Students, especially visual learners, often have great difficulty in grasping abstract scientific properties, and therefore are prone to avoid the continuation of such courses in the future. Students feel that the study of the sciences is not relevant to their lives and cannot visualize real-life applications for the subject matter. According to the National Science Foundation, fewer students enter and complete engineering programs. In 1983, over 441,000 students enrolled in full-time engineering programs, but the figure only reached 367,000 in 1994.
Through the generosity of the Motorola Foundation and the Pennsylvania Department of Community and Economic Development (DCED) (Molecular Workbench) and commercial advertisements (Phun), students and teachers have access to interactive, web-based programming that models complex mathematical and physics concepts in simplistic and entertaining activities. Engaging simulation activities, such as Phun and Molecular Workbench allow teachers to feed the curiosity of potential future mathematicians, chemists, and physicists. These high-quality, free (!!) educational programs assist students in developing high-level scientific skills through holistic and concrete applications for once complicated concepts (which undoubtedly turned potential science students away in the past due to frustration and inaccessibility to these simulations). Not only do the programs increase skill-level, but they foster interest in the subjects.
Phun is described as a “2D physics sandbox” in which participants construct objects and environments in order to observe their interactions and consequences of variations, such as adding hinges or springs, or manipulating properties such as friction or density. I viewed a well-designed video tutorial in order to build a brick wall and a catapulting machine. Step-by-step instructions allowed me to use properties of mechanics and physics to modify my machine. My machine was somewhat effective as it catapulted a sphere at the wall, knocking down half of it. Phun was addicting because I continued to alter characteristics of the machine in order to knock down the wall. After a little over an hour into the activity, I succumbed the Phun force and decided it was time to throw in the towel and move on.
The Molecular Workbench/Nanotech activity is more outwardly technical and, in my opinion, not as entertaining as Phun. Molecular Workbench imposes a fixed environment while Phun was much more open-ended in this particular aspect. In Molecular Workbench, the user manipulates variables, such as positive and negative charges within the environment, to physically see the results of such changes.
Both Phun and Molecular Workbench provide valuable learning opportunities through technology in which users “learn by doing”. Both are engaging and interactive and will capture the attention of students who are eager to truly understand the sciences.
Thursday, March 26, 2009
Thursday, March 19, 2009
Tuesday, March 17, 2009
POV-Ray Design
global_settings { assumed_gamma 1.0 }#default{ finish{ ambient 0.1 diffuse 0.9 }} //--------------------------------------------------------------------------#include "colors.inc"#include "textures.inc"#include "glass.inc"#include "metals.inc"#include "golds.inc"#include "stones.inc"#include "woods.inc"#include "shapes.inc"#include "shapes2.inc"#include "functions.inc"#include "math.inc"#include "transforms.inc"//--------------------------------------------------------------------------// camera ------------------------------------------------------------------#declare Camera_0 = camera {/*ultra_wide_angle*/ angle 75 // front view location <0.0> right x*image_width/image_height look_at <0.0>}#declare Camera_1 = camera {/*ultra_wide_angle*/ angle 90 // diagonal view location <2.0> right x*image_width/image_height look_at <0.0>}#declare Camera_2 = camera {/*ultra_wide_angle*/ angle 90 // right side view location <3.0> right x*image_width/image_height look_at <0.0>}#declare Camera_3 = camera {/*ultra_wide_angle*/ angle 90 // top view location <0.0> right x*image_width/image_height look_at <0.0>}camera{Camera_0}// sun ---------------------------------------------------------------------light_source{<1500,2500,-2500> color White}
// sky ---------------------------------------------------------------#include "skies.inc"sky_sphere {S_Cloud4 // 1 - 5 scale 1 } //end of skysphere// fog ---------------------------------------------------------------------fog{fog_type 2 distance 50 color White*0.5 fog_offset 0.1 fog_alt 2.0 turbulence 0.8}
// ground ------------------------------------------------------------plane { <0,1,0>, 0 texture{ pigment{ color rgb<0.35,0.65,0.0>*0.72} normal { bumps 0.75 scale 0.015} finish { phong 0.1} } // end of texture } // end of plane
sphere { <0,0,0>, 0.3
texture{ pigment{ hexagon color White color Gray color Black } finish { diffuse 1 phong .5 } rotate<0,0,0> scale .035 translate<0,-.5,0> } // end of texture
scale<1,1,1> rotate<0,0,0> translate<0,.5,0> } // end of sphere ----------------------------------- object{ // Justification: either Align_Left, Align_Right, or Align_Center /* Circle_Text( Font, Text, LetterSize, LetterSpacing, Deepth, Radius, Inverted, Justification, Angle )*/ Circle_Text("arial.ttf", "GOAAALLLL!!!!!!!", 0.2 , 0.025, 15.00, 1.25, 1, Align_Center, 275) texture{ Polished_Chrome normal { bumps 0.1 scale 0.3} finish { diffuse 0.8 specular 1 reflection 0.25} } // end of texture rotate<10,0,0> scale<1,1,1> translate<0.3,2.8,-1> } // end of Circle_Text object -------------------------------------------
