music, and recorded sounds to create a digital movie. It’s similar to Microsoft Movie Maker software, but I think it’s easier to use, especially in the primary grades.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Overall, I think the Photo Story 3 software program would be a great resource in a constructivist classroom because students can use Photo Story projects to reflect upon, synthesize, and communicate what they have learned (the knowledge that they have constructed). As for recommendations for myself and other teachers, I would recommend that we investigate using Photo Story 3 in our classrooms. I think students would be motivated to learn and actively participate if they knew they were going to create a digital movie to express or communicate what they have learned.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resource in my Resource Log:
Microsoft photo story 3 for Windows XP. (2009). Microsoft, Inc. Retrieved from http://www.microsoft.com/downloads/details.aspx?FamilyID=92755126-a008-49b3-b3f4-6f33852af9c1&DisplayLang=en
Moreover, I think these ideas relate to our WikiText chapter about “mashups” because Photo Story projects blend recorded sounds, music, and photos to create a digital movie.
During my resource search this week, I also discovered the Photo Story 3 software program. Photo Story 3 is a free software download from Microsoft. The software allows users to import pictures, music, and recorded sounds to create a digital movie. It’s similar to Microsoft Movie Maker software, but I think it’s easier to use, especially in the primary grades.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Overall, I think the Photo Story 3 software program would be a great resource in a constructivist classroom because students can use Photo Story projects to reflect upon, synthesize, and communicate what they have learned (the knowledge that they have constructed). As for recommendations for myself and other teachers, I would recommend that we investigate using Photo Story 3 in our classrooms. I think students would be motivated to learn and actively participate if they knew they were going to create a digital movie to express or communicate what they have learned.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resource in my Resource Log:
Microsoft photo story 3 for Windows XP. (2009). Microsoft, Inc. Retrieved from http://www.microsoft.com/downloads/details.aspx?FamilyID=92755126-a008-49b3-b3f4-6f33852af9c1&DisplayLang=en
Moreover, I think these ideas relate to our WikiText chapter about “mashups” because Photo Story projects blend recorded sounds, music, and photos to create a digital movie.
Reflection #25
(1) Describe the Resource / Experience:
During my resource search this week, I discovered a software program called Comic Life. Comic Life is a software program that allows users to import and manipulate digital photos in order to create a comic-book-type publication. With this software, users can import digital pictures into a comic book page template layout and add speech bubbles and lettering. The software is fairly cheap ($24.95 for the standard edition and $29.95 for the deluxe edition) and http://plasq.com/downloads/ allows you to download and use the software for free for 30 days.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
After downloading a free trial version of the Comic Life software, I was amazed. It was very fun and easy to use. I thought it would be a good resource to include in my log because it’s a software program that allows users to use technology to construct a hands-on product. I think this software could be used in the classroom to motivate students (especially middle school – junior high students because they LOVE comic books!!!) because I think students would work harder to construct knowledge if they knew they would be able to express or communicate what they have learned in the form of a comic book. This software is very open-ended and it allows students to be original and creative. As for recommendations for myself and other teachers, I would recommend that we look into purchasing and using this software in our classrooms because I think it’s an AWESOME and MOTIVATING resource.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Plasqers. (2008, November 11). Comic life. Plasq.com. Retrieved from http://plasq.com/downloads/
During my resource search this week, I discovered a software program called Comic Life. Comic Life is a software program that allows users to import and manipulate digital photos in order to create a comic-book-type publication. With this software, users can import digital pictures into a comic book page template layout and add speech bubbles and lettering. The software is fairly cheap ($24.95 for the standard edition and $29.95 for the deluxe edition) and http://plasq.com/downloads/ allows you to download and use the software for free for 30 days.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
After downloading a free trial version of the Comic Life software, I was amazed. It was very fun and easy to use. I thought it would be a good resource to include in my log because it’s a software program that allows users to use technology to construct a hands-on product. I think this software could be used in the classroom to motivate students (especially middle school – junior high students because they LOVE comic books!!!) because I think students would work harder to construct knowledge if they knew they would be able to express or communicate what they have learned in the form of a comic book. This software is very open-ended and it allows students to be original and creative. As for recommendations for myself and other teachers, I would recommend that we look into purchasing and using this software in our classrooms because I think it’s an AWESOME and MOTIVATING resource.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Plasqers. (2008, November 11). Comic life. Plasq.com. Retrieved from http://plasq.com/downloads/
Resource Log #14 (Sources #79-84)
#79 “Comic Life Software from Plasq.com” – This is a software program that allows users to import and manipulate digital photos in order to create a comic-book-type publication. With this software, users can import digital pictures into a comic book page template layout and add speech bubbles and lettering. I learned about this software in another Webster class that I’m taking, and I thought it would be a good resource to include in my log because it’s a software program that allows users to use technology to construct a hands-on product. The software is fairly cheap ($24.95 for the standard edition and $29.95 for the deluxe edition) and this site allows you to download and use the software for free for 30 days.
Plasqers. (2008, November 11). Comic life. Plasq.com. Retrieved from http://plasq.com/downloads/
#80 “Ning” – This is an online service that allows users to create, customize, and share their own social networking sites. This service is very popular with teachers because it allows them to create their own educational social networking sites, which significantly lowers the safety/security risks associated with young students using social networking sites. Using this program, teachers can create social networking sites that are closed to the general public and only accessible to their students.
