Wednesday, March 28, 2007
Clubcast Tech Presentation
Well, unfortunately for any of you who made it to my blog, hoping to find a tech presentation, it is not here! I'm having some difficulty getting it on to blog 85. Dr. Stuve's going to help me upload it tonight at 5. Check back for updates!
Wednesday, February 28, 2007
Twigg's "New Models for Online Learning" Reading Response
Carol Twigg, Executive Director of the Center for Academic Transformation at Rensselaer Polytechnic Institute has put together a wonderful collection of modern technology-based learning strategies. She offers five choices ranging from full student contact to no student contact. All of the five have commonalities including active learning, computer-based learning resources, mastery learning and more. Through funding from an $8.8 million grant from the Pew Charitable Trusts, the Program in Course Redesign was born. Their main goal was to assist colleges and universities as they seek to redesign technology integrated instruction and insure quality enhancements and cost reduction.
Of the five models, one particularly struck me as excellent and interesting. The Supplemental Model has been utilized at the University of New Mexico and at Carnegie Mellon. Carnegie Mellon uses a SmartLab system that acts like a personal tutor for students giving them personalized help as they progress in their learning. It gives feedback when it feels students are choosing an unproductive course and assesses skill acquisition. Scores have improved by 22.8% in one year.
The University of New Mexico’s method for implementing the Supplemental Model is particularly interesting to me. The class website provides students with key concepts, learning objectives and supplemental materials. Following, students take an assessment of materials to see how prepared for class they are. It provides immediate feedback. From here, instructors are able to tailor-fit the lesson to student needs according to the quiz assessments. Faculty is no longer wasting time on topics that students do not need additional instruction on, giving more time for problem areas and individual help. Pre-class assessment and preparation is a great strategy for cooperative, more student-centered learning, putting students in an active position rather than a passive note-taking stance.
The Sloan Consortium has put together an article, “Growing by Degrees, Online Education in the U.S. 2005. Sloan findings agree with the Center for Academic Transformation’s stance on continued technology integration in our schools. They conclude that growth in online course offerings is occurring at all levels- undergraduate and graduate as well as Continuing Education. The statistical findings seem to point to the fact that technology is becoming more and more pervasive in education today. They also point to the fact that the number of students who study online is increasing at a rate far higher than the rate of growth in overall higher education student population. Technology is education is on the rise.
Robert Brumfield, Assistant Editor, eSchool News in his article, “Virtual schools offer clubs, field trips” tries to dispel the myth that virtual schools are isolating for students. Virtual schools are offering a more integrated approach to technology in education even while being 100% online instruction based. Many virtual schools are now offering field trips and clubs for students. It affords students the social outlet that typically, virtual schools cannot offer. Brumfield also suggests that meeting online is good practice for students as it is a regular occurrence in the business world saying it helps improve their ‘21st Century communication skills.’ Science Club members have the opportunity to collaborate online in various forms but do not actually meet until the day of the Science Fair. Mary Mitchell, a Florida Virtual School teacher and Virtual Science Club leader told Brumfield that, “"Their ability to communicate and collaborate virtually has proven successful, because club teams have a consistent record of winning awards each year."
As it has been said, “Necessity is the mother of invention.” In this case, the old saying is still holds true. However, we have gone beyond necessity, finding creative and innovative strategies for students of all learning types. For some, recent innovation in education may be the key to their success. For others, it is a great way to expand technology skills while learning critical content for a successful career ahead.
Of the five models, one particularly struck me as excellent and interesting. The Supplemental Model has been utilized at the University of New Mexico and at Carnegie Mellon. Carnegie Mellon uses a SmartLab system that acts like a personal tutor for students giving them personalized help as they progress in their learning. It gives feedback when it feels students are choosing an unproductive course and assesses skill acquisition. Scores have improved by 22.8% in one year.
