The final course for the Certificate of Educational Technology and Information Literacy requires participants to apply what they have learned throughout the course by creating a plan for the embedded use of technology to foster student learning.
Throughout the year, grade 6 teachers have worked with students to practice their math communication skills. Reflections are done frequently which require clear, thorough descriptions of math ideas using accurate math vocabulary. Grading is assisted by use of a rubric. While teacher feedback is important, seeing exemplars of other student's work can also be of tremendous benefit. Traditionally this would involve putting examples onto a notice board (or into a smartboard document or under a document camera), and each of these approaches has a time cost factor.
This ongoing reflection process has generally seen an improvement in the quality of the work. However, with the exception of the pieces chosen to be exemplars,these reflective pieces only get teacher-to-student feedback, and this is carried out in a traditional, non-public manner.
In addition, group work on problem solving usually has a component where students are able to explain their thinking to the class, and then compare and contrast their methods with those of other students. This is an enjoyable, stimulating process that I firmly believe pushes kids to start to understand the mathematics more deeply. However, this stimulation and enjoyment bears a cost; it can become very time consuming. It was with this in mind that was hoping to find some viable, tech-driven alternatives.
My grade 6 students have just completed a unit on fractions as part of the Connected Math Program. Emphasis in this course is put on to students explaining their thinking. In line with this philosophy, I will be getting my students to solve a fraction problem and post their explanation on to their blog, along with a digital photo of the model they constructed as part of the support for their answer.
I am doing this for several reasons:
1. that the public nature of the forum will encourage students to make a quality effort with regard to the clarity of their explanations (so its not just Mr S. they are trying to impress, but the world).
2. having the opportunity to view many other examples from their peers will assist in cementing connections we make during class time with regard to different approaches;
3. that the comparing and contrasting between their method and an alternative method will promote deeper understanding.
Keep an eye on this space for the reflection to this activity, where students will post their answers, models and explanations on their own blog spaces.
Monday, March 29, 2010
Sunday, March 14, 2010
300
How can 300 students, miles from their home, face a multitudinous hoard of mathematical concepts, relentlessly keen to flay children into an uncomprehending puddle?
Easy. Use Math 300.
This program is from Australia, and about 18 months ago I joined ISB colleagues and attended a workshop in Beijing that introduced us to the philosophy of Math 300, a wide variety of activities, as well as the software that can be used as a lesson resource.
In short, the philosophy of Math 300 revolves around open-ended mathematical investigations, that have multiple entry and exit points, as well as plenty of scope for differentiation.
If you are subscribed member, you can log into their site, and then search for lessons that fit your particular topic, i.e fraction estimation. A list of lessons will then come up, and you can click on the "overview" and "lesson" links to provide information on how to use the lesson. Details for using the software is also provided.
As ISB has a subscription, all of the laptops I use in grade 6 have the software installed. I start the lesson by getting the kids interested in what we are doing, by providing a scenario or real-world hook to get them into the problem. Then the kids gather round the smartboard, and I go through a few fun examples so that everyone understands the goal of the lesson. Then students get to it, using one-laptop per kid (one between two can also suffice).
The advantages of using this program are many-fold; it is interactive; the games/quizzes/challenges are usually instantly self-grading, so kids can keep track of their progress (the nintendo effect); parameters can be easily adjusted to make activities more/less challenging.
I have used Math 300 on many occasions, and find that it certainly has some excellent lessons. The next step for me is to see where it can be best used as a support and/or enrichment for our current program, the Connected Math Project.
Easy. Use Math 300.
This program is from Australia, and about 18 months ago I joined ISB colleagues and attended a workshop in Beijing that introduced us to the philosophy of Math 300, a wide variety of activities, as well as the software that can be used as a lesson resource.
In short, the philosophy of Math 300 revolves around open-ended mathematical investigations, that have multiple entry and exit points, as well as plenty of scope for differentiation.
If you are subscribed member, you can log into their site, and then search for lessons that fit your particular topic, i.e fraction estimation. A list of lessons will then come up, and you can click on the "overview" and "lesson" links to provide information on how to use the lesson. Details for using the software is also provided.
As ISB has a subscription, all of the laptops I use in grade 6 have the software installed. I start the lesson by getting the kids interested in what we are doing, by providing a scenario or real-world hook to get them into the problem. Then the kids gather round the smartboard, and I go through a few fun examples so that everyone understands the goal of the lesson. Then students get to it, using one-laptop per kid (one between two can also suffice).
The advantages of using this program are many-fold; it is interactive; the games/quizzes/challenges are usually instantly self-grading, so kids can keep track of their progress (the nintendo effect); parameters can be easily adjusted to make activities more/less challenging.
I have used Math 300 on many occasions, and find that it certainly has some excellent lessons. The next step for me is to see where it can be best used as a support and/or enrichment for our current program, the Connected Math Project.
Thursday, March 11, 2010
Exploring Explore Learning
A great web site that I have used this year is explorelearning.
This site has many excellent lesson resources for both math and science. It requires a paid subscription to be used freely, however it allows users to get a 5 minute free pass to interact with some of their "gizmos", the applications that illustrate a wide variety of math and science concepts.
In the last week I have used this website for both math and science. Students have reinforced their understanding of multiplying fractions by using the gizmo. Making a work sheet to go with the gizmo helps to add structure to the lesson. Students get their laptops, log in, then gather around the front of the room where I take them through the activity on my smartboard. After ensuring that they are clear on the goals, procedure, and flow of the lesson, they head back to their computer, search for the desired lesson and then begin to work at their own pace. Worksheets are provided for each lesson; however I sometimes make additional worksheet questions that may be suitable for differentiation (in particular for ESL learners).
Students have reinforced their understanding of distance-time graphs by using the explore learning gizmo for this activity. Kids were able to manipulate a number of variables (distance, time, number of runners) while constructing a distance-time graph, and then observe the impact of this of on an animated figure as it runs under the graph they have just created. The activity itself is very engaging; it is also possible to stimulate discussion/challenges by having kids write a set of instructions that other students have to translate to a graph, and ultimately the cartoon figure.
A further plus for this site is that under each gizmo, the page has a short test that quizzes students on the main ideas that should be taken from the lesson. Once completed, the students can check their answers for immediate feedback.
