So I have just finished my first class website. Although it was constructed for a 'fake' class I have been able to use it to make some of my own resources available to others. I am very happy that I have learned how to construct a functional web page and learned from my MANY mistakes. I am hoping to be able to upgrade this web page and use it in future classes that I teach. I am currently applying for a job at a school where web pages like this would be extremely beneficial for my students because they would almost all have computers at home.
This class has helped me see that there are numerous resources available for me to use to help me educate others more efficiently that I can find on the internet. I was able to view numerous teachers' websites before constructing my own. However, I noticed that many teachers had someone else make their sites for them. I find this a little disappointing. Using mind mapping software definately helped make the overview of my web page more coherent. It was much easier to figure out what will be compiled on what pages.
I enjoyed looking at different pictures to put into my class web pages. I enjoyed discovering that YouTube has math video clips on how to do different types of math problems. That still just blows my mind.
I think my biggest shock brought about from this class is that there are so many academic resources on the internet. I always thought YouTube was just stupid videos people put up on the net to show how dumb their friends are. There are whole groups of people who can collaborate on the same piece of work, all at once. And now I can do that too. I have already implemented it into my other class for a group project.
I am so proud of myself for learning as much as I have. After my current classes are over and I have more time with my children, I think I will make a bunch of cookies with my kids and then sit down and eat them all ;) You have to love that kind of gratification.
If you are interested in seeing my Algebra "mock" web page click here.
Wednesday, June 9, 2010
Tuesday, June 8, 2010
Changes in Bloom's Taxonomy
My views on: Bloom's Taxonomy Blooms Digitally
By Andrew Churches, April 1, 2008
For the full article click here
I am glad that there has been an update to Bloom’s Taxonomy. Many things in the world get looked over as technology advances. I am hoping that this will version will be taught in schools to future educators because it will help them relate better to the students by giving them a better idea of what to expect. Although, I suppose that many new teachers today are digital natives themselves and will relate better to this hierarchy of thinking skills.
The use of verbs instead of nouns was also a change for the better because the use and pursuit of knowledge require action. With the digital age upon us, I no longer feel that learning is a thing but an action.
By Andrew Churches, April 1, 2008
For the full article click here
I am glad that there has been an update to Bloom’s Taxonomy. Many things in the world get looked over as technology advances. I am hoping that this will version will be taught in schools to future educators because it will help them relate better to the students by giving them a better idea of what to expect. Although, I suppose that many new teachers today are digital natives themselves and will relate better to this hierarchy of thinking skills.
The use of verbs instead of nouns was also a change for the better because the use and pursuit of knowledge require action. With the digital age upon us, I no longer feel that learning is a thing but an action.
Copyright Laws on New Technology?!?
My views on: Tools for the TEKS: Integrating Technology in the Classroom
By: Wesley A. Fryer
Copyright laws, when it comes to new technology, is often times unclear. I agree that we, as teachers, need to be good role models and keep abreast with the laws so that we may model them and teach them to our students. If you are unclear as to the present laws, as I am, or for any questions you can visit the website of the U.S. Copyright Office at www.copyright.gov.
Many ‘big-media corporations want longer statutory limits on copyrights.’ Should the government grant such things? I don’t think so. I am not sure of the time spans that copyright laws give, but it sounds as if some people want too much time. The laws are in effect so that people may make money off their publications, but there should come a point when that time limit should be up and that resource should be free for anyone to use.
I must admit that I am a little confused as to what the difference between ‘copyright laws’ and ‘fair use’ are. ‘Fair use’ seems to be citing your sources at the end of your work but it is not the same thing as copyright law. It is using a resource fairly and ethically and not misconstruing information…. I think?!? All this time I thought citing our sources at the ends of our papers covered our ‘butts’ so we did not infringe upon copyright laws, or place a link under pictures we use from the internet. Shows how much I know.
Here is what Fryer put in his article to help with better understanding.
Section 107 of the 1976 Copyright Act establishes limitations on the exclusive rights of copyright holders, termed "Fair Use." These factors to be considered when determining fair use are:
(1) the purpose and character of the use, including whether such use is of a
commercial nature or is for nonprofit educational purposes;
(2) the nature of the copyrighted work;
(3) the amount and substantiality of the portion used in relation to the
copyrighted work as a whole; and
(4) the effect of the use upon the potential market for or value of the copyrighted
work**
**"Copyright Law Chapter 1." US Copyright Office. http://www.copyright.gov/title17/92chap1.html#107. Accessed 3 Dec 2002.