Ning. (2009). Ning, Inc. Retrieved from http://www.ning.com
#81 “Mashup Essentials: Find Out What Mashups Are All About” – After reading the Module E Case Examples in our WikiText, I became very curious about “mashups” and how they are currently used in education. This article discusses mashups and the history behind them, and it gives several examples of how many people use mashups in the real world for professional purposes.
Mashup essentials. (2006). Instages Media. Retrieved from http://www.videomashups.ca/
#82 “Photo Story 3 Download” – Photo Story 3 is a free software download from Microsoft. The software allows users to import pictures, music, and recorded sounds to create a digital movie. It’s similar to Microsoft Movie Maker software, but I think it’s easier to use, especially in the primary grades. I think this software would be a great resource in a constructivist classroom because students can use Photo Story projects to reflect upon, synthesize, and communicate what they have learned (the knowledge that they have constructed).
Microsoft photo story 3 for Windows XP. (2009). Microsoft, Inc. Retrieved from http://www.microsoft.com/downloads/details.aspx?FamilyID=92755126-a008-49b3-b3f4-6f33852af9c1&DisplayLang=en
#83 “Photo Story Tutorial” – If you’re new to using the Microsoft Photo Story software, this tutorial is a great resource. This tutorial walks you through the Photo Story creation process in a quick and easy, step-by-step manner. As mentioned above, I think the Photo Story software is a great resource in any constructivist classroom because students can use Photo Story projects to reflect upon, synthesize, and communicate what they have learned (the knowledge that they have constructed).
Jakes, D. (2008, December 9). Using Microsoft photo story 3. Community High School District 99. Retrieved from http://www.jakesonline.org/photostory3.pdf
#84 “Twitter” - Twitter is a public social networking site that allows users to create, share, and receive “tweets”, or short 140 character messages, from their “friends” on the network. Many higher education teachers have reported that they use Twitter in their classes to allow students to connect and “tweet” about questions or comments they have about their class work or homework. It’s a very interesting social networking tool, and if you haven’t already checked it out, you need to.
Twitter. (2009). Twitter. Retrieved from http://www.twitter.com
Plasqers. (2008, November 11). Comic life. Plasq.com. Retrieved from http://plasq.com/downloads/
#80 “Ning” – This is an online service that allows users to create, customize, and share their own social networking sites. This service is very popular with teachers because it allows them to create their own educational social networking sites, which significantly lowers the safety/security risks associated with young students using social networking sites. Using this program, teachers can create social networking sites that are closed to the general public and only accessible to their students.
Ning. (2009). Ning, Inc. Retrieved from http://www.ning.com
#81 “Mashup Essentials: Find Out What Mashups Are All About” – After reading the Module E Case Examples in our WikiText, I became very curious about “mashups” and how they are currently used in education. This article discusses mashups and the history behind them, and it gives several examples of how many people use mashups in the real world for professional purposes.
Mashup essentials. (2006). Instages Media. Retrieved from http://www.videomashups.ca/
#82 “Photo Story 3 Download” – Photo Story 3 is a free software download from Microsoft. The software allows users to import pictures, music, and recorded sounds to create a digital movie. It’s similar to Microsoft Movie Maker software, but I think it’s easier to use, especially in the primary grades. I think this software would be a great resource in a constructivist classroom because students can use Photo Story projects to reflect upon, synthesize, and communicate what they have learned (the knowledge that they have constructed).
Microsoft photo story 3 for Windows XP. (2009). Microsoft, Inc. Retrieved from http://www.microsoft.com/downloads/details.aspx?FamilyID=92755126-a008-49b3-b3f4-6f33852af9c1&DisplayLang=en
#83 “Photo Story Tutorial” – If you’re new to using the Microsoft Photo Story software, this tutorial is a great resource. This tutorial walks you through the Photo Story creation process in a quick and easy, step-by-step manner. As mentioned above, I think the Photo Story software is a great resource in any constructivist classroom because students can use Photo Story projects to reflect upon, synthesize, and communicate what they have learned (the knowledge that they have constructed).
Jakes, D. (2008, December 9). Using Microsoft photo story 3. Community High School District 99. Retrieved from http://www.jakesonline.org/photostory3.pdf
#84 “Twitter” - Twitter is a public social networking site that allows users to create, share, and receive “tweets”, or short 140 character messages, from their “friends” on the network. Many higher education teachers have reported that they use Twitter in their classes to allow students to connect and “tweet” about questions or comments they have about their class work or homework. It’s a very interesting social networking tool, and if you haven’t already checked it out, you need to.
Twitter. (2009). Twitter. Retrieved from http://www.twitter.com
Tuesday, April 21, 2009
Reflection #24
(1) Describe the Resource / Experience:
During my resource search this week, I also discovered this YouTube video entitled “Social Networking in Plain English”. This is a YouTube video that I happened to run across during my resource search. It was very interesting and it clearly explained social networking and the purpose of social networking sites in a quick and easy manner. If you’re unclear about social networking sites or the history behind them, then view this video and most of your basic questions should be answered. This is a great resource.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Before viewing this video, I knew what social networking sites were, but I didn’t really know the history or rationale behind them. However, this video provided a lot of insight for me. Through this video, I learned that people use traditional social networks everyday to get things done quicker and easier. For example, Sam needs a job, and Sam knows Chris who knows Kim who is going to put in a good word for Sam with her employer. However, this video made me realize that social networks are only valuable when they are noticed and fully utilized. I learned that this is where social networking sites come into play because these sites allow users to connect with people who have similar concerns or interests and create tangible social networks that can be seen. Overall, through this video, I gained a greater understanding of social networking sites and their purpose.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resource in my Resource Log:
LeFever, L. (Producer). (2007, June). Social networking in plain English. The CommonCraft Show. Podcast retrieved from http://www.youtube.com/watch?v=6a_KF7TYKVc
Moreover, these ideas directly relate to the section in chapter 8 of our WikiText that discusses social networking tools.