The University of New Mexico’s method for implementing the Supplemental Model is particularly interesting to me. The class website provides students with key concepts, learning objectives and supplemental materials. Following, students take an assessment of materials to see how prepared for class they are. It provides immediate feedback. From here, instructors are able to tailor-fit the lesson to student needs according to the quiz assessments. Faculty is no longer wasting time on topics that students do not need additional instruction on, giving more time for problem areas and individual help. Pre-class assessment and preparation is a great strategy for cooperative, more student-centered learning, putting students in an active position rather than a passive note-taking stance.
The Sloan Consortium has put together an article, “Growing by Degrees, Online Education in the U.S. 2005. Sloan findings agree with the Center for Academic Transformation’s stance on continued technology integration in our schools. They conclude that growth in online course offerings is occurring at all levels- undergraduate and graduate as well as Continuing Education. The statistical findings seem to point to the fact that technology is becoming more and more pervasive in education today. They also point to the fact that the number of students who study online is increasing at a rate far higher than the rate of growth in overall higher education student population. Technology is education is on the rise.
Robert Brumfield, Assistant Editor, eSchool News in his article, “Virtual schools offer clubs, field trips” tries to dispel the myth that virtual schools are isolating for students. Virtual schools are offering a more integrated approach to technology in education even while being 100% online instruction based. Many virtual schools are now offering field trips and clubs for students. It affords students the social outlet that typically, virtual schools cannot offer. Brumfield also suggests that meeting online is good practice for students as it is a regular occurrence in the business world saying it helps improve their ‘21st Century communication skills.’ Science Club members have the opportunity to collaborate online in various forms but do not actually meet until the day of the Science Fair. Mary Mitchell, a Florida Virtual School teacher and Virtual Science Club leader told Brumfield that, “"Their ability to communicate and collaborate virtually has proven successful, because club teams have a consistent record of winning awards each year."
As it has been said, “Necessity is the mother of invention.” In this case, the old saying is still holds true. However, we have gone beyond necessity, finding creative and innovative strategies for students of all learning types. For some, recent innovation in education may be the key to their success. For others, it is a great way to expand technology skills while learning critical content for a successful career ahead.
Monday, February 19, 2007
iWeb vs. RapidWeaver. The Showdown.
For my first technology presentation I choose to do a comparison of two webpage building software, RapidWeaver and iWeb. The following is a link to my webpage which I used as a guide through my presentation. Enjoy!
http://mrwortz.iweb.bsu.edu/portfolio/EDTECPortfolio/Sites/edtec485/overview.html
http://mrwortz.iweb.bsu.edu/portfolio/EDTECPortfolio/Sites/edtec485/overview.html
Sunday, February 11, 2007
Ubiquitous Computing as seen by University of Virginia's Glen Bull and Joe Garofalo
From the title to the completion, University of Virginia’s Glen Bull and Joe Garofalo’s “Ubiquitous Computing” calls for more. Bull and Garofalo’s use of the word ‘ubiquitous’ as their chosen adjective, strikes my interest from the start. Ubiquitous- that is everywhere at the same time; present everywhere. Is computing to this extent ever possible? With technology mishaps, dead zones in cellular service, malfunctioning machines and limited software, can computing be ever present?
Bull and Garofalo begin the article with 7 statements from the National Technology Leadership Retreat of 2002. Their goals are predictive, precise, preparatory and research driven. Bull and Garofalo provide information on current trends of computer usage among teens and their school systems and provide statistical reinforcement. Currently, the extent of student’s ubiquity is by the means of some type of a portable device like a flash drive or mp3 player. Cell phones are currently only being seen as a distraction in schools rather than a tool.
Providing students with some type of inexpensive, lightweight, portable computing device seems to have been sidetracked for various reasons. Rather, students are using several computers in various locations to complete work. By providing these inexpensive laptops to students, students would be able to streamline their computing and data storage into one portable, process-able, device.
Providing this device to students begs further questions regarding financing, student responsibility, staff training, and servicing. Should funding be provided for the device itself, schools should receive it with appreciation. However, it is not the end of expenses for our portable devices. Additional staff training, service, maintenance and replacement costs should be seriously considered as continual expenses as a result of implementation.