isosurface { //------------------------------------------------------------- function{ f_mesh1( x,y,z, 0.45, // distance between neighboring threads in the x direction, 0.30, // distance between neighboring threads in the z direction, 0.15, // relative thickness in the x and z directions, 0.05, // amplitude of the weaving effect, 0.25 // relative thickness in the y direction ) } contained_by {box {<-1,-1,-1>,<1,1,1>}} threshold 0.01 max_gradient 8 texture{ pigment{ color rgb <0.65,0.45,0.25>} normal { bumps 0.15 scale 0.015} finish { diffuse 0.9 specular 0.2 phong 0.7 } } rotate<-45,10,0> scale 1.5 translate<>} // end of isosurface ------------------------------------------------------- isosurface { //------------------------------------------------------------- function{ f_mesh1( x,y,z, 0.45, // distance between neighboring threads in the x direction, 0.30, // distance between neighboring threads in the z direction, 0.15, // relative thickness in the x and z directions, 0.05, // amplitude of the weaving effect, 0.25 // relative thickness in the y direction ) } contained_by {box {<-1,-1,-1>,<1,1,1>}} threshold 0.01 max_gradient 8 texture{ pigment{ color rgb <0.65,0.45,0.25>} normal { bumps 0.15 scale 0.015} finish { diffuse 0.9 specular 0.2 phong 0.7 } } rotate<0,0,0> scale 1.3 translate<>} // end of isosurface -------------------------------------------------------
Thursday, March 12, 2009
TQ#7: My Gapminder Experience
Gapminder is an amazing web-based tool that transforms raw statistical data from the United Nation’s 2005 Human Development Report into colorful, interactive displays. The user chooses the information for the x- and y-axes to be graphed over a period of time on the coordinate plane. The data is manipulated as the user scrolls through the years, at the user’s determined rate of speed. A colorful and specific-sized dot represents each country, depending on its global location and population size. The user has the option of isolating a particular country to determine longitudinal trends.
Aside from the great mathematical applications of Gapminder, it allows for even deeper insight into societal discrepancies and global inequity. Users have the ability to visualize the movement of the dots across the coordinate plane and to physically see that the average life span in the United States in 1975 was seventy-three years old, but in Cambodia, it was only thirty-five. Or, the income per person in 1896 in the United Arab Emirates was $29,225, but in Ethiopia was only $531. Why is this? What allows some countries to excel and others to lag behind? Is this a form of cultural bias or is it due to a lack of medical professionals or technology or democracy?
Users will see trends emerge which most likely relate to historical events, allowing from an interconnectivity of all subjects or even an interdisciplinary unit utilizing the Gapminder data and a history textbook. Imagine the possibilities as students seek to understand which countries have major advantages over others and examine why!
I feel that Gapminder is an outstanding, innovative data display tool with some data that is relevant and age-appropriate for middle school students. Part of the data, however, is a bit too complex and more suitable for high school or college students, such as the trade, aid, and investment categories. There is also a separate section for advanced users. Unfortunately, my district has blocks Gapminder so my students will not have the opportunity to experience it in the classroom. I wonder if other districts likewise block Gapminder, and I plan to investigate why this is the case in my school.
Aside from the great mathematical applications of Gapminder, it allows for even deeper insight into societal discrepancies and global inequity. Users have the ability to visualize the movement of the dots across the coordinate plane and to physically see that the average life span in the United States in 1975 was seventy-three years old, but in Cambodia, it was only thirty-five. Or, the income per person in 1896 in the United Arab Emirates was $29,225, but in Ethiopia was only $531. Why is this? What allows some countries to excel and others to lag behind? Is this a form of cultural bias or is it due to a lack of medical professionals or technology or democracy?
Users will see trends emerge which most likely relate to historical events, allowing from an interconnectivity of all subjects or even an interdisciplinary unit utilizing the Gapminder data and a history textbook. Imagine the possibilities as students seek to understand which countries have major advantages over others and examine why!
I feel that Gapminder is an outstanding, innovative data display tool with some data that is relevant and age-appropriate for middle school students. Part of the data, however, is a bit too complex and more suitable for high school or college students, such as the trade, aid, and investment categories. There is also a separate section for advanced users. Unfortunately, my district has blocks Gapminder so my students will not have the opportunity to experience it in the classroom. I wonder if other districts likewise block Gapminder, and I plan to investigate why this is the case in my school.