These factors are kind of broad and can be read in a number of ways. It is time for newer concrete laws. Not to mention that this is VERY old in terms of technology.
One of the new laws is the DMCA (The Digital Millennium Copyright Act of 1998) was constructed to help update our copyright laws to the digital age. To read about the act go to: http://www.loc.gov/copyright/reports/studies/dmca/dmca_executive.html. Many people are against the act stating that it is being used to silence them in their scholarly efforts or unfairly limit the ‘ratting out’ of businesses wrong doings and even e-book criticisms.
The Teach Act (Technology, Education, and Copyright Harmonization Act), signed by President Bush, provides some copyright exemptions for educators. The American Library Association has a good summary on this act which can be found at www.ala.org/ala/aboutala/offices/wo/woissues/copyrightb/federallegislation/distanceed/teachfaq.cfm.
By: Wesley A. Fryer
Copyright laws, when it comes to new technology, is often times unclear. I agree that we, as teachers, need to be good role models and keep abreast with the laws so that we may model them and teach them to our students. If you are unclear as to the present laws, as I am, or for any questions you can visit the website of the U.S. Copyright Office at www.copyright.gov.
Many ‘big-media corporations want longer statutory limits on copyrights.’ Should the government grant such things? I don’t think so. I am not sure of the time spans that copyright laws give, but it sounds as if some people want too much time. The laws are in effect so that people may make money off their publications, but there should come a point when that time limit should be up and that resource should be free for anyone to use.
I must admit that I am a little confused as to what the difference between ‘copyright laws’ and ‘fair use’ are. ‘Fair use’ seems to be citing your sources at the end of your work but it is not the same thing as copyright law. It is using a resource fairly and ethically and not misconstruing information…. I think?!? All this time I thought citing our sources at the ends of our papers covered our ‘butts’ so we did not infringe upon copyright laws, or place a link under pictures we use from the internet. Shows how much I know.
Here is what Fryer put in his article to help with better understanding.
Section 107 of the 1976 Copyright Act establishes limitations on the exclusive rights of copyright holders, termed "Fair Use." These factors to be considered when determining fair use are:
(1) the purpose and character of the use, including whether such use is of a
commercial nature or is for nonprofit educational purposes;
(2) the nature of the copyrighted work;
(3) the amount and substantiality of the portion used in relation to the
copyrighted work as a whole; and
(4) the effect of the use upon the potential market for or value of the copyrighted
work**
**"Copyright Law Chapter 1." US Copyright Office. http://www.copyright.gov/title17/92chap1.html#107. Accessed 3 Dec 2002.
These factors are kind of broad and can be read in a number of ways. It is time for newer concrete laws. Not to mention that this is VERY old in terms of technology.
One of the new laws is the DMCA (The Digital Millennium Copyright Act of 1998) was constructed to help update our copyright laws to the digital age. To read about the act go to: http://www.loc.gov/copyright/reports/studies/dmca/dmca_executive.html. Many people are against the act stating that it is being used to silence them in their scholarly efforts or unfairly limit the ‘ratting out’ of businesses wrong doings and even e-book criticisms.
The Teach Act (Technology, Education, and Copyright Harmonization Act), signed by President Bush, provides some copyright exemptions for educators. The American Library Association has a good summary on this act which can be found at www.ala.org/ala/aboutala/offices/wo/woissues/copyrightb/federallegislation/distanceed/teachfaq.cfm.
Wednesday, June 2, 2010
My First Trackstar
Trackstar & gForm Web-Based Assessment Lesson Planner
My Trackstar Number is: #408970 Password=s4h7e1r1a
My Google Form Published
1) The topic and target student age group is: Polygons in Geometry – 10th/11th Grade
2) The state standard(s) this lesson will address are:
Geometry Standard 2 – G.2.1, G.2.4, G.2.5
Geometry Standard 3 – G.3.3, G.3.4
Geometry Standard 8 – G.8.7
3) My learning objectives are:
-Identify and describe convex, concave, and regular polygons.
-Classify polygons based on the number of sides it has and compare/contrast these with each other.
-Apply rotations on polygons and observe the preservation of congruence.
- Find areas of polygons.
