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Assessment
This was the second part of a two-part workshop on WebQuests. As stated in
the first workshop log entry, I had only minimal exposure to WebQuests before
attending this workshop. Consequently, I was a bit overwhelmed. Having noted
this however, I believe any and all exposure only assists in expanding one's
knowledge and skill development base.
Recommendations
The workshop descriptions must be more specific. I also think the course should
provide more basic introductory workshops at the beginning of the semester that
would allow the technology challenged participants to get up to speed on
technology basics before stepping into more involved workshops.
Comment
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COOL NEW WEB 2 TOOLS: (e.g. WizIQ, DimDim, Seesmic) – JIM DUNNE
3/16/09
Briefly describe the learners whose needs could be met by information in
the presentation, the subject areas that could be impacted by information
in the presentation, the Teaching/Administrative areas that could be
impacted by information in the presentation, and a description of
population that could be affected by information in the presentation:
This workshop explored three new Web 2.0 tools for online teaching or web
conferencing. We explored possible educational applications of these tools (e.g.
presentation of literature unit, poetry applications, etc.)
Through this experience, what did you learn about how technology
can/should be used in teaching/learning (your response could focus on
topics related to relative advantage of technology, student motivation,
classroom management, effectiveness, etc.)?:
The applications addressed multiple online teaching and learning needs, virtual
classroom, web conferencing, and video blogging. These tools clearly address
teaching effectiveness and student engagement and creativity.
This workshop explored the notion of moving learning outside the classroom and
into the community and environment. We used artwork as a springboard to
discuss environment and explored the museum's grounds as a learning lab. We
used technology to capture, engage with, and share.
ADDITIONAL FIELDWORK
Patchogue-Medford High School – Observation – Molly Scaldaferri
Salinger Scavenger Hunt – 2/5/09 – 1 hr
Were there any participants with disabilities?
Briefly describe the learner(s), subject being taught, and the learning
environment:
This was a junior class of both ethnically and socially diverse students. The
English teacher brought students into the computer lab to introduce a unit on J.D.
Salinger's novel Catcher in the Rye.
Were there any participants with disabilities?
Briefly describe the learner(s), subject being taught, and the learning
environment:
The teacher implemented a scavenger hunt as a pre-read exercise in which the
students were asked to explore websites for both author information and
historical context. The activity engaged the students and served as a great
introductory vehicle to the novel.
If (or if not) technology was used, how might the teacher/students use
technology in teaching/learning to improve the session (your response
could focus on topics related to relative advantage of technology, student
motivation, classroom management, effectiveness, etc.)
The scavenger hunt might be more geared toward a critical thinking activity
rather than a scavenger hunt.
This experience focused student teachers on first-year basics and suggested the
advantage of technology in maintaining record-keeping and first-day presentation
application of rules and expectations.
2/10/09 – Classroom Management – 2 hrs
I assisted student teachers of English Language Arts with their student teaching
experiences by bringing in real world knowledge. The ongoing sessions include
a variety of topics, including directed sessions guided by the supervising teacher,
direct instruction by me, as well as informal question and answer sessions.
This experience focused student teachers on first-year basics and suggested the
advantage of technology in maintaining classroom management. We discussed
the notion of active engagement of learners through the use of technology, which
would then reduce classroom management issues.
This experience focused student teachers on first-year basics and suggested the
advantage of technology in maintaining record-keeping and a class website. We
also discussed a presentation application of rules and expectations for parents
on Back-To-School Night. I spoke to the students about my district's use of
attendance and grading software, as well as a parent portal where parents can
access student information.
This experience focused student teachers on first-year basics and suggested the
advantage of technology to motivate students. We discussed the notion of active
engagement of learners through the use of technology. I suggested collaboration
tools, such as WebQuests and GoogleDocs. The implementation of a blogging
tool, such as Classroom Blogmeister, changes the perspective of the students as
they recognize the power of addressing an authentic audience.
This experience focused student teachers on first-year basics and suggested the
disadvantage of standardized tests. We discussed the notion of active
engagement of learners through the use of technology to perhaps further student
learning in preparation for standardized testing. I suggested collaboration tools,
such as WebQuests and GoogleDocs as critical thinking tools, as well as
blogging tools, such as Classroom Blogmeister to establish voice for the
authentic audience.
This experience focused student teachers on first-year basics and suggested the
advantage of technology in all aspects of student-teacher relationships to
motivate, engage, and collaborate. We not only discussed the notion of active
engagement of learners through the use of technology while in school but also
spoke about the advantages to students who are more technologically savvy
once they graduate. We discussed collaboration tools, such as WebQuests and
GoogleDocs as critical thinking tools, as well as blogging tools, such as
Classroom Blogmeister to establish voice for the authentic audience. We also
spoke about the use of technology in record-keeping and data collection for
teacher review.