Wednesday, March 11, 2009
TQ#6: Elluminate Live...really illuminating!
My teammates and I met on Elluminate Live! prior to our February 26, 2009 class. We chose Elluminate because we felt it would be most beneficial for us to learn its workings should another one of our Lehigh courses use this program for instruction. Corinne and I logged in a bit early at 7:30pm (probably because we were both first-timers and unsure of how our session would transpire!) and were able to view each other on the video window as well as hear each other surprisingly clear. We tried some of the functions such as the drawing tools and writing back and forth in the chat window. Corinne and I decided to then take a short break before our official meeting time of 8pm.
At 8pm, Cindy logged in. As soon as her video window appeared, Corinne was knocked off line. She tried for several minutes to restart her video feed, but was unable to do so. She eventually gave up on the video feed and focused solely on audio. Corinne’s audio was not nearly as clear as it was in our earlier meeting. It actually sounded like mice running around and squeaking. It was difficult to listen to and actually hurt my ears. She tried to disconnect as well re-run the audio set-up, but nothing seemed to help. (We all wore headphones, so this was not the issue.)
Since we were first-timers, we did not know that the fact that having all three of our microphones active simultaneously was the issue. In our class with Dr. Garrigan on the following evening, we learned that audio is much better in Elluminate when only one microphone is utilized at any given time. Furthermore, we later learned that Cindy and I should have deactivated our videos so that the amount of memory that videos require would have been freed up, thus making the session run more smoothly.
All in all, our team meeting on Elluminate was frustrating because we could not successfully work out the kinks. None of us was knowledgeable enough in Elluminate to lead the others in the experience. Our meeting taught us a valuable lesson: Training is a key component in learning new technologies. Elluminate can be used to empower both students and teachers both in the present and future as long as appropriate training is implemented prior to a session. If not, time is wasted when no one is proficient is use of the technology and feelings of irritation emerge instead of a sense of wonder at its capabilities. I felt much more confident in using Elluminate following our class session with Dr. Garrigan. He instructed us and gave us helpful tips along the way so that the class experience was a positive and productive one.
In addition to the Elluminate meeting, I created a podcast using Audacity. I was surprised at the ease at which I was able to create it. I recorded myself making a pancake batter recipe. I made mistakes along the way and discarded several recordings until I felt comfortable with this one: ..\..\pancake batter recipe podcast.aup
At 8pm, Cindy logged in. As soon as her video window appeared, Corinne was knocked off line. She tried for several minutes to restart her video feed, but was unable to do so. She eventually gave up on the video feed and focused solely on audio. Corinne’s audio was not nearly as clear as it was in our earlier meeting. It actually sounded like mice running around and squeaking. It was difficult to listen to and actually hurt my ears. She tried to disconnect as well re-run the audio set-up, but nothing seemed to help. (We all wore headphones, so this was not the issue.)
Since we were first-timers, we did not know that the fact that having all three of our microphones active simultaneously was the issue. In our class with Dr. Garrigan on the following evening, we learned that audio is much better in Elluminate when only one microphone is utilized at any given time. Furthermore, we later learned that Cindy and I should have deactivated our videos so that the amount of memory that videos require would have been freed up, thus making the session run more smoothly.
All in all, our team meeting on Elluminate was frustrating because we could not successfully work out the kinks. None of us was knowledgeable enough in Elluminate to lead the others in the experience. Our meeting taught us a valuable lesson: Training is a key component in learning new technologies. Elluminate can be used to empower both students and teachers both in the present and future as long as appropriate training is implemented prior to a session. If not, time is wasted when no one is proficient is use of the technology and feelings of irritation emerge instead of a sense of wonder at its capabilities. I felt much more confident in using Elluminate following our class session with Dr. Garrigan. He instructed us and gave us helpful tips along the way so that the class experience was a positive and productive one.
In addition to the Elluminate meeting, I created a podcast using Audacity. I was surprised at the ease at which I was able to create it. I recorded myself making a pancake batter recipe. I made mistakes along the way and discarded several recordings until I felt comfortable with this one: ..\..\pancake batter recipe podcast.aup
Thursday, February 19, 2009
TQ#5 – The Role of Concept Mapping in Planning and Thinking in Algebra
Cmap is a web-based program that allows users to collaboratively organize thoughts and ideas synchronously or asynchronously in a concept map. Concept mapping in general, involves shared thinking and allows learners to view complex subject matter in a graphically, visual-appealing manner. Concept maps are widely used in language arts classes as a brainstorming tool.