In 2000 Microsoft Corporation donated a considerable amount of computers to schools in Africa. This donation was appreciated and gladly accepted. However, schools were not equipped to train faculty, maintain the machines, or replace damaged machines. Littered across the continent are broken, dusty machines, frustrated faculty and needy students. When considering such implementation, it is imperative to consider the whole picture rather than just the initial excitement.
Educational institutes and educators alike need to be prepared for this new wave of technology in education. Students require new skills that students of 15 years ago did not require. In addition, educators must be equipped with new tools to teach such students in an environment much different than the chalk and chalkboard classroom of the past.
Research is being conducted. Pilot projects are being launched. The numbers are being collected and calculated. “Ubiquitous computing will be a disruptive cultural force with great potential for good or ill.” The wind of change is blowing. Are we open to it’s move?
The additional article I read can be found at:
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm#test
I read an article by the North Central Regional Educational Labratory on recent investment into technology and subsequent yields. In the past 10 years school systems have invested in technology for their classrooms. They've spent thousands of dollars on these resources and many are asking how helpful they have really been for students. Students report that the use of the internet at home and at school helps them do better in school. Of the 87% of age 11-17 year old students that are using the internet, 78% say they are using it at school. Schools are becoming hubs for technology and the internet for their students.
It's great to see that researchers are finding positive results from our technology investments. It's great to see that so many students are getting access to the schools computers, rather than having them sit unused and ineffective. Technology is proving to be a worthwhile investment for schools. Students are using them for help on homework, projects and to communicate with other students on these assignments.
Researchers are saying that students are fundamentally different than students of a generation before. These 21st century students have grown up with technology and require different skills for the workplace than generations before them. Some suggest that all students should be technologically literate by 8th grade regardless of SES, race or ethnicity. Our educational system is in the midst of revolutionary changes in teaching styles, tools and technology for our classrooms. I suppose it will come at differnt times for each school district but it seems that there is coming a seperation for those who want to go with the new ways and tools for teaching and those who may be left behind. It's a new time, with new students who have new needs for a very different workplace.
Bull and Garofalo begin the article with 7 statements from the National Technology Leadership Retreat of 2002. Their goals are predictive, precise, preparatory and research driven. Bull and Garofalo provide information on current trends of computer usage among teens and their school systems and provide statistical reinforcement. Currently, the extent of student’s ubiquity is by the means of some type of a portable device like a flash drive or mp3 player. Cell phones are currently only being seen as a distraction in schools rather than a tool.
Providing students with some type of inexpensive, lightweight, portable computing device seems to have been sidetracked for various reasons. Rather, students are using several computers in various locations to complete work. By providing these inexpensive laptops to students, students would be able to streamline their computing and data storage into one portable, process-able, device.
Providing this device to students begs further questions regarding financing, student responsibility, staff training, and servicing. Should funding be provided for the device itself, schools should receive it with appreciation. However, it is not the end of expenses for our portable devices. Additional staff training, service, maintenance and replacement costs should be seriously considered as continual expenses as a result of implementation.
In 2000 Microsoft Corporation donated a considerable amount of computers to schools in Africa. This donation was appreciated and gladly accepted. However, schools were not equipped to train faculty, maintain the machines, or replace damaged machines. Littered across the continent are broken, dusty machines, frustrated faculty and needy students. When considering such implementation, it is imperative to consider the whole picture rather than just the initial excitement.
Educational institutes and educators alike need to be prepared for this new wave of technology in education. Students require new skills that students of 15 years ago did not require. In addition, educators must be equipped with new tools to teach such students in an environment much different than the chalk and chalkboard classroom of the past.
Research is being conducted. Pilot projects are being launched. The numbers are being collected and calculated. “Ubiquitous computing will be a disruptive cultural force with great potential for good or ill.” The wind of change is blowing. Are we open to it’s move?