- Use coordinate geometry to prove congruence of polygons.
- Construct logical arguments to show your interpretation of rotated triangles are congruent.
4) For each of your 5 websites create a question for assessment and the answer. Plan your assessment in the form below.
Track Star Lesson Planner
I. Math is Fun - Polygons
A. http://www.mathsisfun.com/geometry/polygons.html
B. Annotation
1. Task: Review polygons and their characteristics.
2. Purpose: Re-introduce the definition of polygons to the students.
3. Assessment: Please state the definition of a ‘Polygon’.
4. Answer: A polygon is a plane shape with straight sides.
II. Figures and Polygons
A. http://www.mathleague.com/help/geometry/polygons.htm#regularpolygon
B. Annotation
1. Task: Review regular polygons and their characteristics.
2. Purpose: Re-familiarize students with the definition of a regular polygon.
3. Assessment: What is the definition of a ‘Regular Polygon’?
4. Answer: A regular polygon is a polygon whose sides are all the same length, and
whose angles are all the same.
III. Figures and Polygons
A. http://www.mathleague.com/help/geometry/polygons.htm#regularpolygon
B. Annotation
1. Task: Review convex and concave polygons. Note their similarities and differences.
2. Purpose: Re-introduce the definition of a convex polygon to the students.
3. Assessment: Please state the definition if a ‘Convex Polygon’.
4. Answer: A polygon whose every line segment drawn between any two points inside
the figure, lies entirely inside the figure.
IV. A picture of a polygon.
A. http://www.ams.org/featurecolumn/images/diagonals24.gif
B. Annotation
1. Task: Compare the differences between concave and convex polygons.
2. Purpose: Allow students to demonstrate whether or not the know the differences
between concave and convex polygons.
3. Assessment: Is the polygon on this page best described as convex?
4. Answer: No, there is a section of the polygon that caves in such that we can draw a
line segment between two points inside the figure that lies partly outside the figure.
V. AAA Math - Polygons
A. http://www.aaastudy.com/geo318x4.htm
B. Annotation
1. Task: Learn the names of the different polygons based on the number of sides it
contains.
2. Purpose: Become familiar with naming of polygons based on its number of sides.
3. Assessment: Determine name of a polygon with 9 sides.
4. Answer: Nonagon
VI. Math is Fun – Regular 2_-D Shapes Polygons
A. http://www.mathsisfun.com/shape.html
B. Annotation
1. Task: Look at the pictures for the different polygons and try to relate the number
sides to the name of the polygons.
2. Purpose: Help students to logically remember some of the names of polygons so it is
more likely to go into long term memory.
3. Assessment: Between a ‘Nonagon’ and a ‘Dodecagon’, the nonagon has the larger
number of sides?
4. Answer: False
VII. AAA Math – Area of a parallelogram
A. http://www.aaamath.com/geo78_x2.htm
B. Annotation
1. Task: Familiarize yourself with the area of a parallelogram.
2. Purpose: Demonstrate ability to find area of parallelogram.
3. Assessment: Calculate area of parallelogram with given a base of 10 inches and a
height of 6 inches.
4. Answer: 60 sq. inches
VIII. Math is Fun - Congruent
A. http://www.mathsisfun.com/geometry/congruent.html
B. Annotation
1. Task: Go down to the section that says ‘Congruent or Similar?’ Notice the
characteristics of both.
2. Purpose: Students can compare and contrast congruence and similarity.
3. Assessment: Based on what you read on this page answer the following question.
What do you think the difference between congruence and similarity are?
4. Answer: Congruence means same size and shape, whereas similar means same
shape only.
IX. Math is Fun - Rotation
A. http://www.mathsisfun.com/geometry/rotation.html
B. Annotation
1. Task: Go to the blue box with the coordinate plane in it. Click on the triangle. Now
Change the ‘Angle’ to be 90 degrees. Then click ‘Rotate!’
2. Purpose: Students can see how shapes are rotated but still maintain their shape and
size. They stay congruent.
3. Assessment: A.What are the new coordinates of the triangle’s vertices?
B. Is the new triangle congruent the original one? Why or why not?
4. Answer: A. (6,0), (-3,-2), & (2,-1)
B. Yes. The triangle did not change in any was except for being rotated
about the origin. The side lengths and angles all stayed the same.