Constructivism is an educational theory in which learners derive understanding through experience and collaboration. Constructivists argue that in order to maximize learning potential, classrooms should be student-centered and teachers should act as facilitators in an active learning environment. These characteristics are markedly different from that of a traditional classroom setting.
Concept mapping encourages collaboration and interaction, two major components of the constructivist theory which, if implemented appropriately will provide rich, meaningful learning opportunities in which high-learning will occur. In addition, concept maps are typically student-created, not teacher-driven, thus supported the ideals of a student-centered classroom. Also, there are no definite ends or conclusions to a concept map. Learning is ongoing and updates are encouraged, fitting nicely into the constructivist framework.
I plan to incorporate Cmaps in my Algebra classes by showing the interconnectivity of the subject matter itself. We can show the relationship (double-sided arrow) between factoring and multiplying polynomials and describe the relationship along the links. We can use a tiered map to show that we solve quadratic equations by factoring, completing the square, or quadratic formula. We can show that having a strong understand of literal equations is a prerequisite skill to assure a smooth transition into converting a standard form equation into slope-intercept form. The Cmap curriculum map will hopefully show students that Algebra is not a group of isolated topics, but rather an interrelated series of events. Jonassen states that the most critical requirement for concept mapping software is to be able to describe or type the concept links. Cmap may be just the tool needed to show students that Algebra is just a puzzle with pieces that all snap together.
Constructivism is an educational theory in which learners derive understanding through experience and collaboration. Constructivists argue that in order to maximize learning potential, classrooms should be student-centered and teachers should act as facilitators in an active learning environment. These characteristics are markedly different from that of a traditional classroom setting.
Concept mapping encourages collaboration and interaction, two major components of the constructivist theory which, if implemented appropriately will provide rich, meaningful learning opportunities in which high-learning will occur. In addition, concept maps are typically student-created, not teacher-driven, thus supported the ideals of a student-centered classroom. Also, there are no definite ends or conclusions to a concept map. Learning is ongoing and updates are encouraged, fitting nicely into the constructivist framework.
I plan to incorporate Cmaps in my Algebra classes by showing the interconnectivity of the subject matter itself. We can show the relationship (double-sided arrow) between factoring and multiplying polynomials and describe the relationship along the links. We can use a tiered map to show that we solve quadratic equations by factoring, completing the square, or quadratic formula. We can show that having a strong understand of literal equations is a prerequisite skill to assure a smooth transition into converting a standard form equation into slope-intercept form. The Cmap curriculum map will hopefully show students that Algebra is not a group of isolated topics, but rather an interrelated series of events. Jonassen states that the most critical requirement for concept mapping software is to be able to describe or type the concept links. Cmap may be just the tool needed to show students that Algebra is just a puzzle with pieces that all snap together.
Wednesday, February 11, 2009
Tuesday, February 10, 2009
Wenglinsky and Technology
Technology has the potential to improve the educational system as evidenced by a study conducted by Harold Wenglinsky. "Does It Compute? The Relationship Between Educational Technology and Student Achievement in Mathematics," is based on fourth and eighth grade students performance data on the mathematics portion of the National Assessment of Educational Progress in 1996. Wenglinsky found strong links between certain kinds of technology use, higher scores on NAEP, and an improved school climate after eliminating stimuli known to affect achievement, such as students' class size, socioeconomic status, and teacher quality. Interestingly, gains were more significant in middle school students than in elementary students.
Eighth graders who used simulations in class out-performed students on the NAEP whose classes did not offer this learning opportunity. Fourth graders whose teachers used computers for learning mathematics through games demonstrated 15 percent of a grade level achievement gain as compared to peers who did not. However, as with any technology, unless it is integrated appropriately, technology does not always benefit users. Wenglinsky additionally found that eighth graders whose teachers used computers primarily for drill and kill exercises were negatively impacted as a result of technology. These students performed worse on the testing, and the research could not confirm any relationship between the scores of the fourth graders and either simulations or drill-and-kill exercises. Students who spent more time on school computers performed slightly worse than their peers.
In my previous blog, I wrote that in second grade, my (now) eighth grade students played SimTown during social studies classes which allowed them to engage in such activities as building cities, parks, and buildings. According to the student, this experience is one of the fondest memories of their second grade year. The excitement in their voices when they recalled SimTown experiences was refreshing. However, this enthusiasm turned to irritation when they said that the opportunity was no longer available after second grade. During this week of the eighth grade PSSA writing assessment, I actually contacted the technology department requesting an “unblock” of the SimCity site as a reward for their hard and laborious work in the morning session and as a result of my experience playing SimCity. (We are encouraged not to teach in the afternoon this week, instead to play games or organize other leisurely activities such as movie watching.) My request was denied by the Director of Information Systems. It is frustrating, and I am certain Wenglinsky would agree, that passive activities such as watching movies is allowed and encouraged, but not a simulation that will most certainly ignite passion in our students as it has in the past.