During my resource search this week, I also discovered this YouTube video entitled “Social Networking in Plain English”. This is a YouTube video that I happened to run across during my resource search. It was very interesting and it clearly explained social networking and the purpose of social networking sites in a quick and easy manner. If you’re unclear about social networking sites or the history behind them, then view this video and most of your basic questions should be answered. This is a great resource.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Before viewing this video, I knew what social networking sites were, but I didn’t really know the history or rationale behind them. However, this video provided a lot of insight for me. Through this video, I learned that people use traditional social networks everyday to get things done quicker and easier. For example, Sam needs a job, and Sam knows Chris who knows Kim who is going to put in a good word for Sam with her employer. However, this video made me realize that social networks are only valuable when they are noticed and fully utilized. I learned that this is where social networking sites come into play because these sites allow users to connect with people who have similar concerns or interests and create tangible social networks that can be seen. Overall, through this video, I gained a greater understanding of social networking sites and their purpose.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resource in my Resource Log:
LeFever, L. (Producer). (2007, June). Social networking in plain English. The CommonCraft Show. Podcast retrieved from http://www.youtube.com/watch?v=6a_KF7TYKVc
Moreover, these ideas directly relate to the section in chapter 8 of our WikiText that discusses social networking tools.
Reflection #23
(1) Describe the Resource / Experience:
During my resource search this week, I discovered an article entitled “Social-Networking Sites for Schools Promote Safety, Education Benefits”. This article discusses how several software companies across the US and the UK have developed social networking site software that allows teachers to design social networking sites specifically for educational purposes. These companies take extra precautions to keep students safe while using the sites. For example, at Imbee.com, a site for students age 8 to 14, parents must enter a credit card number in online in order to confirm their child’s identity before children can gain access to the site. I thought the ideas presented about improving the safety of social networking sites for students was very interesting.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Before reading this article, I was torn on the issue of using social networking sites in the educational setting. On one hand, I thought they would be a great way to build a close-knit classroom community and encourage open and honest discussions among students, but on the other hand, I knew that using the sites could possibly pose a security/safety risk when it comes to the exposure of students’ personal information. However, after reading this article, I’ve come to a reasonable conclusion. I now believe that schools should make a greater effort to promote and teach the responsible use of social networking sites instead of banning access to social networking sites at school altogether. I think that this is a nice balance or compromise between the two points-of-view. I think that banning social networking sites altogether is like “throwing the baby out with the bathwater”. I don’t think that access to these sites should be prohibited because I think the sites have the potential to revolutionize and expand the educational world.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Borja, R. (2006, October 11). Social-networking sites for schools promote safety, education benefits. Education Week, 26(7), 7-7. Retrieved April 7, 2009, from Academic Search Premier database.
Moreover, these ideas directly relate to the section in chapter 8 of our WikiText that discusses social networking tools.
During my resource search this week, I discovered an article entitled “Social-Networking Sites for Schools Promote Safety, Education Benefits”. This article discusses how several software companies across the US and the UK have developed social networking site software that allows teachers to design social networking sites specifically for educational purposes. These companies take extra precautions to keep students safe while using the sites. For example, at Imbee.com, a site for students age 8 to 14, parents must enter a credit card number in online in order to confirm their child’s identity before children can gain access to the site. I thought the ideas presented about improving the safety of social networking sites for students was very interesting.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Before reading this article, I was torn on the issue of using social networking sites in the educational setting. On one hand, I thought they would be a great way to build a close-knit classroom community and encourage open and honest discussions among students, but on the other hand, I knew that using the sites could possibly pose a security/safety risk when it comes to the exposure of students’ personal information. However, after reading this article, I’ve come to a reasonable conclusion. I now believe that schools should make a greater effort to promote and teach the responsible use of social networking sites instead of banning access to social networking sites at school altogether. I think that this is a nice balance or compromise between the two points-of-view. I think that banning social networking sites altogether is like “throwing the baby out with the bathwater”. I don’t think that access to these sites should be prohibited because I think the sites have the potential to revolutionize and expand the educational world.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Borja, R. (2006, October 11). Social-networking sites for schools promote safety, education benefits. Education Week, 26(7), 7-7. Retrieved April 7, 2009, from Academic Search Premier database.
Moreover, these ideas directly relate to the section in chapter 8 of our WikiText that discusses social networking tools.
Resource Log #13 (Sources #73-78)
#73 “Trend Analysis: Social Networking in K-12 Classroom” – This article discusses a trend analysis that was conducted by a graduate level Educational/Instructional Technology class. This group of grad students investigated the use of social networking sites in two different schools—an elementary school and a middle school.