My Trackstar Number is: #408970 Password=s4h7e1r1a
My Google Form Published
1) The topic and target student age group is: Polygons in Geometry – 10th/11th Grade
2) The state standard(s) this lesson will address are:
Geometry Standard 2 – G.2.1, G.2.4, G.2.5
Geometry Standard 3 – G.3.3, G.3.4
Geometry Standard 8 – G.8.7
3) My learning objectives are:
-Identify and describe convex, concave, and regular polygons.
-Classify polygons based on the number of sides it has and compare/contrast these with each other.
-Apply rotations on polygons and observe the preservation of congruence.
- Find areas of polygons.
- Use coordinate geometry to prove congruence of polygons.
- Construct logical arguments to show your interpretation of rotated triangles are congruent.
4) For each of your 5 websites create a question for assessment and the answer. Plan your assessment in the form below.
Track Star Lesson Planner
I. Math is Fun - Polygons
A. http://www.mathsisfun.com/geometry/polygons.html
B. Annotation
1. Task: Review polygons and their characteristics.
2. Purpose: Re-introduce the definition of polygons to the students.
3. Assessment: Please state the definition of a ‘Polygon’.
4. Answer: A polygon is a plane shape with straight sides.
II. Figures and Polygons
A. http://www.mathleague.com/help/geometry/polygons.htm#regularpolygon
B. Annotation
1. Task: Review regular polygons and their characteristics.
2. Purpose: Re-familiarize students with the definition of a regular polygon.
3. Assessment: What is the definition of a ‘Regular Polygon’?
4. Answer: A regular polygon is a polygon whose sides are all the same length, and
whose angles are all the same.
III. Figures and Polygons
A. http://www.mathleague.com/help/geometry/polygons.htm#regularpolygon
B. Annotation
1. Task: Review convex and concave polygons. Note their similarities and differences.
2. Purpose: Re-introduce the definition of a convex polygon to the students.
3. Assessment: Please state the definition if a ‘Convex Polygon’.
4. Answer: A polygon whose every line segment drawn between any two points inside
the figure, lies entirely inside the figure.
IV. A picture of a polygon.
A. http://www.ams.org/featurecolumn/images/diagonals24.gif
B. Annotation
1. Task: Compare the differences between concave and convex polygons.
2. Purpose: Allow students to demonstrate whether or not the know the differences
between concave and convex polygons.
3. Assessment: Is the polygon on this page best described as convex?
4. Answer: No, there is a section of the polygon that caves in such that we can draw a
line segment between two points inside the figure that lies partly outside the figure.
V. AAA Math - Polygons
A. http://www.aaastudy.com/geo318x4.htm
B. Annotation
1. Task: Learn the names of the different polygons based on the number of sides it
contains.
2. Purpose: Become familiar with naming of polygons based on its number of sides.
3. Assessment: Determine name of a polygon with 9 sides.
4. Answer: Nonagon
VI. Math is Fun – Regular 2_-D Shapes Polygons
A. http://www.mathsisfun.com/shape.html
B. Annotation
1. Task: Look at the pictures for the different polygons and try to relate the number
sides to the name of the polygons.
2. Purpose: Help students to logically remember some of the names of polygons so it is
more likely to go into long term memory.
3. Assessment: Between a ‘Nonagon’ and a ‘Dodecagon’, the nonagon has the larger
number of sides?
4. Answer: False
VII. AAA Math – Area of a parallelogram
A. http://www.aaamath.com/geo78_x2.htm
B. Annotation
1. Task: Familiarize yourself with the area of a parallelogram.
2. Purpose: Demonstrate ability to find area of parallelogram.
3. Assessment: Calculate area of parallelogram with given a base of 10 inches and a
height of 6 inches.
4. Answer: 60 sq. inches
VIII. Math is Fun - Congruent
A. http://www.mathsisfun.com/geometry/congruent.html
B. Annotation
1. Task: Go down to the section that says ‘Congruent or Similar?’ Notice the
characteristics of both.
2. Purpose: Students can compare and contrast congruence and similarity.
3. Assessment: Based on what you read on this page answer the following question.
What do you think the difference between congruence and similarity are?
4. Answer: Congruence means same size and shape, whereas similar means same
shape only.
IX. Math is Fun - Rotation
A. http://www.mathsisfun.com/geometry/rotation.html
B. Annotation
1. Task: Go to the blue box with the coordinate plane in it. Click on the triangle. Now
Change the ‘Angle’ to be 90 degrees. Then click ‘Rotate!’