Wenglinsky, H. (1998). Does it compute? The relationship between educational
technology and student achievement in mathematics. Princeton, NJ:
Educational Testing Service. Retrieved February 9, 2009 from
ftp://ftp.ets.org/pub/res/technolog.pdf
Wenglinsky, H. (2005). Using technology wisely: The keys to success in schools. New
York: Teachers College Press.
Eighth graders who used simulations in class out-performed students on the NAEP whose classes did not offer this learning opportunity. Fourth graders whose teachers used computers for learning mathematics through games demonstrated 15 percent of a grade level achievement gain as compared to peers who did not. However, as with any technology, unless it is integrated appropriately, technology does not always benefit users. Wenglinsky additionally found that eighth graders whose teachers used computers primarily for drill and kill exercises were negatively impacted as a result of technology. These students performed worse on the testing, and the research could not confirm any relationship between the scores of the fourth graders and either simulations or drill-and-kill exercises. Students who spent more time on school computers performed slightly worse than their peers.
In my previous blog, I wrote that in second grade, my (now) eighth grade students played SimTown during social studies classes which allowed them to engage in such activities as building cities, parks, and buildings. According to the student, this experience is one of the fondest memories of their second grade year. The excitement in their voices when they recalled SimTown experiences was refreshing. However, this enthusiasm turned to irritation when they said that the opportunity was no longer available after second grade. During this week of the eighth grade PSSA writing assessment, I actually contacted the technology department requesting an “unblock” of the SimCity site as a reward for their hard and laborious work in the morning session and as a result of my experience playing SimCity. (We are encouraged not to teach in the afternoon this week, instead to play games or organize other leisurely activities such as movie watching.) My request was denied by the Director of Information Systems. It is frustrating, and I am certain Wenglinsky would agree, that passive activities such as watching movies is allowed and encouraged, but not a simulation that will most certainly ignite passion in our students as it has in the past.
Wenglinsky, H. (1998). Does it compute? The relationship between educational
technology and student achievement in mathematics. Princeton, NJ:
Educational Testing Service. Retrieved February 9, 2009 from
ftp://ftp.ets.org/pub/res/technolog.pdf
Wenglinsky, H. (2005). Using technology wisely: The keys to success in schools. New
York: Teachers College Press.
TQ#3: The World of Gaming
As a self-processed non-gamer and someone who previously questioned society’s addiction to gaming systems, I postponed the playing SimCity, Sims, and Oregon Trail as long as possible. Once I got into game mode, however, it was difficult to stop. I experienced what it is like to become part of the competitive, self-driven spirit of the games. The game playing actually interfered with my daily life over this past weekend and I found myself putting off activities as a result.
SimCity and Sims are exciting simulation games that require the user to take an active role in creating societies in such activities as constructing family members, friends, and pets; looking in the newspaper for a job, then a better job as the game progresses; even an entire neighborhood complete with a fireworks display! These simulation games develop strategic thinking skills and the ability to effective plan as the player constantly strives for self-improvement and a better situation for him/herself. In the Sims game (CD-ROM), a player can purchase expansion packs to obtain better furniture and may be safer for the computer as it does not need website downloads.
Oregon Trail involves an extremely straightforward, simple screen that provides four information windows and tools: a status scoreboard that monitors stores, health, and progress; the movement of a wagon simulated by an illustration on the screen; a map containing the wagon’s progress; and a journal. The goal of the user is to guide the wagon from Independence, Missouri to Oregon's Willamette Valley. Choices include the user’s occupation (banker, carpenter, farmer), provisioning the wagon, departure date, pace, restocking and direction. Obstacles appear frequently such as fires, no water, no grass, floods, and injuries. These life-or-death decisions may also impact the livelihood of the passengers of the wagon. In my first experience in playing Oregon Trail (since third grade), I was killed by carnivores! This game is particularly useful for those interested in American history.
Gee believes that the blending demos and instruction is more effective than common classroom drill-and-kill practices. He has discussed many potential benefits of video games in education which do not fit nicely in the curricula framework, but are also too significant to be described merely as support mechanism. Gee (2003) described that games can help develop a student’s multimodal literacy. Gee (2003) also explained that through playing video games and reflecting on the experience, students can learn the important skills of self-instruction and systems thinking. Playing games allows the user to develop a set of valuable social skills (Shaffer, Squire, & Gee, 2005).