Rodriguez, C., Manzanares, K., Ronzio, J., & Zimber, C. (n.d.). Trend analysis: Social networking in K-12 classroom. IT 6750: Current Trends and Issues in Instructional Technology. Retrieved from http://web.mac.com/crodrigo/IT6750_Trends/Social_Networking.html
#74 “How To: Use Social Networking Technology for Learning” - This article discusses social networking sites and analyzes how and why they should be used in the educational setting. The author of this article insists that the social nature of social networking sites prepare students to live and work in the global society in which we live today.
Smith, F. (2007, April). How to: Use social networking technology for learning. Edutopia. Retrieved from http://www.edutopia.org/how-use-social-networking-technology
#75 “Social Networks In Education” – This Wiki provides a list of links to educational social networking sites. This a good list of examples of how social networking sites can and are being used in today’s educational world.
Social networks in education. (2009). Retrieved April 10, 2009, from the WikiSpaces Wiki: http://socialnetworksined.wikispaces.com/
#76 “Social-Networking Sites for Schools Promote Safety, Education Benefits” – This article discusses how several software companies across the US and the UK have developed social networking site software that allows teachers to design social networking sites specifically for educational purposes. These companies take extra precautions to keep students safe while using the sites. For example, at Imbee.com, a site for students age 8 to 14, parents must enter a credit card number in online in order to confirm their child’s identity before children can gain access to the site. I thought the ideas presented about improving the safety of social networking sites for students was very interesting.
Borja, R. (2006, October 11). Social-networking sites for schools promote safety, education benefits. Education Week, 26(7), 7-7. Retrieved April 7, 2009, from Academic Search Premier database.
#77 “Social Networking: A New Tech Tool and a New Security Concern for Teens and Schools” - This article discusses how many schools are forced to prohibit access to social networking sites because children, especially teens, have been known to revel too much personal information on the sites which poses a huge security/safety risk.
Barrett, J. (2006, May). Social networking: A new tech tool and a new security concern for teens and schools. MultiMedia & Internet@Schools, 13(3), 8-11. Retrieved April 7, 2009, from Academic Search Premier database.
#78 “Social Networking in Plain English” – This is a YouTube video that I happened to run across during my resource search. It was very interesting and it clearly explained social networking and the purpose of social networking sites in a quick and easy manner. If you’re unclear about social networking sites or the history behind them, then view this video and most of your basic questions should be answered. This is a great resource.
LeFever, L. (Producer). (2007, June). Social networking in plain English. The CommonCraft Show. Podcast retrieved from http://www.youtube.com/watch?v=6a_KF7TYKVc
Rodriguez, C., Manzanares, K., Ronzio, J., & Zimber, C. (n.d.). Trend analysis: Social networking in K-12 classroom. IT 6750: Current Trends and Issues in Instructional Technology. Retrieved from http://web.mac.com/crodrigo/IT6750_Trends/Social_Networking.html
#74 “How To: Use Social Networking Technology for Learning” - This article discusses social networking sites and analyzes how and why they should be used in the educational setting. The author of this article insists that the social nature of social networking sites prepare students to live and work in the global society in which we live today.
Smith, F. (2007, April). How to: Use social networking technology for learning. Edutopia. Retrieved from http://www.edutopia.org/how-use-social-networking-technology
#75 “Social Networks In Education” – This Wiki provides a list of links to educational social networking sites. This a good list of examples of how social networking sites can and are being used in today’s educational world.
Social networks in education. (2009). Retrieved April 10, 2009, from the WikiSpaces Wiki: http://socialnetworksined.wikispaces.com/
#76 “Social-Networking Sites for Schools Promote Safety, Education Benefits” – This article discusses how several software companies across the US and the UK have developed social networking site software that allows teachers to design social networking sites specifically for educational purposes. These companies take extra precautions to keep students safe while using the sites. For example, at Imbee.com, a site for students age 8 to 14, parents must enter a credit card number in online in order to confirm their child’s identity before children can gain access to the site. I thought the ideas presented about improving the safety of social networking sites for students was very interesting.
Borja, R. (2006, October 11). Social-networking sites for schools promote safety, education benefits. Education Week, 26(7), 7-7. Retrieved April 7, 2009, from Academic Search Premier database.
#77 “Social Networking: A New Tech Tool and a New Security Concern for Teens and Schools” - This article discusses how many schools are forced to prohibit access to social networking sites because children, especially teens, have been known to revel too much personal information on the sites which poses a huge security/safety risk.
Barrett, J. (2006, May). Social networking: A new tech tool and a new security concern for teens and schools. MultiMedia & Internet@Schools, 13(3), 8-11. Retrieved April 7, 2009, from Academic Search Premier database.
#78 “Social Networking in Plain English” – This is a YouTube video that I happened to run across during my resource search. It was very interesting and it clearly explained social networking and the purpose of social networking sites in a quick and easy manner. If you’re unclear about social networking sites or the history behind them, then view this video and most of your basic questions should be answered. This is a great resource.
LeFever, L. (Producer). (2007, June). Social networking in plain English. The CommonCraft Show. Podcast retrieved from http://www.youtube.com/watch?v=6a_KF7TYKVc
Reflection #22
(1) Describe the Resource / Experience:
During my resource search this week, I also discovered this Ning-created social networking site called “Big Dog Science”. This site was created by an eighth grade science teacher. According to the teacher, the class uses this site to “share class notes, project ideas, absentee work, quiz and test study material, peer tutoring and general classroom information” (Cooper, n.d., no page numbers).