The positive reviews students give to me with regard to explore learning means I will continue to use (and adapt) this piece of technology to further student learning.
This site has many excellent lesson resources for both math and science. It requires a paid subscription to be used freely, however it allows users to get a 5 minute free pass to interact with some of their "gizmos", the applications that illustrate a wide variety of math and science concepts.
In the last week I have used this website for both math and science. Students have reinforced their understanding of multiplying fractions by using the gizmo. Making a work sheet to go with the gizmo helps to add structure to the lesson. Students get their laptops, log in, then gather around the front of the room where I take them through the activity on my smartboard. After ensuring that they are clear on the goals, procedure, and flow of the lesson, they head back to their computer, search for the desired lesson and then begin to work at their own pace. Worksheets are provided for each lesson; however I sometimes make additional worksheet questions that may be suitable for differentiation (in particular for ESL learners).
Students have reinforced their understanding of distance-time graphs by using the explore learning gizmo for this activity. Kids were able to manipulate a number of variables (distance, time, number of runners) while constructing a distance-time graph, and then observe the impact of this of on an animated figure as it runs under the graph they have just created. The activity itself is very engaging; it is also possible to stimulate discussion/challenges by having kids write a set of instructions that other students have to translate to a graph, and ultimately the cartoon figure.
A further plus for this site is that under each gizmo, the page has a short test that quizzes students on the main ideas that should be taken from the lesson. Once completed, the students can check their answers for immediate feedback.
The positive reviews students give to me with regard to explore learning means I will continue to use (and adapt) this piece of technology to further student learning.
Wednesday, March 10, 2010
B(l)ogger Lite
Another wonderful tool I have been able to use recently was the Vernier Motion Sensor.
Our 6th grade science course has a Motion and Forces Unit, and this motion detector and its software has been a great teaching resource. Students connect the sensor device to a laptop and then aim it at their partner. The partner then physically models states of motion such as: forward, back, back 'n forth and motionless. The sensor picks up this information (using echolocation, similar to a bat) and records and displays this on a laptop screen using logger lite software.
In real-time the screen displays a distance-time graph, and the kids are able to make connections between how they have just moved, and the shape of the resulting graph. Experimentation can occur, with creative movement giving interesting looking results. The reversal of this idea can be used as a teaching point, with students given a graph, and then they have to move a certain way in order to mimic the graph. To be successful with this means that kids have to really understand the nature of a distance-time graph.
Our 6th grade science course has a Motion and Forces Unit, and this motion detector and its software has been a great teaching resource. Students connect the sensor device to a laptop and then aim it at their partner. The partner then physically models states of motion such as: forward, back, back 'n forth and motionless. The sensor picks up this information (using echolocation, similar to a bat) and records and displays this on a laptop screen using logger lite software.
In real-time the screen displays a distance-time graph, and the kids are able to make connections between how they have just moved, and the shape of the resulting graph. Experimentation can occur, with creative movement giving interesting looking results. The reversal of this idea can be used as a teaching point, with students given a graph, and then they have to move a certain way in order to mimic the graph. To be successful with this means that kids have to really understand the nature of a distance-time graph.
Tuesday, March 9, 2010
Random Ramdomizing
One technology tool I have found to be very useful this year has been a random list generator. I initially began to use this to provide a new seating plan once a month in order to expose students to the dynamics of a different group environment.
In the old 1.0 days I would have pulled names from a hat, now I can do it digitally in a matter of seconds. As the program is "making" the decision, it seems to completely remove any disgruntled feelings students may have after being assigned to a table with people they would not normally choose to sit with.
In fact, the program was so easy and quick to use, and the students so accepting of the outcome, that I started to "randomize" every two weeks. An alert would pop up on my calender every second Monday morning, and the kids would be duly randomized. Word docs on my desktop for each class list allow a rapid cut and paste into the program; the students watch with baited breath while I hit enter, and then move into their new numbered seats without fuss.
The frequent mixing of the students has also had other positive spin-offs: the new math program Connected Math certainly lends itself to discussion, debate and collaboration, and this is aided by students doing group work with a continually changing group of peers. An assessment utilized by connected math is the "Partner Quiz". This is where a group/table of students work together to do a test, and are allowed resources such as notes, reflections, and each other. Having the chance to work with peers to complete a quiz is a novel concept for most students (and for me!). It certainly demands skills like listening, speaking, and decision making. When students start to realize that they will only randomly and occasionally be with their "best friend" and have to get along with others in order to achieve a goal, it opens up a powerful new experience. Students have little option but to learn to deal with different ideas, strategies, and personalities.
The randomize system also allows me to integrate this very real-world situation into the probability unit we study as a class. For example, it brings tremendous interest to questions like "what is the probability of sitting with your best friend if we have 6 tables?", "what is the probability of sitting at the same table with a friend twice in a row?", "what is the probability of sitting in exactly the same seat twice in a row?"
All this has sprung from the seemingly innocuous use of an easily available piece of technology.
In the old 1.0 days I would have pulled names from a hat, now I can do it digitally in a matter of seconds. As the program is "making" the decision, it seems to completely remove any disgruntled feelings students may have after being assigned to a table with people they would not normally choose to sit with.
In fact, the program was so easy and quick to use, and the students so accepting of the outcome, that I started to "randomize" every two weeks. An alert would pop up on my calender every second Monday morning, and the kids would be duly randomized. Word docs on my desktop for each class list allow a rapid cut and paste into the program; the students watch with baited breath while I hit enter, and then move into their new numbered seats without fuss.
The frequent mixing of the students has also had other positive spin-offs: the new math program Connected Math certainly lends itself to discussion, debate and collaboration, and this is aided by students doing group work with a continually changing group of peers. An assessment utilized by connected math is the "Partner Quiz". This is where a group/table of students work together to do a test, and are allowed resources such as notes, reflections, and each other. Having the chance to work with peers to complete a quiz is a novel concept for most students (and for me!). It certainly demands skills like listening, speaking, and decision making. When students start to realize that they will only randomly and occasionally be with their "best friend" and have to get along with others in order to achieve a goal, it opens up a powerful new experience. Students have little option but to learn to deal with different ideas, strategies, and personalities.
The randomize system also allows me to integrate this very real-world situation into the probability unit we study as a class. For example, it brings tremendous interest to questions like "what is the probability of sitting with your best friend if we have 6 tables?", "what is the probability of sitting at the same table with a friend twice in a row?", "what is the probability of sitting in exactly the same seat twice in a row?"