The additional article I read can be found at:
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm#test
I read an article by the North Central Regional Educational Labratory on recent investment into technology and subsequent yields. In the past 10 years school systems have invested in technology for their classrooms. They've spent thousands of dollars on these resources and many are asking how helpful they have really been for students. Students report that the use of the internet at home and at school helps them do better in school. Of the 87% of age 11-17 year old students that are using the internet, 78% say they are using it at school. Schools are becoming hubs for technology and the internet for their students.
It's great to see that researchers are finding positive results from our technology investments. It's great to see that so many students are getting access to the schools computers, rather than having them sit unused and ineffective. Technology is proving to be a worthwhile investment for schools. Students are using them for help on homework, projects and to communicate with other students on these assignments.
Researchers are saying that students are fundamentally different than students of a generation before. These 21st century students have grown up with technology and require different skills for the workplace than generations before them. Some suggest that all students should be technologically literate by 8th grade regardless of SES, race or ethnicity. Our educational system is in the midst of revolutionary changes in teaching styles, tools and technology for our classrooms. I suppose it will come at differnt times for each school district but it seems that there is coming a seperation for those who want to go with the new ways and tools for teaching and those who may be left behind. It's a new time, with new students who have new needs for a very different workplace.
Wednesday, January 17, 2007
Keller-Stuve 'Brand' Response
Keller and Stuve offer a more autonomous and if you will, capitalist approach in marketing and evaluating teacher productivity and effectiveness in light of recent technological advances. They refer to output models, pay-for-performance models and NCLBA’s linear improvement model of teacher assessment. Ultimately, each of the models have pro’s and con’s. However, Keller and Stuve’s aim is not to find a perfect equation for evaluating performance. There aim is to suggest additional methods for demonstration and evaluation allowing educators to create a ‘holistic image’ of their professional relevance through the use of various technologies.
Thinking about the idea of marketing myself as a teacher, only seems relevant in light of obtaining a job. However, under the ‘brand’ ideology, marketing and advertising is an on-going task. As a teacher-in-training, the ‘brand’ method of assessment is exciting as I intend to utilize many new and exciting tools in my classroom. However, to other teachers with inferior skills, it presents a choice: the choice to move with new technological changes in education, or the choice to continue to rely on old methodologies and technology.
Brand theory also presents educators with a challenge. How will older educators be trained in new skills? Who will provide funding? When will this type of assessment begin? Will we determine a pay scale based on assessment results or give bonuses for those who comply? Who will host sites for blogs and personal websites? When and how do we begin?
Liz offers that the State of Indiana, in their No Child Left Behind act is assessing teacher performance based on a rubric and a list of criteria. This is a step towards a more market-based evaluation method. It is so important to insure the quality of education our students are receiving today. Implementing NCLBA assessment methods in conjunction with Keller and Stuve’s brand theory of evaluation insures a step in the right direction for proper assessment of teacher efficiency, for the good of students, teachers, parents and the community alike.
Thinking about the idea of marketing myself as a teacher, only seems relevant in light of obtaining a job. However, under the ‘brand’ ideology, marketing and advertising is an on-going task. As a teacher-in-training, the ‘brand’ method of assessment is exciting as I intend to utilize many new and exciting tools in my classroom. However, to other teachers with inferior skills, it presents a choice: the choice to move with new technological changes in education, or the choice to continue to rely on old methodologies and technology.
Brand theory also presents educators with a challenge. How will older educators be trained in new skills? Who will provide funding? When will this type of assessment begin? Will we determine a pay scale based on assessment results or give bonuses for those who comply? Who will host sites for blogs and personal websites? When and how do we begin?
Liz offers that the State of Indiana, in their No Child Left Behind act is assessing teacher performance based on a rubric and a list of criteria. This is a step towards a more market-based evaluation method. It is so important to insure the quality of education our students are receiving today. Implementing NCLBA assessment methods in conjunction with Keller and Stuve’s brand theory of evaluation insures a step in the right direction for proper assessment of teacher efficiency, for the good of students, teachers, parents and the community alike.
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