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I wasn’t able to gain full access to this site, but from what I saw, it looked like it was a very valuable classroom resource. Not only could the students share notes and such with other students, but absentee work could be posted on the site as well. I thought that was a great idea, for older students of course. However, even though my students are young, posting absentee work could work for them as well if their parents were willing to log on and access the materials. I think this would make it easier for teachers to keep up with absentee work. Therefore, when it comes to classroom application, I think social networking sites can be applied in the classroom to make tedious, mundane tasks, such as making up absentee work, quicker and easier. This is something I would like to try in my classroom in the future.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resource in my Resource Log:
Cooper. (n.d.). Big dog science. Message posted to http://htmsscience.ning.com/
During my resource search this week, I also discovered this Ning-created social networking site called “Big Dog Science”. This site was created by an eighth grade science teacher. According to the teacher, the class uses this site to “share class notes, project ideas, absentee work, quiz and test study material, peer tutoring and general classroom information” (Cooper, n.d., no page numbers).
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I wasn’t able to gain full access to this site, but from what I saw, it looked like it was a very valuable classroom resource. Not only could the students share notes and such with other students, but absentee work could be posted on the site as well. I thought that was a great idea, for older students of course. However, even though my students are young, posting absentee work could work for them as well if their parents were willing to log on and access the materials. I think this would make it easier for teachers to keep up with absentee work. Therefore, when it comes to classroom application, I think social networking sites can be applied in the classroom to make tedious, mundane tasks, such as making up absentee work, quicker and easier. This is something I would like to try in my classroom in the future.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the following resource in my Resource Log:
Cooper. (n.d.). Big dog science. Message posted to http://htmsscience.ning.com/
Reflection #21
(1) Describe the Resource / Experience:
During my resource search this week, I discovered a blog entitled “Twitter for Academia”. It is a blog that is authored by a college media professor and he discusses how he uses Twitter, a public social networking site, in his classes with his students. A lot of the other resources I discovered talked about using specially created social networking sites in education, so I thought it was interesting to see a public social networking site being used.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Before reading this article, I didn’t know how Twitter worked. I’ve heard people talk about it on TV and on the radio, but I’ve never investigated it any further. However, after reading this article, I learned that Twitter is a public social networking site that allows users to create, share, and receive “tweets”, or short 140 character messages, from their “friends” on the network. Twitter sounds very exciting and I would recommend that myself and other teachers investigate it further because I think I could be a very useful resource in the classroom. I think using Twitter in the classroom would really motivate students, especially pre-teen and teen students, to participate in discussion type activities. I’m actually considering creating my own Twitter account to see firsthand how it works, and to further investigate how I could use it in my own classroom. I’ll be sure to keep all of you posted as I learn more about Twitter and how it can be effectively used in today’s classroom setting.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Perry, D. (2009). Twitter for Academia. Message posted to http://academhack.outsidethetext.com/home/2008/twitter-for-academia/
Moreover, these ideas directly relate to the section in chapter 8 of our WikiText that discusses social networking tools.
During my resource search this week, I discovered a blog entitled “Twitter for Academia”. It is a blog that is authored by a college media professor and he discusses how he uses Twitter, a public social networking site, in his classes with his students. A lot of the other resources I discovered talked about using specially created social networking sites in education, so I thought it was interesting to see a public social networking site being used.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Before reading this article, I didn’t know how Twitter worked. I’ve heard people talk about it on TV and on the radio, but I’ve never investigated it any further. However, after reading this article, I learned that Twitter is a public social networking site that allows users to create, share, and receive “tweets”, or short 140 character messages, from their “friends” on the network. Twitter sounds very exciting and I would recommend that myself and other teachers investigate it further because I think I could be a very useful resource in the classroom. I think using Twitter in the classroom would really motivate students, especially pre-teen and teen students, to participate in discussion type activities. I’m actually considering creating my own Twitter account to see firsthand how it works, and to further investigate how I could use it in my own classroom. I’ll be sure to keep all of you posted as I learn more about Twitter and how it can be effectively used in today’s classroom setting.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Perry, D. (2009). Twitter for Academia. Message posted to http://academhack.outsidethetext.com/home/2008/twitter-for-academia/
Moreover, these ideas directly relate to the section in chapter 8 of our WikiText that discusses social networking tools.
Resource Log #12 (Sources #67-72)
#67 “At Social Networking Sites, Talk Includes School” – This article offers some very interesting statistics regarding students and social networking sites. It reports that approximately 96% of students age 9-17 have reported using some type of social networking site on a regular basis and that 50% of those students reported using the sites to talk about school related issues, such as school project collaboration.
At social network sites, talk includes school. (2007, August 24). Electronic Education Report, Retrieved April 7, 2009, from Business Source Premier database.
#68 “Making Connections: Social Networking in the Elementary Classroom” – This blog posting discusses several ways teachers have used Ning to create social networking sites specifically for their classes. For example, in the primary grade age bracket, a second grade social studies class is using a Ning-created social networking site called “World Village” to learn about different cultures by connecting with age appropriate peers from countries all over the world. The class also uses the social network to collaborate with classrooms around the world on social studies projects. Similarly, a fifth grade English class is using another Ning-created social networking site called “Xtreme Learning” to connect with several other U.S. and international fifth grade classes to discuss reading and literature.