2. Purpose: Students can see how shapes are rotated but still maintain their shape and
size. They stay congruent.
3. Assessment: A.What are the new coordinates of the triangle’s vertices?
B. Is the new triangle congruent the original one? Why or why not?
4. Answer: A. (6,0), (-3,-2), & (2,-1)
B. Yes. The triangle did not change in any was except for being rotated
about the origin. The side lengths and angles all stayed the same.
Tuesday, June 1, 2010
Differentiated Instruction
Differentiated Instruction and Implications for UDL Implementation
By: Tracey Hall, Nicole Strangman, and Anne Meyer
By: Tracey Hall, Nicole Strangman, and Anne Meyer
Differentiated instruction calls for a flexibility in teachers and their approach to teaching and adjusting the curriculum so students do not have to modify themselves. The teachers most important job is to “recognize students' varying background knowledge, readiness, language, preferences in learning and interests; and to react responsibly.” We want to maximize the growth of each student’s success by meeting them at their level and helping them advance.
They listed 3 elements of the curriculum that can be differentiated:
They listed 3 elements of the curriculum that can be differentiated:
(1)Content, (2)Process, and (3)Products
1.Several elements and materials are used to support instructional content, Align tasks and objectives to learning goals, Instruction is concept-focused and principle-driven
2.Flexible grouping is consistently used, Classroom management benefits students and teachers
3.Initial and on-going assessment of student readiness and growth are essential, Students are active and responsible explorers, Vary expectations and requirements for student responses
One thing I found very interesting was that differentiated instruction began in the general education classroom for the ‘gifted students’. This is a very important thing to have because many gifted children get bored with their school work because it is too easy. This can lead to not only behavioral problems, but also to a dislike for school and education all together. We definitely do not want to lose those students who are the best and brightest because they are bored.
Universal Design for Learning (UDL) - A UDL curriculum takes on the burden of adaptation so that the student doesn't have to, minimizing barriers and maximizing access to both information and learning. Critical to successfully implementing UDL theory is the use of digital materials.
Upon reading about Universal Design for Learning (UDL), which I had never heard of, I came to realize that I already implement many of their network-appropriate teaching methods in my classroom. It made me feel good about myself as a teacher. To support diverse recognition, I give multiple examples when doing notes on the board. To support diverse strategic networks, I provide opportunities to practice with supports, constant ongoing and relevant feedback, and I offer flexible opportunities for demonstrating skill. To support diverse affective networks I offer adjustable levels of challenge, choices of learning context, and offer choices of rewards.
A UDL curriculum is a good idea, however, it takes a lot of time to implement. Teachers should work together to create a more diverse teaching style. Just as students are different, so are teachers. I worked with a couple of teachers who did not care much for me or my methods because we are from different generations. They are ready to retire as soon as possible and I am just getting started. Students complain about having them as teachers and don’t learn much, whereas, in my classroom, I have students arguing over how to complete math problems. My students are engaged and wanting to learn. Once they are hooked for the day, learning can take place effectively.
This article was very good at explaining what Differentiated Instruction is, however, they talk about using digital data. Not all schools/classrooms have digital data. It is difficult to implement all the new technology available if we cannot get it into the classrooms. So we must work our way around this problem and offer different types of stimuli. Perhaps not just textbooks and worksheets, but also videos, games, and projects would help to fill in the gap until funding for education allows for us to use other means of educational tools.
1.Several elements and materials are used to support instructional content, Align tasks and objectives to learning goals, Instruction is concept-focused and principle-driven
2.Flexible grouping is consistently used, Classroom management benefits students and teachers
3.Initial and on-going assessment of student readiness and growth are essential, Students are active and responsible explorers, Vary expectations and requirements for student responses
One thing I found very interesting was that differentiated instruction began in the general education classroom for the ‘gifted students’. This is a very important thing to have because many gifted children get bored with their school work because it is too easy. This can lead to not only behavioral problems, but also to a dislike for school and education all together. We definitely do not want to lose those students who are the best and brightest because they are bored.
Universal Design for Learning (UDL) - A UDL curriculum takes on the burden of adaptation so that the student doesn't have to, minimizing barriers and maximizing access to both information and learning. Critical to successfully implementing UDL theory is the use of digital materials.