All this has sprung from the seemingly innocuous use of an easily available piece of technology.
Thursday, December 10, 2009
Project Reflection
The project I am designing will be in collaboration with my teaching colleague Martin Herrmann. Out "big picture" goal is to have the students communicate scientific ideas and processes clearly and concisely to a different group of students outside of the class where the science work is taking place.
The method of communication will be to use blogs to post ideas and findings, and then have other the other student group comment on these. We want students to experience first hand how important it is to be able to explain ideas and concepts clearly so that others can understand and then repeat(the scientific method).
Our students will realize immediately when they have not been clear; the reviewing students when seeking clarification will draw attention to any omissions or lack of detail.
In the same vein, our students will also have the chance to use deep thinking to examine and comment on a different groups science investigations, and critique the work of others.
A project sketch with further details can be seen here.
The method of communication will be to use blogs to post ideas and findings, and then have other the other student group comment on these. We want students to experience first hand how important it is to be able to explain ideas and concepts clearly so that others can understand and then repeat(the scientific method).
Our students will realize immediately when they have not been clear; the reviewing students when seeking clarification will draw attention to any omissions or lack of detail.
In the same vein, our students will also have the chance to use deep thinking to examine and comment on a different groups science investigations, and critique the work of others.
A project sketch with further details can be seen here.
Wednesday, December 2, 2009
Managing Classroom Peripherals
My latest obsession is my document camera. Last year I observed teachers using this tool and immediately saw what a powerful idea this was. It has taken this whole semester however, to start to integrate this technology into my lessons in an efficient manner.
My first few attempts were clumsy and unsure; I had trouble with all manner of details, and the kids probably saw the camera as an expensive paperweight. Now it has become an extension of my body, just like a smartboard. Perhaps more than myself taking the credit for this turn-around, I need to look at the nature of the new math curriculum I am teaching. As with all new initiatives, it as taken a while to figure out exactly how to implement this math via a different philosophy. Gone is the old days of teacher centered math with a lot of "drill and kill".
Connected Math is all about making connections, looking for patterns, explaining your thinking, and looking for multiple problem-solving strategies. In other words, it allows me to "wind up" students in the search of "prove to me/them/us that you are correct!". It gives opportunity for the kids to really talk with each other and debate (often passionately) their point of view.
In order for the energy of this process to remain high, it is crucial that kids are able to display the evidence of their thinking quickly and efficiently. Enter the document camera and smartboard dream duo. The students have the choice of using either the board or the camera to convey their thoughts; they come up to the front of the room, excited and ready to go, and then present their evidence using their preferred tool.
I take a back seat and watch the fireworks. To see kids arguing a point and using their own proofs to illustrate a point is enjoyable and informative. Students are going beyond just the math, and using many other skills like planning and public speaking. The key point for me is having the technology that is able to serve that immediate need: the need for the presenter to be able to show their work quickly and not slow down or disrupt the flow of the lesson.
The start of the year saw the kids very hesitant to approach and get behind the desk and teach the class; now, thanks to the use of relevant and effective technology, students are busting out of the seats to get up and confidently show everyone the nature of their thinking.
My first few attempts were clumsy and unsure; I had trouble with all manner of details, and the kids probably saw the camera as an expensive paperweight. Now it has become an extension of my body, just like a smartboard. Perhaps more than myself taking the credit for this turn-around, I need to look at the nature of the new math curriculum I am teaching. As with all new initiatives, it as taken a while to figure out exactly how to implement this math via a different philosophy. Gone is the old days of teacher centered math with a lot of "drill and kill".
Connected Math is all about making connections, looking for patterns, explaining your thinking, and looking for multiple problem-solving strategies. In other words, it allows me to "wind up" students in the search of "prove to me/them/us that you are correct!". It gives opportunity for the kids to really talk with each other and debate (often passionately) their point of view.
In order for the energy of this process to remain high, it is crucial that kids are able to display the evidence of their thinking quickly and efficiently. Enter the document camera and smartboard dream duo. The students have the choice of using either the board or the camera to convey their thoughts; they come up to the front of the room, excited and ready to go, and then present their evidence using their preferred tool.
I take a back seat and watch the fireworks. To see kids arguing a point and using their own proofs to illustrate a point is enjoyable and informative. Students are going beyond just the math, and using many other skills like planning and public speaking. The key point for me is having the technology that is able to serve that immediate need: the need for the presenter to be able to show their work quickly and not slow down or disrupt the flow of the lesson.
The start of the year saw the kids very hesitant to approach and get behind the desk and teach the class; now, thanks to the use of relevant and effective technology, students are busting out of the seats to get up and confidently show everyone the nature of their thinking.
How Relevant are the NETs Today?
The answer to this question depends a lot on how you word the answer.
Totally relevant, when we believe in having a set of external standards that we are able to use as a yardstick to make any number of judgments.
Totally irrelevant, if by looking at these standards we see that by removing any reference to "digital" or "technological" , we are left with the kinds of standards that we as teachers are meeting or attempting to meet every day.
If teachers see standards (technological as well as "ordinary") as relevant and worth striving to meet, then it is imperative that they are supported in this desire by school administration. For standards to be met it will require teachers and administrators working in tandem to make this possible.
Becoming a "Visionary Leader" can involve taking risks, and by the same token teachers have to feel that they can try new technological approaches to reaching without a fear of "looking bad" in front of administrators (and colleagues!). Appropriate professional development is also a must; however that's not the end of the story. In schools with many initiatives, administrators need to show awareness of the amount of time required in becoming confident enough with technology to use it competently and efficiently.
Other important areas where administrators can make the standards relevant is in support of parent education. When teachers can dialogue with parents who are aware and well-informed of the issues surrounding the technology, the school amd their child, then meaningful and clear discussions can take place.
Totally relevant, when we believe in having a set of external standards that we are able to use as a yardstick to make any number of judgments.
Totally irrelevant, if by looking at these standards we see that by removing any reference to "digital" or "technological" , we are left with the kinds of standards that we as teachers are meeting or attempting to meet every day.
If teachers see standards (technological as well as "ordinary") as relevant and worth striving to meet, then it is imperative that they are supported in this desire by school administration. For standards to be met it will require teachers and administrators working in tandem to make this possible.