Confino, K. (2007, December 22). Making connections: Social networking in the elementary classroom. Message posted to http://mscofino.edublogs.org/2007/12/22/making-connections-social-networking-in-the-elementary-classroom/
#69 “Big Dog Science” – This site is a Ning-created social networking site that was created by an eighth grade science teacher. According to the teacher who created this site, the class uses this site to “share class notes, project ideas, absentee work, quiz and test study material, peer tutoring and general classroom information” (Cooper, n.d., no page numbers).
Cooper. (n.d.). Big dog science. Message posted to http://htmsscience.ning.com/
#70 “Adapting Social Networking TO” – This is an article by Tom DiScipio, and he insists that social networking sites complement constructivism because they provide students with a tangible venue to connect, communicate, and collaborate about their learning. He also believes that social networking sites are relevant to constructivism because while using these sites, “students can collaborate using tools such as email, blogs, and wikis to create, invent, and showcase their work in a way that unlocks intrinsic motivation and advances learning outcomes” (2008,no page numbers).
DiScipio, T. (2008, September). Adapting social networking TO. MultiMedia & Internet@Schools, 15(5), 10-11. Retrieved April 7, 2009, from Academic Search Premier database.
#71 “Social Networking in My Classroom” – This is a Google video. In this video Chris Sloan discusses social networking sites and how he uses them in his classroom. This video provides a good explanation of social networking sites, their purpose, and the history behind them.
Sloan, C. (Producer). (2007, July 3). Social networking in my classroom. Eduspaces: e-Learning 2.0. Podcast retrieved from http://video.google.com/videoplay?docid=5911907492375806153
#72 “Twitter for Academia” – This is a very interesting blog posting that I discovered during my resource search. It is a blog that is authored by a college media professor and he discusses how he uses Twitter, a public social networking site, in his classes with his students. A lot of the other resources I discovered talked about using specially created social networking sites in education, so I thought it was interesting to see a public social networking site being used.
Perry, D. (2009). Twitter for Academia. Message posted to http://academhack.outsidethetext.com/home/2008/twitter-for-academia/
At social network sites, talk includes school. (2007, August 24). Electronic Education Report, Retrieved April 7, 2009, from Business Source Premier database.
#68 “Making Connections: Social Networking in the Elementary Classroom” – This blog posting discusses several ways teachers have used Ning to create social networking sites specifically for their classes. For example, in the primary grade age bracket, a second grade social studies class is using a Ning-created social networking site called “World Village” to learn about different cultures by connecting with age appropriate peers from countries all over the world. The class also uses the social network to collaborate with classrooms around the world on social studies projects. Similarly, a fifth grade English class is using another Ning-created social networking site called “Xtreme Learning” to connect with several other U.S. and international fifth grade classes to discuss reading and literature.
Confino, K. (2007, December 22). Making connections: Social networking in the elementary classroom. Message posted to http://mscofino.edublogs.org/2007/12/22/making-connections-social-networking-in-the-elementary-classroom/
#69 “Big Dog Science” – This site is a Ning-created social networking site that was created by an eighth grade science teacher. According to the teacher who created this site, the class uses this site to “share class notes, project ideas, absentee work, quiz and test study material, peer tutoring and general classroom information” (Cooper, n.d., no page numbers).
Cooper. (n.d.). Big dog science. Message posted to http://htmsscience.ning.com/
#70 “Adapting Social Networking TO” – This is an article by Tom DiScipio, and he insists that social networking sites complement constructivism because they provide students with a tangible venue to connect, communicate, and collaborate about their learning. He also believes that social networking sites are relevant to constructivism because while using these sites, “students can collaborate using tools such as email, blogs, and wikis to create, invent, and showcase their work in a way that unlocks intrinsic motivation and advances learning outcomes” (2008,no page numbers).
DiScipio, T. (2008, September). Adapting social networking TO. MultiMedia & Internet@Schools, 15(5), 10-11. Retrieved April 7, 2009, from Academic Search Premier database.
#71 “Social Networking in My Classroom” – This is a Google video. In this video Chris Sloan discusses social networking sites and how he uses them in his classroom. This video provides a good explanation of social networking sites, their purpose, and the history behind them.
Sloan, C. (Producer). (2007, July 3). Social networking in my classroom. Eduspaces: e-Learning 2.0. Podcast retrieved from http://video.google.com/videoplay?docid=5911907492375806153
#72 “Twitter for Academia” – This is a very interesting blog posting that I discovered during my resource search. It is a blog that is authored by a college media professor and he discusses how he uses Twitter, a public social networking site, in his classes with his students. A lot of the other resources I discovered talked about using specially created social networking sites in education, so I thought it was interesting to see a public social networking site being used.