Upon reading about Universal Design for Learning (UDL), which I had never heard of, I came to realize that I already implement many of their network-appropriate teaching methods in my classroom. It made me feel good about myself as a teacher. To support diverse recognition, I give multiple examples when doing notes on the board. To support diverse strategic networks, I provide opportunities to practice with supports, constant ongoing and relevant feedback, and I offer flexible opportunities for demonstrating skill. To support diverse affective networks I offer adjustable levels of challenge, choices of learning context, and offer choices of rewards.
A UDL curriculum is a good idea, however, it takes a lot of time to implement. Teachers should work together to create a more diverse teaching style. Just as students are different, so are teachers. I worked with a couple of teachers who did not care much for me or my methods because we are from different generations. They are ready to retire as soon as possible and I am just getting started. Students complain about having them as teachers and don’t learn much, whereas, in my classroom, I have students arguing over how to complete math problems. My students are engaged and wanting to learn. Once they are hooked for the day, learning can take place effectively.
This article was very good at explaining what Differentiated Instruction is, however, they talk about using digital data. Not all schools/classrooms have digital data. It is difficult to implement all the new technology available if we cannot get it into the classrooms. So we must work our way around this problem and offer different types of stimuli. Perhaps not just textbooks and worksheets, but also videos, games, and projects would help to fill in the gap until funding for education allows for us to use other means of educational tools.
Technology helping today's citizens
Access Through Technology
By: Marti Goddard
Using technology to help meet the needs of people with disabilities
There were about 50 million disabled people in the U.S. according to the 2000 census.
This article was written in 2004 and I can tell. The pictures and the way it is set up look outdated. The point of the article is very much correct however. According to the 2000 census, there were about 50 million disabled people in the United States. Libraries all over the world had to change to accommodate these people. The Americans with Disabilities Act of 1990 set forth many laws to make sure businesses and buildings all over the country would accommodate any disabled person wanting to use any type of facility.
With the new technology age has come new responsibility. New software has been developed to help students that are blind or deaf to be able to read and write on the computers. They even mentioned a software that is used to help students with learning disabilities read books. From personal experience, I have had the pleasure of working very closely with a group of special education students this past year. I learned a lot about this Read 180 program. The students are read a story while it highlights the words being read, much like singing karaoke, and then the students have to read the story back to the computer. The software used in schools, like the libraries, is helping to further the education and literacy of today’s students. There was one student in particular that was reading at a Kindergarten level when I first started working with the group. And by the end of the school year he was at a first grade level. Not bad for 3 months worth of hard work by teachers, a wonderful para-professioinal, and today’s technology. Too bad this poor student is an 11th grader
There are some complications that arise when implementing some of this software. If someone is using speech recognition software, they need to be where noises are minimal and the user won’t disturb others around them. In libraries, and schools, multiple people will be accessing the computer and we need to make sure they don’t get into each others’ profiles. Voice recognition software requires users to build their own files and we need to implement a way to keep those from getting mixed up. Goddard suggests using separate zip files for each profile. I can’t help but wonder if computers will start to get slow due to all the personal files saved on it.
The Archimedes Project sounds very expensive to disabled people. The idea is to create a personalized adaptation to technology based on their needs that they can take with them wherever the go. Libraries or the ATM, it will help them to be better able to function in the world. However, if people have to pay for their own devices to be custom made to fit their needs, I would imagine it could become quite expensive.
Overall, I’m pleased that technology is being put to good use helping others to stay in the mainstream of technology so they don’t get left behind. I knew of some of the software and even hard ware (adjustable desks and computer screens and different styles of keyboards), but it was nice to find out about some of the other applications that have been developed. And also the use of the internet to help those who are home bound.
By: Marti Goddard
Using technology to help meet the needs of people with disabilities
There were about 50 million disabled people in the U.S. according to the 2000 census.
This article was written in 2004 and I can tell. The pictures and the way it is set up look outdated. The point of the article is very much correct however. According to the 2000 census, there were about 50 million disabled people in the United States. Libraries all over the world had to change to accommodate these people. The Americans with Disabilities Act of 1990 set forth many laws to make sure businesses and buildings all over the country would accommodate any disabled person wanting to use any type of facility.