Prensky, like Gee and Seymour Papert, was also interested in the concept of how educational technology impacts the classroom experience. Prensky focused on principles of learning found in high-quality video games, but not necessarily in classrooms. In speaking with my eighth grade students regarding their experience with SimCity, they surprised me by stating that in second grade, they played SimTown in school! When I contacted the district personnel, I learned that Fogelsville Elementary school purchased 30 licenses for the program SimTown. SimTown allows students to construct a town consisting of streets, houses, businesses and parks, similar to SimCity. According to the technology department spokesperson, “This program helped students learn about what makes up a community which is part of the second grade social studies curriculum.” The next year and from then on out, however, the game was unavailable or blocked by the server. Students benefited from the simulations and the challenge of improving their situations within the games. As an educator who has experienced the positive attributes of playing such a game, why would a school take this opportunity away?
My second SimCity attempt:
(more images in later posts)
SimCity and Sims are exciting simulation games that require the user to take an active role in creating societies in such activities as constructing family members, friends, and pets; looking in the newspaper for a job, then a better job as the game progresses; even an entire neighborhood complete with a fireworks display! These simulation games develop strategic thinking skills and the ability to effective plan as the player constantly strives for self-improvement and a better situation for him/herself. In the Sims game (CD-ROM), a player can purchase expansion packs to obtain better furniture and may be safer for the computer as it does not need website downloads.
Oregon Trail involves an extremely straightforward, simple screen that provides four information windows and tools: a status scoreboard that monitors stores, health, and progress; the movement of a wagon simulated by an illustration on the screen; a map containing the wagon’s progress; and a journal. The goal of the user is to guide the wagon from Independence, Missouri to Oregon's Willamette Valley. Choices include the user’s occupation (banker, carpenter, farmer), provisioning the wagon, departure date, pace, restocking and direction. Obstacles appear frequently such as fires, no water, no grass, floods, and injuries. These life-or-death decisions may also impact the livelihood of the passengers of the wagon. In my first experience in playing Oregon Trail (since third grade), I was killed by carnivores! This game is particularly useful for those interested in American history.
Gee believes that the blending demos and instruction is more effective than common classroom drill-and-kill practices. He has discussed many potential benefits of video games in education which do not fit nicely in the curricula framework, but are also too significant to be described merely as support mechanism. Gee (2003) described that games can help develop a student’s multimodal literacy. Gee (2003) also explained that through playing video games and reflecting on the experience, students can learn the important skills of self-instruction and systems thinking. Playing games allows the user to develop a set of valuable social skills (Shaffer, Squire, & Gee, 2005).
Prensky, like Gee and Seymour Papert, was also interested in the concept of how educational technology impacts the classroom experience. Prensky focused on principles of learning found in high-quality video games, but not necessarily in classrooms. In speaking with my eighth grade students regarding their experience with SimCity, they surprised me by stating that in second grade, they played SimTown in school! When I contacted the district personnel, I learned that Fogelsville Elementary school purchased 30 licenses for the program SimTown. SimTown allows students to construct a town consisting of streets, houses, businesses and parks, similar to SimCity. According to the technology department spokesperson, “This program helped students learn about what makes up a community which is part of the second grade social studies curriculum.” The next year and from then on out, however, the game was unavailable or blocked by the server. Students benefited from the simulations and the challenge of improving their situations within the games. As an educator who has experienced the positive attributes of playing such a game, why would a school take this opportunity away?
My second SimCity attempt:
(more images in later posts)Gee, J. P. (2003). What video games have to teach us about learning and literacy.
New York: Palgrave/Macmillan.
Shaffer, D. W., Squire, K. R., Gee, J. P. (2005). Video games and the future of
learning. Phi Delta Kappan, 87(2), 105-111.
New York: Palgrave/Macmillan.
Shaffer, D. W., Squire, K. R., Gee, J. P. (2005). Video games and the future of
learning. Phi Delta Kappan, 87(2), 105-111.
Wednesday, January 28, 2009
Survey Monkey
My survey is located at
http://www.surveymonkey.com/s.aspx?sm=_2b5ZznDsmjCmYcqQAkXVfPA_3d_3d
Please take 3 minutes of your time to complete it. Thank you!
Survey Results:
_____________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________
I was surprised at how easy it was to create a comprehensive survey! I plan to use this as a learning tool in my classroom in the near future.
http://www.surveymonkey.com/s.aspx?sm=_2b5ZznDsmjCmYcqQAkXVfPA_3d_3d
Please take 3 minutes of your time to complete it. Thank you!
