Last week we had the opportunity to look at the LoTI scenarios and discuss our thoughts on them. I'm thankful we had the opportunity to have this discussion as it helped to clarify the situations. They were interesting to go through and will help me to try and apply the GD index when I incorporate technology into my project. I also came away with an understanding that technology doesn't have to be incorporated wholy to be considered a multimedia project. By that I mean that students don't have to work on the computer 100 % of the time to create a project.
I liked when we jigsawed the "Technology Tool Showcase". I was familiar with a lot of the software programs and audio-visual equipment out there, but wasn't familiar with Kid Pix, some hand held computers such as a PDA since I don't have one, the graphing calculator, and the Quiktionary Pen. It was interesting and very beneficial to see how students could use these in their learning. When we posted up all the types of audio-visual hardware available to students, it was amazing to see there were things I hadn't known were available to the special education students that help them learn.
The video, Pay Attention, was one which really emphasized the need for teacher to change their teaching style or risk losing students attention. It stressed the fact we must continue to improve upon what's technologically available to teach today's students. They've grown up in a digital age and are use to the digital world. Granted, not all have equal access, which is a fact we have to try to overcome. The question is still raised, "Why aren't we teaching the way students are learning anyway?" Look how far we've come since the stone age. Since the invention of the wheel, people have been changing their way of life based on "new" technological advances. Look at all the tools we have to use in our everyday life that we take for granted: electricity, television, microwaves, coffee pots, sewing machines, stores that sell everything we could possibly want and we don't even have to leave our home..we can order online. Why not learn and use technological inventions in education? I know education is slow to change. We have to help move it forward.
Sunday, February 17, 2008
Thursday, February 7, 2008
Reflections on Project-Based Multimedia Learning
When I read about project-based multimedia learning in chapter one, I was excited. Here was a true example of how technology can be seemlessly integrated into the curriculum. The students were all on task and excited about learning.
Project-based learning means students take control of their learning, working collaboratively on a project of their own choosing and turning it into a multimedia presentation to a real world audience. It takes the student through a variety of curricular areas. I think it's a great way for students to get excited about learning. They can get as creative as they want, adding pictures, video clips, sound, animations, cartoons, and even create their own drawings to best represent what they learned. When they get to share their project with others in the real world, it empowers them to do a better job of learning. They know what they're producing will be noticed, reveiwed, evaluated and even commented upon by others. By getting them involved through projects ensures they'll want to get involved in their own education. Their learning becomes relevant and authentic. They're producing for the real world and not just for a teacher who's said they have to do something. The life lessons they learn through project-based learning are priceless. Students have the chance to problem-solve, make decisions, collaborate and gather all the materials they need for their project. They learn the life skills necessary to make it in the real world marketplace: collaborating, analyzing, problem-solving, evaluating and turning their learning into a final multi-media project that sums up what they've learned. Then they present to a real live audience, just as people in the workforce do today. It's a way of preparing them for their future.
Project-based learning means students take control of their learning, working collaboratively on a project of their own choosing and turning it into a multimedia presentation to a real world audience. It takes the student through a variety of curricular areas. I think it's a great way for students to get excited about learning. They can get as creative as they want, adding pictures, video clips, sound, animations, cartoons, and even create their own drawings to best represent what they learned. When they get to share their project with others in the real world, it empowers them to do a better job of learning. They know what they're producing will be noticed, reveiwed, evaluated and even commented upon by others. By getting them involved through projects ensures they'll want to get involved in their own education. Their learning becomes relevant and authentic. They're producing for the real world and not just for a teacher who's said they have to do something. The life lessons they learn through project-based learning are priceless. Students have the chance to problem-solve, make decisions, collaborate and gather all the materials they need for their project. They learn the life skills necessary to make it in the real world marketplace: collaborating, analyzing, problem-solving, evaluating and turning their learning into a final multi-media project that sums up what they've learned. Then they present to a real live audience, just as people in the workforce do today. It's a way of preparing them for their future.
Wednesday, February 6, 2008
Multimedia Project
The project I have created includes a Caldecott Internet Scavenger Hunt and it's on the Meadow View School Website, under the News tab. I'm currently using it with the third grade students at Summit and Meadow View Elementary Schools. The students are to answer the various questions about the Caldecott Award by following the pre-selected links and search for the information off of the web sites. Students work collaboratively in groups of two and are given a worksheet on which to write their answers. They then are to read about the different mediums artists and illustators use when creating pictures for books. Next they are to read as many Caldecott books as they can, hilighting the ones they've read on their handouts. Working in groups of four they discuss the books they've read and help each other discover the type of medium the illustrator used when creating the pictures. They've been given handouts that describe various art terms as well as have been given web sites within the scavenger hunt to go to for information. Finally, they each choose one book to present to the class and discuss the one picture they liked best of the book, including information about the artist's medium used.