With the new technology age has come new responsibility. New software has been developed to help students that are blind or deaf to be able to read and write on the computers. They even mentioned a software that is used to help students with learning disabilities read books. From personal experience, I have had the pleasure of working very closely with a group of special education students this past year. I learned a lot about this Read 180 program. The students are read a story while it highlights the words being read, much like singing karaoke, and then the students have to read the story back to the computer. The software used in schools, like the libraries, is helping to further the education and literacy of today’s students. There was one student in particular that was reading at a Kindergarten level when I first started working with the group. And by the end of the school year he was at a first grade level. Not bad for 3 months worth of hard work by teachers, a wonderful para-professioinal, and today’s technology. Too bad this poor student is an 11th grader
There are some complications that arise when implementing some of this software. If someone is using speech recognition software, they need to be where noises are minimal and the user won’t disturb others around them. In libraries, and schools, multiple people will be accessing the computer and we need to make sure they don’t get into each others’ profiles. Voice recognition software requires users to build their own files and we need to implement a way to keep those from getting mixed up. Goddard suggests using separate zip files for each profile. I can’t help but wonder if computers will start to get slow due to all the personal files saved on it.
The Archimedes Project sounds very expensive to disabled people. The idea is to create a personalized adaptation to technology based on their needs that they can take with them wherever the go. Libraries or the ATM, it will help them to be better able to function in the world. However, if people have to pay for their own devices to be custom made to fit their needs, I would imagine it could become quite expensive.
Overall, I’m pleased that technology is being put to good use helping others to stay in the mainstream of technology so they don’t get left behind. I knew of some of the software and even hard ware (adjustable desks and computer screens and different styles of keyboards), but it was nice to find out about some of the other applications that have been developed. And also the use of the internet to help those who are home bound.
Students and their boredom in school
“Engage Me or Enrage Me”
WHAT TODAY’S LEARNER’S DEMAND
By: Marc Prensky
“Yesterday’s education for tomorrow’s kids.” This is what Prensky stated in this article and it is true. Students resent us for wasting their time in school. I agree that many students who don’t pay attention in school don’t do so because of their attention spans. I agree with Penky in the fact that they are simply bored. They go home and spend hours on their computers or playing video games. I know that some times I’d rather be playing video games than teaching, if I just got a new game. The same can be said for books as well though and I don’t think that a large portion of today’s students submerge themselves in books.
At home they find something that engages them. They are engaged because they are good at what they are doing or maybe they like the feeling of competitiveness it gives them. Compared to this, school is boring to them. At home, they can choose to do what interests them, but at school they can only do what we tell them to do. Maybe we should offer choices for assignments and give them more project-based learning.
Prensky suggested continuous challenges that test their capabilities, constant important decision making, taking in multiple streams of data, and being given goals they aren’t sure they can reach. I know that the students need goals that are relevant to them. As a math teacher, I like to use peer teaching, where students sit in groups of three to four. Sometimes we have contests between the groups of students. I have found that this simulates students to want to work and learn more. And believe it or not, high school kids love candy! Bribes work well, but an intrinsic motivation would be more productive for everyone involved. Not to mention cheaper and healthier.
WHAT TODAY’S LEARNER’S DEMAND
By: Marc Prensky
“Yesterday’s education for tomorrow’s kids.” This is what Prensky stated in this article and it is true. Students resent us for wasting their time in school. I agree that many students who don’t pay attention in school don’t do so because of their attention spans. I agree with Penky in the fact that they are simply bored. They go home and spend hours on their computers or playing video games. I know that some times I’d rather be playing video games than teaching, if I just got a new game. The same can be said for books as well though and I don’t think that a large portion of today’s students submerge themselves in books.
At home they find something that engages them. They are engaged because they are good at what they are doing or maybe they like the feeling of competitiveness it gives them. Compared to this, school is boring to them. At home, they can choose to do what interests them, but at school they can only do what we tell them to do. Maybe we should offer choices for assignments and give them more project-based learning.
Prensky suggested continuous challenges that test their capabilities, constant important decision making, taking in multiple streams of data, and being given goals they aren’t sure they can reach. I know that the students need goals that are relevant to them. As a math teacher, I like to use peer teaching, where students sit in groups of three to four. Sometimes we have contests between the groups of students. I have found that this simulates students to want to work and learn more. And believe it or not, high school kids love candy! Bribes work well, but an intrinsic motivation would be more productive for everyone involved. Not to mention cheaper and healthier.
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