Perry, D. (2009). Twitter for Academia. Message posted to http://academhack.outsidethetext.com/home/2008/twitter-for-academia/
Tuesday, April 7, 2009
Reflection #20
(1) Describe the Resource / Experience:
During my resource search this week, I discovered a Wikipedia entry entitled “Social Network Service”. This Wiki article provides the best definition of “Social Networking Service” that I have found so far. It defines a “Social Network Service” as a web based service that provides a variety of ways for users to interact, such as e-mail and instant messaging services, and focuses on building online communities of people who share interests and/or activities, or who are interested in exploring the interests and activities of others (Wikipedia, 2009, no page numbers). These ideas seem to directly correlate with the chapter of our WikiText that discusses learning communities because this articles talks about using social networking sites to build learning communities.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Overall, through reading this article, I learned that social networking sites can be used to help build and support learning communities. At first, I couldn’t find any information that supported how/why social networking sites were relevant to constructivism, but this article made it all very clear. After reading this article, I discovered that social networking sites are relevant to constructivism because constructivism focuses on learning in the social context and integrating social networking sites into education is one way to add a “social” aspect to any learning situation. Social networking sites allow learners to connect and build learning communities with their peers from all over the world. I just think it’s so exciting to see how all of this information fits together under the topic of constructivism. I feel like I learn something new about constructivism every day. I’m really looking forward to further investigating the use of social networking sites in today’s classroom.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Wikipedia. (2009, April 6). Social network service. Wikimedia Foundation, Inc. Retrieved from http://en.wikipedia.org/wiki/Social_network_service
Moreover, these ideas directly relate to chapter 4 of our WikiText, entitled “Building Learning Communities”, which discusses creating and using learning communities in the constructivist classroom.
During my resource search this week, I discovered a Wikipedia entry entitled “Social Network Service”. This Wiki article provides the best definition of “Social Networking Service” that I have found so far. It defines a “Social Network Service” as a web based service that provides a variety of ways for users to interact, such as e-mail and instant messaging services, and focuses on building online communities of people who share interests and/or activities, or who are interested in exploring the interests and activities of others (Wikipedia, 2009, no page numbers). These ideas seem to directly correlate with the chapter of our WikiText that discusses learning communities because this articles talks about using social networking sites to build learning communities.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Overall, through reading this article, I learned that social networking sites can be used to help build and support learning communities. At first, I couldn’t find any information that supported how/why social networking sites were relevant to constructivism, but this article made it all very clear. After reading this article, I discovered that social networking sites are relevant to constructivism because constructivism focuses on learning in the social context and integrating social networking sites into education is one way to add a “social” aspect to any learning situation. Social networking sites allow learners to connect and build learning communities with their peers from all over the world. I just think it’s so exciting to see how all of this information fits together under the topic of constructivism. I feel like I learn something new about constructivism every day. I’m really looking forward to further investigating the use of social networking sites in today’s classroom.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Wikipedia. (2009, April 6). Social network service. Wikimedia Foundation, Inc. Retrieved from http://en.wikipedia.org/wiki/Social_network_service
Moreover, these ideas directly relate to chapter 4 of our WikiText, entitled “Building Learning Communities”, which discusses creating and using learning communities in the constructivist classroom.
Reflection #19
(1) Describe the Resource / Experience:
I gained a lot of insight last week while completing my duties as the quiz builder for chapter 5 of our WikiText entitled “Constructivism and the Individual Learners’ Responsibilities and Leadership” and through reading and taking the quiz for chapter 7 entitled “Assessment in the Constructivist Classroom”. I designed my quiz before reading this chapter, but after reading more about constructivist-oriented assessment tools/questions, I think I could have designed some better, more thought-provoking quiz questions for chapter 5 had I read chapter 7 before designing the quiz.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
These experiences have prompted me to examine the ways I assess my students in my own personal classroom. After reading chapter 7 of our WikiText, I have come to believe that constructivist-oriented assessments are the most effective and/or valid way to assess students’ learning. I learned from chapter 7 that constructivist-oriented assessments are not only concerned with students getting the “right” answers, but they are also equally concerned about the students’ thinking processes and how they arrived at that answer. I also learned that constructivist-oriented assessments encourage students to think “beyond the text” and elaborate on their answers. Inferring and elaborating upon answers require students to utilize a higher order thinking process and I believe students who are able to do these things to answer constructivist-oriented questions thoroughly demonstrate their competency at the task at hand.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the ideas expressed in chapter 7 of our WikiText, entitled “Assessment in the Constructivist Classroom”.
I gained a lot of insight last week while completing my duties as the quiz builder for chapter 5 of our WikiText entitled “Constructivism and the Individual Learners’ Responsibilities and Leadership” and through reading and taking the quiz for chapter 7 entitled “Assessment in the Constructivist Classroom”. I designed my quiz before reading this chapter, but after reading more about constructivist-oriented assessment tools/questions, I think I could have designed some better, more thought-provoking quiz questions for chapter 5 had I read chapter 7 before designing the quiz.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
These experiences have prompted me to examine the ways I assess my students in my own personal classroom. After reading chapter 7 of our WikiText, I have come to believe that constructivist-oriented assessments are the most effective and/or valid way to assess students’ learning. I learned from chapter 7 that constructivist-oriented assessments are not only concerned with students getting the “right” answers, but they are also equally concerned about the students’ thinking processes and how they arrived at that answer. I also learned that constructivist-oriented assessments encourage students to think “beyond the text” and elaborate on their answers. Inferring and elaborating upon answers require students to utilize a higher order thinking process and I believe students who are able to do these things to answer constructivist-oriented questions thoroughly demonstrate their competency at the task at hand.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to the ideas expressed in chapter 7 of our WikiText, entitled “Assessment in the Constructivist Classroom”.
Resource Log (Sources #61-66)
#61 “Social Constructivism” – This is a wiki that discusses social constructivism and how social networking sites fit into and complement the concept of social constructivism.