Survey Results:
| 1. What is your current occupation? | |||
|---|---|---|---|
| answered question | 5 | ||
| skipped question | 0 | ||
| Response Percent | Response Count | ||
| K-12 Teacher |  | 40.0% | 2 |
| Post-secondary Teacher | 0.0% | 0 | |
| Post-secondary Technology Staff | | 20.0% | 1 |
| Business (other than education) | | 40.0% | 2 |
| Other (please specify below) | 0.0% | 0 | |
| Other (please specify) | 0 | ||
| 2. Are interactive whiteboards located at your workplace? | |||
|---|---|---|---|
| answered question | 5 | ||
| skipped question | 0 | ||
| Response Percent | Response Count | ||
| Yes | | 60.0% | 3 |
| No | | 40.0% | 2 |
| Not sure | 0.0% | 0 | |
| 3. If yes in question #2, how many interactive whiteboards are in your workplace? | |||
|---|---|---|---|
| answered question | 3 | ||
| skipped question | 2 | ||
| Response Percent | Response Count | ||
| 1-5 | | 66.7% | 2 |
| 6-10 | | 33.3% | 1 |
| 11-20 | 0.0% | 0 | |
| 21-30 | 0.0% | 0 | |
| 31-40 | 0.0% | 0 | |
| 41-50 | 0.0% | 0 | |
| Every classroom or conference room has an interactive whiteboard. | 0.0% | 0 | |
| Other (please specify) | 0 | ||
| 4. How many students (education) or employees (business) are at your workplace? | |||
|---|---|---|---|
| answered question | 5 | ||
| skipped question | 0 | ||
| Response Percent | Response Count | ||
| 0-50 | 0.0% | 0 | |
| 51-100 | | 20.0% | 1 |
| 101-300 | 0.0% | 0 | |
| 301-500 | 0.0% | 0 | |
| 501-700 | 0.0% | 0 | |
| 701-900 | 0.0% | 0 | |
| 901-1,100 | | 40.0% | 2 |
| > 1,100 | | 40.0% | 2 |
| 5. Which statement do you believe most genuinely reflects the general consensus of the staff's thoughts on interactive whiteboards? | |||
|---|---|---|---|
| answered question | 3 | ||
| skipped question | 2 | ||
| Response Percent | Response Count | ||
| I have not ever turned the thing on and never will. | 0.0% | 0 | |
| If I was properly trained, I could do a lot more with it. | | 66.7% | 2 |
| I received training, but prefer traditional methods of instruction. | 0.0% | 0 | |
| Wow! I love it and use it everyday! | | 33.3% | 1 |
| viewOther (please specify) | 1 | ||
__________________________________________________________
I was surprised at how easy it was to create a comprehensive survey! I plan to use this as a learning tool in my classroom in the near future.
WISEr now
I really enjoyed the "Airbags: Too Fast, Too Furious?" WISE inquiry at http://wise.berkeley.edu/student/topFrame.php?projectID=19530
It was very well-designed with video segments, simulations, graphs, body image models, and relflection points throughout the inquiry. Eleventh and twelfth grade students will benefit immensely, not only mathematically, but in terms of airbag knowledge (as I did).
It was very well-designed with video segments, simulations, graphs, body image models, and relflection points throughout the inquiry. Eleventh and twelfth grade students will benefit immensely, not only mathematically, but in terms of airbag knowledge (as I did).
My Webquest Experience
I took a "Trip to the Big Apple!" during my Webquest at http://www.webquest.org/questgarden/lessons/14325-060312202119/index.htm
It was well-organized, creative, and sixth grade students would enjoy the exercise. I believe the Webquest can be improved by incorporating additional task and process pages and therefore, including a lesser amount of instructions on each page (rather than the current situation of packing all instruction onto 1-2 pages).
It was well-organized, creative, and sixth grade students would enjoy the exercise. I believe the Webquest can be improved by incorporating additional task and process pages and therefore, including a lesser amount of instructions on each page (rather than the current situation of packing all instruction onto 1-2 pages).
Thursday, January 22, 2009
TQ#1: The Role of the Teacher in Technology Integration
Jonassen, Howland, Marra, and Crismond determined that learning must be active, intentional, constructive, authentic, and cooperative in order to be meaningful. Active learning includes human interaction and manipulation of environments which lead to increased student engagement. Intentional learning implies that educators must form clear goals and direct learning towards these goals which makes education purposeful. Constructive learning includes the ability of students to synthesize knowledge, reflect upon experiences, and share understanding with others. Authentic learning occurs when students are engaged in real-life applications or scenarios that allow them to practice learned skills and apply them to realistic situations. Cooperative learning is widely accepted and encouraged in the middle school in which I teach. In most cases, a group of students work together to solve a problem or task at hand such as a game of jeopardy to review concepts prior to a test. Jonasses et. al. stance is that working with technology and not from it will allow students to derive meaningful learning from it. Technology should be utilized as a supporter and facilitator of learning, rather than a “delivery vehicle” (Jonasses, 2008, p. 7).