Becoming a "Visionary Leader" can involve taking risks, and by the same token teachers have to feel that they can try new technological approaches to reaching without a fear of "looking bad" in front of administrators (and colleagues!). Appropriate professional development is also a must; however that's not the end of the story. In schools with many initiatives, administrators need to show awareness of the amount of time required in becoming confident enough with technology to use it competently and efficiently.
Other important areas where administrators can make the standards relevant is in support of parent education. When teachers can dialogue with parents who are aware and well-informed of the issues surrounding the technology, the school amd their child, then meaningful and clear discussions can take place.
Monday, November 30, 2009
Laptop Management
There is a lot of information on this subject “out there” that is necessary for any school or individual to become familiar with before bringing laptops into the classroom. The end of this blog will include several very helpful with a wealth of practical tips.
From my own perspective, I tended to learn rapidly from the mistakes I made as I fumbled my way through attempting to use laptops with my students.
The things that worked for me were:
Initial set up:
* train a few kids in the specifics of collecting, transporting, and plugging in laptop carts
* assign students an actual numbered computer
* train the entire class to remove/replace computers correctly/safely
During Use:
*Insisting on student attention while you are instructing (screens down)
* Using existing technology (notebook recorder; jing) to produce video clips that are stored on the student server for easy access. Students can use these as a resource for going to particular websites.
If one staff member is not consistent with any one aspect (for example charging, sending, retuning the cart; ensuring each computer is plugged into the cart) then the whole system can break down. A chain is only as strong as its weakest link. This can lead to frustration, and then less likelihood of the laptops being used by that teacher again - resulting in the under utilization of a potentially powerful learning tool.
Laptop Management LinksWhose Job Is It???
The teaching of the NETS and AASL is the job of everyone in the school community; from classroom teachers to tech people to parents and administrators; and in an ideal meta-cognitive world, students will also assist with instructing and peer teaching their fellow students.
Posts from other course participants talked about the importance of embedding standards in the courses we teach. One post drew the analogy of ESL learners needing to learn nglish within the context of each subject: this allows a more authentic learning experience, as students will encounter the concepts and at the same time seize the vocabulary that they need to know in order to express themselves. It doesn't make sense to try and separate these out, and in the same way it doesn't make sense to separate out technology standards from the subjects where technology skills are being utilized.
The new middle school math curriculum this year runs off the engine of the Connected Math Program. When I first started to teach this program I was amazed at the amount of "describing, explaining, clarifying and reflecting" that was required. My first question was "where's the math?" ESL learners were horrified; students who had always been "strong" math students were suddenly finding themselves confronting a poor grade in this subject. For some, math was the one curricular area that they could perform well in, without having to take on the extra hurdle of language.
Now, almost a semester in, I am seeing tremendous growth in many of these ESL learners as they take on the challenge of using language accurately to explain their math thinking. The language skills that they are picking up in math will also be transferred and carried over to all other areas of their academic life. In effect, math will be supporting humanities as well as other subjects (and vice versa).
By the same token, I think it is impossible to separate out the technology standards from the classes we teach. By embedding the standards into my day-to-day use of technology, I am making the learning more meaningful and more significant.
Posts from other course participants talked about the importance of embedding standards in the courses we teach. One post drew the analogy of ESL learners needing to learn nglish within the context of each subject: this allows a more authentic learning experience, as students will encounter the concepts and at the same time seize the vocabulary that they need to know in order to express themselves. It doesn't make sense to try and separate these out, and in the same way it doesn't make sense to separate out technology standards from the subjects where technology skills are being utilized.
The new middle school math curriculum this year runs off the engine of the Connected Math Program. When I first started to teach this program I was amazed at the amount of "describing, explaining, clarifying and reflecting" that was required. My first question was "where's the math?" ESL learners were horrified; students who had always been "strong" math students were suddenly finding themselves confronting a poor grade in this subject. For some, math was the one curricular area that they could perform well in, without having to take on the extra hurdle of language.
Now, almost a semester in, I am seeing tremendous growth in many of these ESL learners as they take on the challenge of using language accurately to explain their math thinking. The language skills that they are picking up in math will also be transferred and carried over to all other areas of their academic life. In effect, math will be supporting humanities as well as other subjects (and vice versa).
By the same token, I think it is impossible to separate out the technology standards from the classes we teach. By embedding the standards into my day-to-day use of technology, I am making the learning more meaningful and more significant.
Ensuring Students Learn
As time goes by we become further and further surrounded by technology, schools will reflect wider society and be impacted in a similar way. There will be a continuum on where schools sit; some will push the boundaries, and others will lag behind due to other externally enforced limitations, for example budget constraints. However, I believe that over time, almost all schools will see some kind of move to integrate technology into the daily lives of their kids.
Whether this move to integration will actually result in improved student learning is another story. This will depend on the manner in which technology is implemented.
For us to be sure that kids are learning what they need to, we must ensure that teachers are teaching/using/implementing technology in the best way possible. This requires teachers to be able to engage in well-informed dialogue. This cannot happen until teachers actually know what they are talking about, and have had experiences with integrating technology first hand. This will require schools to take a long term and dedicated approach to teacher education.
Without a genuine desire by staff to go through the process of learning a number of new skills, then I believe that schools will be forever hoping that teachers just “pick it up” as they go along. With multiple, demanding commitments on any one day, the barrier for teachers to take on a new personal education piece will be too high.
Schools need to reduce the barriers that exist, so that teachers are more likely to “come onboard” and learn about the benefits of technology. I feel one of the biggest barriers is teacher’s lack of skills or knowledge (whether real or perceived). The “Fear Factor” can be a huge obstacle for teachers when they see technology as a demon they do not understand.
My own learning curve with technology has been greatly assisted by being part of a professional development course such as this COETAIL course. The assignments have been one way for me to push myself to learn new things; but often, it is the informal discussions that rise up out of a topic and then take on a life of their own that I find the most rewarding and enlightening. Hearing fellow teachers discuss and come up with solutions to problems that I am also grappling with has been of tremendous benefit.
The existence of the COETAIL course has been an example of a “reduced barrier” for me. It is at my school; I can go 2 minutes from my classroom; I can get instant support and feedback form both colleagues and tutors. I am able to spend time and effort in the class learning skills that I will ultimately (and often almost immediately) bring to my science and math classes.
