Journal 6: Interactive Boards

An Interactive Whiteboard is basically a touch sensitive computer screen. It is connected to and used with a computer and a projector. The projector displays the image of the computer's desktop on the surface of the whiteboard. The whiteboard then becomes interactive in that a person (teacher or student) could then use a pen, finger, or other device on the actual whiteboard to manipulate data and/or objects. This is a powerful tool for teaching and presenting. In the classroom, teachers can show students anything that can be presented on a computer’s desktop, without having to be huddled around the computer. Accessories allow movement and engagement of the teacher throughout the classroom. Teachers can also record their lessons (with audio) and save them or post them so that students can view the instruction just as it was explained the first time. This benefits students that may have been absent for a particular lesson, those that are struggling with a particular concept, and/or those that need repetition to learn.
A discussion on Classroom 2.0 covered many advantages of the Interactive Whiteboards as well as some practical uses for them in the classroom. With the lifestyles of children today, traditional methods of teaching are not always effective in keeping the attention of students. Interactive Whiteboards have shown that even students with ADHD are engaged and eager to participate. Teachers and students can play educational games and visit interactive websites. One suggestion was to collaborate with the class using graphic organizers (Inspiration & Kidspiration). The boards can easily integrate multi-modal approaches making teaching more efficient. The use of and exposure to these whiteboards on a daily basis also enhances the student’s technological abilities. This is important for those who may not have computers readily accessible to them outside of school.
The two most prolific Interactive Whiteboards are the Smart Board and the Promethean ActivBoard. Both see pretty comparable to each other for most needs. However, the ActivBoard seems to have its foundation in education, with readymade lesson plans available, so it seemed to be favored in the discussion. Lower priced items, like the eBeam and Mimio, were also mentioned, but simply for their cost.
To see the potential of how the Interactive Whiteboards can work with software and really be amazed... Check out this link:
http://www.youtube.com/watch?v=1l2tDiyRWvw&feature=related

Journal 5

Extra Credit.... did not do.

Journal 4

Storytelling in the Web 2.0 Era by Glen Bull
Learning & Leading with Technology - Feb 2008

This article discusses the four trends of Web 2.0 and how they ultimately benefit educators. Because of its availability, using the web as a platform has increased the level of creativity and prompted more applications to be developed. Decreased cost and increased accessibility has also added to the increased production of media by several kinds of users. It is now very common to share and re-mix some elements of media for a new project. Content contributed by users adds economic as well as educational value for applications. Educators benefit from the abundance of media tools available at very low or no cost. Because of the web applications, students also benefit because projects that started at school can be worked on outside the classroom wherever there is access to the internet. Students can mix a number of forms of media to tell there stories.
How important is a mixture of media in the classroom?
Because different types of media will appeal to different children in the classroom, it would be important to have a mixture of media available. It’s important to try and keep students excited about assignments and if they are not connecting with the media, they would probably lose interest faster. I would require students to use more than one form of media in any given project as a way to make them more familiar with media that may not have used before.
How can I include multiple media options for children in the classroom?
It would be my responsibility as a teacher to be aware of what available for use. Since the trends of Web 2.0 all point to innovative applications being developed constantly, it is important to know about them and make sure they are appropriate for the classroom. I think discussions with the students would be a good way to understand what they like or dislike about a particular media form as well as keeping an eye on what’s out there.

Journal 3

Five Don’ts of Classroom Blogging by Julie Sturgeon
Learning & Leading with Technology - Feb 2008

Although this article mentions the benefits and strengths blogging has when used as part of the classroom curriculum, it really focuses on five pitfalls and gives advice on how to avoid tehm. The first pitfall is not establishing rules and guidelines (i.e. a code of conduct) before letting the blogging begin. It is important to show the class what is expected of them before things get out of control. The second is not recognizing that blogging is not the same as social networking. Blogging should be focused on academic collaboration. Third, the article advises that the blogging platform should have a definite level of educator control. The fourth pitfall is trying to force a sequential style. It is suggested that one try organizing the blog entries by topic instead. Finally, blogging should include teacher participation. It is helpful to the students when they see positive feedback from the teacher. It will keep things focused and the entries coming.
How does one take corrective action when a student crosses the netiquette line in a blog?
When an educator has a level of control over the blog in which he or she sees the comment before it is published they can omit the comment at that point. You could then address the issue with the student and explaining the reason for the omission. Zero points would then be given for the assignment, with an additional warning that if it continues disciplinary action will be necessary. This should stress the importance of adherence to the rules and guidelines.
How would you make all students comfortable enough to participate earnestly in the classroom blog?
I would begin by asking questions that relate to everyone giving points for participation. For those that don’t seem to put too much thought into it, I would add a comment probing for a more in depth answer. This would also educate me on what is important to my students perhaps guiding my future lesson plans.

Journal 2

Speaking Math: Using Chat in the Multicultural Math Classroom by Janet Graham & Ted Hodgson
Learning & Leading with Technology - Feb 2008

This article discusses the potential benefits of using electronic discussion tools (i.e. online chats and discussion forums) in math classes. The author’s conducted a study at Osbourn High School in Washington D.C. in which they used Moodle, a course management system, to integrate online discussions as supplements to the traditional classroom settings of Geometry and Algebra II classes. It was their goal to have students use mathematical vocabulary in discussions with their peers to develop a deeper understanding of the subject matter. They were especially interested in how these discussions affected the progress of non-native speakers. The authors argued that online communication allows the students a different way to participate, one in which they can take the time to formulate their responses. Though it is too early to be conclusive, the authors do see a potential connection between participation in electronic discussions and learning gains.
What other classes would benefit from electronic discussion tools?
The article mentioned Physics, but I could really see the benefits in any area of instruction. Electronic discussion gives students a voice that they may not have in class. It would allow not only non-native speaking students the opportunity to formulate and share their thoughts & questions, but also other students that may not have the opportunity or the confidence to do so as well.
What other technology tools can be used to engage non-native speaking students?
Websites with learning games can be used as a fun way to learn. Students can visit these sites and practice skills that they learned in class without “all eyes” on them. They can engage without fear or pressure from their peers. This will build their familiarity with the subject matter and thus their self confidence in the classroom.