Gerstein, J. (2009). Social constructivism. Tangient LLC. Retrieved from http://jackiegerstein.wikispaces.com/Social+Constructivism
#62 “Social Networking in Education” - This article discusses how education is all about professors working to build connections with students, and it discusses how social networking sites allow professors to expand upon and improve this connection.
Morrill, D. (2009, January 30). Social networking in education. City University of Seattle. Retrieved from http://techwag.com/index.php/2009/01/30/social-networking-in-education/
#63 “Online Social Networking and Education: Study Reports on New Generations Social and Creative Interconnected Lifestyles” – This article discusses surveys that have been conducted by Microsoft, The National School Boards Association, Verizon, and Newscorp. These surveys have shown how important social networking sites are in the lives of today’s teens. This article suggests that schools need to take advantage of these social networking sites and use them for more educational-oriented purposes. This article offers a lot of data about the number of students who use different social networking sites and how frequently they use these sites.
Good, R. (2007, November 9). Online social networking and education: Study reports on new generations social and creative interconnected lifestyles. MasterNewMedia. Retrieved from http://www.masternewmedia.org/learning_educational_technologies/social-networking/social-networking-in-education-survey-on-new-generations-social-creative-and-interconnected-lifestyles-NSBA-20071109.htm
#64 “Social Networking Sites: Definition, History, and Scholarship” – This article discusses the history of social networking sites and how they can be effectively used in today’s classroom. It also provides a really thorough working definition of the term “Social Networking Site”.
Boyd, D.M. (n.d.). Social networking sites: Definition, history, and scholarship. University of California-Berkley. Retrieved from http://www.danah.org/papers/JCMCIntro.pdf
#65 “Social Networking Defined: Facebook, My Space, Bebo, and Other Community Websites” - This article provides a good working definition of “Social Networking Sites” and discusses several of the most popular social networking sites of today’s generation.
Shoemaker-Galloway, J. (2007, May 28). Social networking defined: Facebook, My Space, Bebo, and other community websites. Suite101.com Website. Retrieved from http://internet.suite101.com/article.cfm/social_networkingwhat_is_it
#66 “Social Network Service” – This article provides the best definition of “Social Networking Service” that I have found so far. It defines “Social Network Service” as a web based service that provides a variety of ways for users to interact, such as e-mail and instant messaging services, and focuses on building online communities of people who share interests and/or activities, or who are interested in exploring the interests and activities of others. These ideas seem to directly correlate with the chapter of our WikiText that discusses learning communities.
Wikipedia. (2009, April 6). Social network service. Wikimedia Foundation, Inc. Retrieved from http://en.wikipedia.org/wiki/Social_network_service
Gerstein, J. (2009). Social constructivism. Tangient LLC. Retrieved from http://jackiegerstein.wikispaces.com/Social+Constructivism
#62 “Social Networking in Education” - This article discusses how education is all about professors working to build connections with students, and it discusses how social networking sites allow professors to expand upon and improve this connection.
Morrill, D. (2009, January 30). Social networking in education. City University of Seattle. Retrieved from http://techwag.com/index.php/2009/01/30/social-networking-in-education/
#63 “Online Social Networking and Education: Study Reports on New Generations Social and Creative Interconnected Lifestyles” – This article discusses surveys that have been conducted by Microsoft, The National School Boards Association, Verizon, and Newscorp. These surveys have shown how important social networking sites are in the lives of today’s teens. This article suggests that schools need to take advantage of these social networking sites and use them for more educational-oriented purposes. This article offers a lot of data about the number of students who use different social networking sites and how frequently they use these sites.
Good, R. (2007, November 9). Online social networking and education: Study reports on new generations social and creative interconnected lifestyles. MasterNewMedia. Retrieved from http://www.masternewmedia.org/learning_educational_technologies/social-networking/social-networking-in-education-survey-on-new-generations-social-creative-and-interconnected-lifestyles-NSBA-20071109.htm
#64 “Social Networking Sites: Definition, History, and Scholarship” – This article discusses the history of social networking sites and how they can be effectively used in today’s classroom. It also provides a really thorough working definition of the term “Social Networking Site”.
Boyd, D.M. (n.d.). Social networking sites: Definition, history, and scholarship. University of California-Berkley. Retrieved from http://www.danah.org/papers/JCMCIntro.pdf
#65 “Social Networking Defined: Facebook, My Space, Bebo, and Other Community Websites” - This article provides a good working definition of “Social Networking Sites” and discusses several of the most popular social networking sites of today’s generation.
Shoemaker-Galloway, J. (2007, May 28). Social networking defined: Facebook, My Space, Bebo, and other community websites. Suite101.com Website. Retrieved from http://internet.suite101.com/article.cfm/social_networkingwhat_is_it
#66 “Social Network Service” – This article provides the best definition of “Social Networking Service” that I have found so far. It defines “Social Network Service” as a web based service that provides a variety of ways for users to interact, such as e-mail and instant messaging services, and focuses on building online communities of people who share interests and/or activities, or who are interested in exploring the interests and activities of others. These ideas seem to directly correlate with the chapter of our WikiText that discusses learning communities.
Wikipedia. (2009, April 6). Social network service. Wikimedia Foundation, Inc. Retrieved from http://en.wikipedia.org/wiki/Social_network_service
Monday, March 30, 2009
Reflection #18
(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.
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.
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”.
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