Once teachers become more comfortable and knowledgeable about the use of technology in education, worthwhile dialogue can take place. This will allow such discussions such as “who teaches NETS and AASL standards to kids?” to take place.
Whether this move to integration will actually result in improved student learning is another story. This will depend on the manner in which technology is implemented.
For us to be sure that kids are learning what they need to, we must ensure that teachers are teaching/using/implementing technology in the best way possible. This requires teachers to be able to engage in well-informed dialogue. This cannot happen until teachers actually know what they are talking about, and have had experiences with integrating technology first hand. This will require schools to take a long term and dedicated approach to teacher education.
Without a genuine desire by staff to go through the process of learning a number of new skills, then I believe that schools will be forever hoping that teachers just “pick it up” as they go along. With multiple, demanding commitments on any one day, the barrier for teachers to take on a new personal education piece will be too high.
Schools need to reduce the barriers that exist, so that teachers are more likely to “come onboard” and learn about the benefits of technology. I feel one of the biggest barriers is teacher’s lack of skills or knowledge (whether real or perceived). The “Fear Factor” can be a huge obstacle for teachers when they see technology as a demon they do not understand.
My own learning curve with technology has been greatly assisted by being part of a professional development course such as this COETAIL course. The assignments have been one way for me to push myself to learn new things; but often, it is the informal discussions that rise up out of a topic and then take on a life of their own that I find the most rewarding and enlightening. Hearing fellow teachers discuss and come up with solutions to problems that I am also grappling with has been of tremendous benefit.
The existence of the COETAIL course has been an example of a “reduced barrier” for me. It is at my school; I can go 2 minutes from my classroom; I can get instant support and feedback form both colleagues and tutors. I am able to spend time and effort in the class learning skills that I will ultimately (and often almost immediately) bring to my science and math classes.
Once teachers become more comfortable and knowledgeable about the use of technology in education, worthwhile dialogue can take place. This will allow such discussions such as “who teaches NETS and AASL standards to kids?” to take place.
Sunday, November 1, 2009
Digital Storytelling
My attempt to come to grips with digital storytelling has not been a smooth journey. In the previous school year, myself and Martin Hermmann labored through a drawn out process using Movie Maker with a group of ESL kids. Our aim was to take a text heavy, yet important article from our Diversity of Life Science course, and break it into small chunks and have students take a sentence each and turn this into a piece of the story. Ultimately, we would stitch the story together and then the whole class could view the completed project, which would allow them to then tackle the article with greater ease.
The result was several hours of work resulting in a product that was average, at best. The time we lost, compared to if we had used a 1.0 traditional jigsaw approach, didn't seem worth the trade-off. So this year, Martin and I embarked on using PhotoStory 3 to carry out the same task. Martin did the hard yards; he spent time cutting the story into manageable chunks, then modeled the first third of the photostory in the style we wanted the kids to produce. Click here for a more detailed description of how Martin set things up.
My part in the process comes as our class of 26 kids was split, and I was to lead my group of 13 through the process of creating their piece of the puzzle. The first two lessons required the kids to find appropriate images from google or flickr that would support their story. Interestingly enough for me, I was at the same time attempting during the evenings to modify an old power point presentation, and Zen-ify it with the use of powerful images. Having spent hours searching for images myself, I was able to empathize accutely with the student's frustration mixed with excitement and creativity during this process.
By the end of the second lesson, most kids had found images that were appropriate enough. A few kids were still struggling, but the great thing about the situation was that kids who had completed their section were more than happy to peer teach their colleagues.
The next lesson was interesting. Martin had also prepared 4 screen casts for the kids, showing them how to produce their own photostory with images from their powerpoint presentation. His screen casts chunked the process, making it quick and easy to understand for all; I know this, because I watched these screen casts in my prep period before my students arrived to get myself "up to speed"!
A huge plus in using these screencasts were that students could easily come up to the smartboard at the front of the room, and replay the clip in order to clarify things; another way to do this would be to have the clips available on the student share folder, and the kids could access them without leaving their seat or laptop.The final step was to have the kids upload their completed section onto panthernet; that still left Martin the job of taking about two dozen clips and arranging them in the correct order for the final story to flow.
Of 26 kids, we managed to get 24 clips completed; the story was shown to kids among much excitement. It certainly seemed to give them greater access to the science concepts than wading through 4 pages of dense text.
The whole process we went through with the kids still raises important questions, questions we touched on during one of our face to face meetings. Is it possible/necessary/worthwhile for us as educators with an interest in technology, to ensure that our students are leaning certain skills at certain grade levels? For example, 3rd grade powerpoint, 4th grade blogging, 5th grade voice thread, 6th grade photostory, 7th grade Movie Maker etc.
Compared to last year, the effort was much reduced. Martin put a lot of time into the set up, and I was able to benefit from that. As a team, with regard to the next technological endeavor we take on, it will be my turn to 'get the ball rolling'.
The result was several hours of work resulting in a product that was average, at best. The time we lost, compared to if we had used a 1.0 traditional jigsaw approach, didn't seem worth the trade-off. So this year, Martin and I embarked on using PhotoStory 3 to carry out the same task. Martin did the hard yards; he spent time cutting the story into manageable chunks, then modeled the first third of the photostory in the style we wanted the kids to produce. Click here for a more detailed description of how Martin set things up.
My part in the process comes as our class of 26 kids was split, and I was to lead my group of 13 through the process of creating their piece of the puzzle. The first two lessons required the kids to find appropriate images from google or flickr that would support their story. Interestingly enough for me, I was at the same time attempting during the evenings to modify an old power point presentation, and Zen-ify it with the use of powerful images. Having spent hours searching for images myself, I was able to empathize accutely with the student's frustration mixed with excitement and creativity during this process.
By the end of the second lesson, most kids had found images that were appropriate enough. A few kids were still struggling, but the great thing about the situation was that kids who had completed their section were more than happy to peer teach their colleagues.
The next lesson was interesting. Martin had also prepared 4 screen casts for the kids, showing them how to produce their own photostory with images from their powerpoint presentation. His screen casts chunked the process, making it quick and easy to understand for all; I know this, because I watched these screen casts in my prep period before my students arrived to get myself "up to speed"!