This activity takes one class period to do the scavenger hunt, and at least three more to read the books. They then have to choose one and give a presention about it for their teacher(s) and classmates. Then all have to have time to share their presentations, which could last at least two more library times. I put this activity at a LoTI level 3.
This activity takes one class period to do the scavenger hunt, and at least three more to read the books. They then have to choose one and give a presention about it for their teacher(s) and classmates. Then all have to have time to share their presentations, which could last at least two more library times. I put this activity at a LoTI level 3.
CeDU 521 LoTI Information
We had a good introduction session using two truths and a lie. It's always fun to get to know others in this way. I've learned more tidbits about each of the class members.
The discussion we had about LoTI, Levels of Technology Implementation, was very beneficial. I've heard of the term before but hadn't really fully understood the various levels and implications of what really good integrated technology projects were to look like. I know getting the students in elementary grades to level six is extremely difficult, given the perameters we have to work with. I've always thought that integrating technology meant we had to create projects using multimedia and the computer. It's great to see the examples of where students actually used the computer more as a tool of their learning. When I took the LoTI survey it became apparent I'm not at the level where I'd like to be. showing me I'm around a level three on the whole. I'm better in some areas than others.
Learning about the different levels of what technology looks like via the LoTI PowerPoint presentation makes me aware of what I need to focus on. It really opens the door wider to what implementing technology really is and what I'm going to have to do to create more meaningful situations for learning. Right now I'd say I'm at a LoTI level of 2 to 3, project wise. I get to work with students from prekindergarten through grade five on a more consistent basis. One of the hurdles I face is time, as I'm 50% at two buildings and don't see the students on a daily basis. I get to see them about once a week which means I have shorter lessons. Some lessons do take quite a while to do, especially when I'm working on a unit and need to review before continuing to on to the next lesson. I try to focus in on integrating technology when it fits the best, such as teaching students how to use the library database and how to access it at home for their own use. I've included many websites for them to use for their research projects on the library home page, which I've introduced to them via the computer and projector during library lesson time. They then have the opportunity to use the websites in their own research projects at home and at school. I've taught students how to create citations and hear feedback from the teachers that the students are using the forms I've given them as well as the web sites to create their own sources cited. As I continue learning more about seemlessly integrating technology into the curriculum, I'm going to keep the LoTI levels sheet handy! I do think it's necessary to try to engage the students in their own learning because it's a lifelong skill. I believe students need to think of the computer as a tool to help them in their learning, not as a subject to master. I also believe they need to be excited about what they're learning. The GDI index comes into play here. When students are engaged in their own learning, they have ownership of their learning. The more they're interested, the more they're willing to reach out and learn. I love to see the light bulb go off when they reach the "aha" moment! It's worth the effort and why we try to overcome the hurdles.
The discussion we had about LoTI, Levels of Technology Implementation, was very beneficial. I've heard of the term before but hadn't really fully understood the various levels and implications of what really good integrated technology projects were to look like. I know getting the students in elementary grades to level six is extremely difficult, given the perameters we have to work with. I've always thought that integrating technology meant we had to create projects using multimedia and the computer. It's great to see the examples of where students actually used the computer more as a tool of their learning. When I took the LoTI survey it became apparent I'm not at the level where I'd like to be. showing me I'm around a level three on the whole. I'm better in some areas than others.
Learning about the different levels of what technology looks like via the LoTI PowerPoint presentation makes me aware of what I need to focus on. It really opens the door wider to what implementing technology really is and what I'm going to have to do to create more meaningful situations for learning. Right now I'd say I'm at a LoTI level of 2 to 3, project wise. I get to work with students from prekindergarten through grade five on a more consistent basis. One of the hurdles I face is time, as I'm 50% at two buildings and don't see the students on a daily basis. I get to see them about once a week which means I have shorter lessons. Some lessons do take quite a while to do, especially when I'm working on a unit and need to review before continuing to on to the next lesson. I try to focus in on integrating technology when it fits the best, such as teaching students how to use the library database and how to access it at home for their own use. I've included many websites for them to use for their research projects on the library home page, which I've introduced to them via the computer and projector during library lesson time. They then have the opportunity to use the websites in their own research projects at home and at school. I've taught students how to create citations and hear feedback from the teachers that the students are using the forms I've given them as well as the web sites to create their own sources cited. As I continue learning more about seemlessly integrating technology into the curriculum, I'm going to keep the LoTI levels sheet handy! I do think it's necessary to try to engage the students in their own learning because it's a lifelong skill. I believe students need to think of the computer as a tool to help them in their learning, not as a subject to master. I also believe they need to be excited about what they're learning. The GDI index comes into play here. When students are engaged in their own learning, they have ownership of their learning. The more they're interested, the more they're willing to reach out and learn. I love to see the light bulb go off when they reach the "aha" moment! It's worth the effort and why we try to overcome the hurdles.
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