Jonassen et. al. assert that teachers must accept a role change in the classroom, from a more authoritative, traditional teacher-centered environment to a student-centered, constructivist based setting. They encourage teachers to increase their awareness and usage of technology, but make it clear that they should not attempt to become technology experts. Traditional teachers are used to being subject matter experts in their fields, so not knowing everything there is to understand about technology is a paradigm shift in ideology.
Koehler and Mishra, on the other hand, contend that teacher knowledge is a key element in the successful integration of technology in the classroom. As opposed to focusing on the learning experience of the student, Koehler and Mishra concentrate on the skills and knowledge base of the teacher in terms of content, pedagogy, and technology. They acknowledge that technology is complicated and impacts the teaching profession profoundly. In addition, teachers are often not supported in technology innovation in the classroom, as well as in training or support in order to operate it proficiently. They developed the acronym SEP (somebody else’s problem) syndrome to describe the pitfalls of technology integration in the classroom.
Koehler and Mishra’s Technological Pedagogical Content Knowledge (TPCK) framework is an overlapping Venn diagram in which each piece shares some components, but also is distinct from its counterparts. Content knowledge (CK) is the subject matter at hand in the classroom in which it is critical for teachers to be confidently adept. Pedagogical knowledge (PK) is the understanding of the teaching and learning processes and how they function too meet an overarching educational goal. Pedagogical content knowledge (PCK) is the overview of teaching, learning, curriculum, assessment, and data analysis that show links between the pedagogical and assessment aspects. Technology knowledge (TK) is in limbo in terms of defining its actual meaning. Koehler and Mishra maintain that it is the ease in which one can incorporate and understand information technology. Technological content knowledge (TCK) is an understanding of the balance between content and the appropriate integration of technology. Technological pedagogical content knowledge (TPCK) merges content, pedagogy, and technology under an umbrella of effective teaching and engaged learners.
Both readings agree that the appropriate integration of technology is beneficial to students. The role of the teacher as a non-expert facilitator or as a highly skilled technologist in the classroom is in question. Studying additional research and readings by both authors will provide a greater insight into what is truly necessary to obtain a classroom in which learning is constructed meaningfully and technology is integrated successfully.
Jonassen et. al. assert that teachers must accept a role change in the classroom, from a more authoritative, traditional teacher-centered environment to a student-centered, constructivist based setting. They encourage teachers to increase their awareness and usage of technology, but make it clear that they should not attempt to become technology experts. Traditional teachers are used to being subject matter experts in their fields, so not knowing everything there is to understand about technology is a paradigm shift in ideology.
Koehler and Mishra, on the other hand, contend that teacher knowledge is a key element in the successful integration of technology in the classroom. As opposed to focusing on the learning experience of the student, Koehler and Mishra concentrate on the skills and knowledge base of the teacher in terms of content, pedagogy, and technology. They acknowledge that technology is complicated and impacts the teaching profession profoundly. In addition, teachers are often not supported in technology innovation in the classroom, as well as in training or support in order to operate it proficiently. They developed the acronym SEP (somebody else’s problem) syndrome to describe the pitfalls of technology integration in the classroom.
Koehler and Mishra’s Technological Pedagogical Content Knowledge (TPCK) framework is an overlapping Venn diagram in which each piece shares some components, but also is distinct from its counterparts. Content knowledge (CK) is the subject matter at hand in the classroom in which it is critical for teachers to be confidently adept. Pedagogical knowledge (PK) is the understanding of the teaching and learning processes and how they function too meet an overarching educational goal. Pedagogical content knowledge (PCK) is the overview of teaching, learning, curriculum, assessment, and data analysis that show links between the pedagogical and assessment aspects. Technology knowledge (TK) is in limbo in terms of defining its actual meaning. Koehler and Mishra maintain that it is the ease in which one can incorporate and understand information technology. Technological content knowledge (TCK) is an understanding of the balance between content and the appropriate integration of technology. Technological pedagogical content knowledge (TPCK) merges content, pedagogy, and technology under an umbrella of effective teaching and engaged learners.
Both readings agree that the appropriate integration of technology is beneficial to students. The role of the teacher as a non-expert facilitator or as a highly skilled technologist in the classroom is in question. Studying additional research and readings by both authors will provide a greater insight into what is truly necessary to obtain a classroom in which learning is constructed meaningfully and technology is integrated successfully.
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