A huge plus in using these screencasts were that students could easily come up to the smartboard at the front of the room, and replay the clip in order to clarify things; another way to do this would be to have the clips available on the student share folder, and the kids could access them without leaving their seat or laptop.The final step was to have the kids upload their completed section onto panthernet; that still left Martin the job of taking about two dozen clips and arranging them in the correct order for the final story to flow.
Of 26 kids, we managed to get 24 clips completed; the story was shown to kids among much excitement. It certainly seemed to give them greater access to the science concepts than wading through 4 pages of dense text.
The whole process we went through with the kids still raises important questions, questions we touched on during one of our face to face meetings. Is it possible/necessary/worthwhile for us as educators with an interest in technology, to ensure that our students are leaning certain skills at certain grade levels? For example, 3rd grade powerpoint, 4th grade blogging, 5th grade voice thread, 6th grade photostory, 7th grade Movie Maker etc.
Compared to last year, the effort was much reduced. Martin put a lot of time into the set up, and I was able to benefit from that. As a team, with regard to the next technological endeavor we take on, it will be my turn to 'get the ball rolling'.
Friday, October 30, 2009
Thursday, October 29, 2009
Science Screencast
After exhilarating success with a foray into document camera techno-land, I was ready to attempt the long sought after mission of using notebook video capture software. My plan was to create a short clip that could be used to walk the kids through logging on to our FOSS Science website.
In the past, I used handout sheets of paper and also my smartboard where i would talk the class through the process. This was usually a dull and repetitive affair (for me as well as the kids!).
The 2.0 approach would hopefully make my life easier, as well as the process easier for the kids to follow along. It will certainly save on having to make, print, and store hard copies of the instructions.
The process itself was relatively painless. In quick time, with one or two trial runs, I was able to create a resource to be used next time our class logs onto FOSS.
I can see several potential pitfalls of this method, and the next time I use it I will be looking forward to see where those glitches are, and if I can iron them out in subsequent improved versions. Undoubtedly, the usual gamut of computer/kid issues will throw spanners into the works. I am sure I will have to address parts of my presentation (for example speed of delivery)in order to refine for it for the future.
Watch this space for the run-down on the result.
In the past, I used handout sheets of paper and also my smartboard where i would talk the class through the process. This was usually a dull and repetitive affair (for me as well as the kids!).
The 2.0 approach would hopefully make my life easier, as well as the process easier for the kids to follow along. It will certainly save on having to make, print, and store hard copies of the instructions.
The process itself was relatively painless. In quick time, with one or two trial runs, I was able to create a resource to be used next time our class logs onto FOSS.
I can see several potential pitfalls of this method, and the next time I use it I will be looking forward to see where those glitches are, and if I can iron them out in subsequent improved versions. Undoubtedly, the usual gamut of computer/kid issues will throw spanners into the works. I am sure I will have to address parts of my presentation (for example speed of delivery)in order to refine for it for the future.
Watch this space for the run-down on the result.
Wednesday, October 28, 2009
Final Project
My final project for this course was to utilize an area of technology I had yet to put to use. My document camera has been a wonderful piece of equipment that has been in operation from day one this year. However, the only way it had been incorporated into lessons was having kids show their working/thinking/reasoning, or having me use it to illustrate a technique (live) for completing a task.
We are teaching science this year through the FOSS science system, which is an inquiry-based approach with lots of hands-on activities for the kids. My hope was to be able to take advantage of the technology here and make short video clips to demonstrate the method for experimental set-ups.
There are tremendous advantages to this. Many lab practicals are full of steps and details and it can be a challenge to ensure that the students understand all the steps and end up with the correct set up. Teaching multiple classes means saying the same thing over and over - in the case of grade 7 and 8 science teachers at ISB they may repeat this 4 times in one day with different classes!
So I genuinely looked forward to being able to produce these short clips. In some previous efforts to embed technology into the classroom, I was stunned to see how much time was required to make use of this; for example, hours of work resulting in a clip of only a few minutes long. A few days ago, I decided I would see if it was possible to use the document camera and make a worthwhile clip relatively quickly.
With 45 minutes before my class was to arrive, the parameters were set: attempt to complete my goal, and embrace 2.0, or go back to "old school" teaching and have the kids listen to me drone on while I flutter several pieces of equipment past their noses.
I was staggered. Within ten minutes, I had made a short clip that was of a reasonable enough standard to be used immediately. I played it to the kids, and at the end of the 2 and half minutes I fired questions at the class to check for understanding. To my jaw-dropping amazement, the level of comprehension appeared near-perfect. The kids had got it. Totally. I was anticipating showing it again, or even reviewing the procedure verbally myself to reinforce, but it was unnecessary.
The next step was to watch the students as they went about their business. Everything proceeded smoothly.
In previous years, I would need to field a few questions from groups, and sometimes kids would still be completely confused as to what they were trying to achieve. I believe it was the power of the visuals giving the kids the whole picture, from start to finish so that they REALLY understood what they were doing; they were then able to use common sense to complete the task efficiently and effectively.
We are teaching science this year through the FOSS science system, which is an inquiry-based approach with lots of hands-on activities for the kids. My hope was to be able to take advantage of the technology here and make short video clips to demonstrate the method for experimental set-ups.
There are tremendous advantages to this. Many lab practicals are full of steps and details and it can be a challenge to ensure that the students understand all the steps and end up with the correct set up. Teaching multiple classes means saying the same thing over and over - in the case of grade 7 and 8 science teachers at ISB they may repeat this 4 times in one day with different classes!
So I genuinely looked forward to being able to produce these short clips. In some previous efforts to embed technology into the classroom, I was stunned to see how much time was required to make use of this; for example, hours of work resulting in a clip of only a few minutes long. A few days ago, I decided I would see if it was possible to use the document camera and make a worthwhile clip relatively quickly.
With 45 minutes before my class was to arrive, the parameters were set: attempt to complete my goal, and embrace 2.0, or go back to "old school" teaching and have the kids listen to me drone on while I flutter several pieces of equipment past their noses.
I was staggered. Within ten minutes, I had made a short clip that was of a reasonable enough standard to be used immediately. I played it to the kids, and at the end of the 2 and half minutes I fired questions at the class to check for understanding. To my jaw-dropping amazement, the level of comprehension appeared near-perfect. The kids had got it. Totally. I was anticipating showing it again, or even reviewing the procedure verbally myself to reinforce, but it was unnecessary.
The next step was to watch the students as they went about their business. Everything proceeded smoothly.
In previous years, I would need to field a few questions from groups, and sometimes kids would still be completely confused as to what they were trying to achieve. I believe it was the power of the visuals giving the kids the whole picture, from start to finish so that they REALLY understood what they were doing; they were then able to use common sense to complete the task efficiently and effectively.
Saturday, October 10, 2009
COETAIL Courses Changing my Classes....
Five years ago my technological abilities consisted of hotmail: login. Successfully, as long as it was on a computer that I was familiar with; internet cafes while traveling often posed a tremendous puzzle.
The commencing of teaching at ISB catapulted me into the day-to-day use of technology on all fronts: Outlook, word documents, letters, spreadsheets and power points, culminating eventually in the use of Smartboard technology.
The continual use of the Smartboard had been my greatest technological achievement until I began this Coetail course in early 2009. Since then, I have been on yet another steep and interesting learning curve.
Setting up my first blog was an experience. Initially strange, I have since warmed to this method of communication, and this year one of my goals is to have student’s blog about their progress in math and science. I have already been in close contact with Ross Tague, my teaching partner who encourages our students to post reflections about their work in humanities. The ultimate goal will be for our students to have an electronic portfolio that is far more accessible, “organic” and exciting than the paper and cardboard one that sits in the corner of the room.
The use of the document camera has been another new tech piece I have picked up this year. My aim is to have kids come and present their ideas and strategies to the class, with the kind of regularity that allows them become comfortable doing so. This also fits in with the philosophy of our new math curriculum, which places emphasis on finding, using, and explaining strategies to solve problems.
Another new skill I am still refining is the use of creative commons, for example Flikr, as a resource to find images that I can use to improve presentations. An example of this can be seen on this blog.
Panthernet has been yet another tool that I have used this year for the very first time. My "baby steps" involved nothing more simple than posting a letter that was to be accessed by students, printed out, shown to parents, read and signed, and then returned to me. The next, ongoing steps have been to upload answers to already completed math homework questions. Students use this system to check and then correct; if any specific questions still remain, they are then to check with me the following day (or during homework club). This system allows us to be more efficient with valuable class time, while highlighting any concerns with specific questions/concepts.
In short, this course has provided me with a wealth of ideas with which to use to improve my teaching. The challenge will be to make the time to use as many of these ideas as possible, in order to then select the ones that will best suit my style and subject.
The commencing of teaching at ISB catapulted me into the day-to-day use of technology on all fronts: Outlook, word documents, letters, spreadsheets and power points, culminating eventually in the use of Smartboard technology.
The continual use of the Smartboard had been my greatest technological achievement until I began this Coetail course in early 2009. Since then, I have been on yet another steep and interesting learning curve.
Setting up my first blog was an experience. Initially strange, I have since warmed to this method of communication, and this year one of my goals is to have student’s blog about their progress in math and science. I have already been in close contact with Ross Tague, my teaching partner who encourages our students to post reflections about their work in humanities. The ultimate goal will be for our students to have an electronic portfolio that is far more accessible, “organic” and exciting than the paper and cardboard one that sits in the corner of the room.
The use of the document camera has been another new tech piece I have picked up this year. My aim is to have kids come and present their ideas and strategies to the class, with the kind of regularity that allows them become comfortable doing so. This also fits in with the philosophy of our new math curriculum, which places emphasis on finding, using, and explaining strategies to solve problems.
Another new skill I am still refining is the use of creative commons, for example Flikr, as a resource to find images that I can use to improve presentations. An example of this can be seen on this blog.
Panthernet has been yet another tool that I have used this year for the very first time. My "baby steps" involved nothing more simple than posting a letter that was to be accessed by students, printed out, shown to parents, read and signed, and then returned to me. The next, ongoing steps have been to upload answers to already completed math homework questions. Students use this system to check and then correct; if any specific questions still remain, they are then to check with me the following day (or during homework club). This system allows us to be more efficient with valuable class time, while highlighting any concerns with specific questions/concepts.
In short, this course has provided me with a wealth of ideas with which to use to improve my teaching. The challenge will be to make the time to use as many of these ideas as possible, in order to then select the ones that will best suit my style and subject.
Video and Video Editing
Today my heading is spinning as usual after several hours of technology absorption. My usual feeling of bewilderment is somewhat enhanced by seeing the speed with which others seem to be able to use some of these applications. However, I am committed to keep on trying to twiddle, tweak, twist and tumble my way through a variety of these programs, to the ultimate goal of being able to use some them effectively in my classes.
The session yielded a bunch of treasures I knew little or nothing about, including movie maker, jing, and notebook recorder. In addition, I also learned how to use the document camera to make movie clips, something that has been on my list since I started using the camera at the start of the year.
The jing and notebook recorder I am eager to use for the purpose of showing students a flow of instructions that I often have to repeat. Examples where I could use this is when showing students how to log into a particular website for example, Connected Math or FOSS Science that requires quite a series of steps (as well as usernames and passwords).
One area that I am keen to use further is the use of the document camera to produce video showing certain science procedures (e.g preparing a slide). In the past I have use different methods to get this across; the old school “gather round and watch this", and more recently, using YouTube or other media to show the students the process. I would much prefer to show the students the procedure while I narrating the procedure. I can now do this by recording the steps with the camera, and having this clip on my PC desktop for instant access.
Watch this space for the upcoming “How to Make a Slide”.
The session yielded a bunch of treasures I knew little or nothing about, including movie maker, jing, and notebook recorder. In addition, I also learned how to use the document camera to make movie clips, something that has been on my list since I started using the camera at the start of the year.
The jing and notebook recorder I am eager to use for the purpose of showing students a flow of instructions that I often have to repeat. Examples where I could use this is when showing students how to log into a particular website for example, Connected Math or FOSS Science that requires quite a series of steps (as well as usernames and passwords).
One area that I am keen to use further is the use of the document camera to produce video showing certain science procedures (e.g preparing a slide). In the past I have use different methods to get this across; the old school “gather round and watch this", and more recently, using YouTube or other media to show the students the process. I would much prefer to show the students the procedure while I narrating the procedure. I can now do this by recording the steps with the camera, and having this clip on my PC desktop for instant access.
Watch this space for the upcoming “How to Make a Slide”.
Thursday, October 8, 2009
JS Open House 2009
This is my original power point presentation:
Watch this space for the updated version!
Js Open House 2009
View more presentations from jonathansteenwijk.
Watch this space for the updated version!
Monday, September 21, 2009
Visual Imagery Supporting Curricular Content: Connecting, Cycling, Collaborating
The start of the year has seen significant changes at school. A new math curriculum, in addition to a new team has resulted in even more time spent meeting to plan and organize our new math course. Consequently, time has been a precious commodity; fortunately in the spirit of collaboration I have benefited from brainstorming sessions with math and COETAIL colleague Martin Hermann.
Our new math curriculum is more student centered and problem-solving based. It requires students to not just memorize an algorithm, but to genuinely understand the math concepts involved, and to be ultimately able to explain, and reflect upon, their thinking.
With this in mind, it is important that the problems we choose to illustrate concepts are ones that the students take note of and remember, as we will use these problems as "anchors" to refer back to later on, when we are connecting concepts.
Martin Hermann's recent blog, Ferris Wheels & Multiples: Monday's Math Lesson Intro provided students with an important visual "hook" as an introduction to dealing with common multiples. As we both team-teach a group of ESL learners, his video clip of Ferris Wheels allows his students to come to an immediate awareness of the situation described in the textbook problem.
The very next problem posed in the math text concerns the life cycles of cicadas. To allow ESL students to comprehend the type of organism we are dealing with, and why it might be important to be able to predict when the cicadas hatch, I initially thought that a aural connection may prove powerful. However, after talking with Martin Hermann and seeing the way he used bliptv, I decided to utilize the power of the visual imagery which also has the associated aural component.
This has the effect of making the problem instantly relevant to the students, as they will see (and hear) exactly what a cicada is. The visual imagery, in tandem with the distinctive noise of the creatures, will allow the students to identify the organism itself. This recognition will allow the teacher to inform students that these cicadas can (and do) make problems for farmers.
Leading on from this, the fact that different species of cicadas have different life cycles (13 years and 17 years) can be explained. Why it would be beneficial for us to be able to determine when their life cycles coincide is a great question to launch the idea of common multiples. This further reinforces the previous section (Martin's Ferris Wheels), which was also concerned with cycles (of rotating objects).
Visual imagery can be used here as a powerful tool to create recognition, understanding, and interest in students, as well as providing a great anchor on which to attach new concepts.
Our new math curriculum is more student centered and problem-solving based. It requires students to not just memorize an algorithm, but to genuinely understand the math concepts involved, and to be ultimately able to explain, and reflect upon, their thinking.
With this in mind, it is important that the problems we choose to illustrate concepts are ones that the students take note of and remember, as we will use these problems as "anchors" to refer back to later on, when we are connecting concepts.
Martin Hermann's recent blog, Ferris Wheels & Multiples: Monday's Math Lesson Intro provided students with an important visual "hook" as an introduction to dealing with common multiples. As we both team-teach a group of ESL learners, his video clip of Ferris Wheels allows his students to come to an immediate awareness of the situation described in the textbook problem.
The very next problem posed in the math text concerns the life cycles of cicadas. To allow ESL students to comprehend the type of organism we are dealing with, and why it might be important to be able to predict when the cicadas hatch, I initially thought that a aural connection may prove powerful. However, after talking with Martin Hermann and seeing the way he used bliptv, I decided to utilize the power of the visual imagery which also has the associated aural component.
This has the effect of making the problem instantly relevant to the students, as they will see (and hear) exactly what a cicada is. The visual imagery, in tandem with the distinctive noise of the creatures, will allow the students to identify the organism itself. This recognition will allow the teacher to inform students that these cicadas can (and do) make problems for farmers.
Leading on from this, the fact that different species of cicadas have different life cycles (13 years and 17 years) can be explained. Why it would be beneficial for us to be able to determine when their life cycles coincide is a great question to launch the idea of common multiples. This further reinforces the previous section (Martin's Ferris Wheels), which was also concerned with cycles (of rotating objects).
Visual imagery can be used here as a powerful tool to create recognition, understanding, and interest in students, as well as providing a great anchor on which to attach new concepts.
Sunday, May 10, 2009
Mass Collaboration
This concept is where large numbers of individuals work independently, but combine their collective knowledge in order to produce a project. The power of the internet has allowed this to become an idea that many of us are familiar with, for example Wikipedia.
Mass collaboration can be researched further here, where the article refers to these 4 important points
This form of collaboration certainly covers the four points mentioned above. It is open, as anyone with access to a computer can contribute. Peering means that any contributers who write "nonsense" will be sorted out and discarded by the self-policing nature of a wiki. Sharing means that certain products (in this case the product would be the new act) can be brought to the market more quickly, because the open and peering nature of the process allow information to flow more freely, with less restrictions. As for acting globally, in this case it is certainly acting country-wide.
This type of collaboration may be new with respect to writing laws, but other examples exist in recent history. They include other important issues such as the human genome sequencing project.
In fact, with regard to writing laws, there exists the potential to have an entire government designed mass-collaboratively. This is a theoretical from of governement, but, as the New Zealand example shows, in the near future we may be set to see profound changes that will change the way we do everything; from mixing music and maintaining health to determining government policy.
Mass collaboration can be researched further here, where the article refers to these 4 important points
- being open
- peering
- sharing
- acting globally
This form of collaboration certainly covers the four points mentioned above. It is open, as anyone with access to a computer can contribute. Peering means that any contributers who write "nonsense" will be sorted out and discarded by the self-policing nature of a wiki. Sharing means that certain products (in this case the product would be the new act) can be brought to the market more quickly, because the open and peering nature of the process allow information to flow more freely, with less restrictions. As for acting globally, in this case it is certainly acting country-wide.
This type of collaboration may be new with respect to writing laws, but other examples exist in recent history. They include other important issues such as the human genome sequencing project.
In fact, with regard to writing laws, there exists the potential to have an entire government designed mass-collaboratively. This is a theoretical from of governement, but, as the New Zealand example shows, in the near future we may be set to see profound changes that will change the way we do everything; from mixing music and maintaining health to determining government policy.
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