Chapter 10 Response

Chapter 10 covered Assessing Meaningful Learning with Technology. This is the last chapter of the book. Jonassen does a great job of addressing issues that many teachers would be concerned with. E-Portfolios, for example, include video clips, graphics, sound, writing samples, artwork, multimedia presentations and more. In the classroom, these portfolios will be great for compiling semester long projects, units, or annual projects. This would be a great way to show how students have improved in a certain area or concept over time. It can also show students ability to work with different types of technology. The book mentions that these portfolios can represent an individual or a group of individuals. Classes can compile different projects to place in a portfolio. It’s a great way for the group or individual to reflect on past work. The book lists three types of portfolios: Working Portfolios, In Standards-Based Portfolios, and External Evaluation Portfolios. Jonassen mentions www.foliotek.com as a possible e-portfolio software package that your classroom can use. Students will be able to compile text, graphics, video, audio, photos and animation on one website. The book provides a sample rubric for teachers to use in the classroom on page 225. This rubric evaluates the selection of artifacts, student annotations, student reflections, navigation, text design, use of multimedia, writing mechanics, and the audience. There is also a list of questions to ask students for them to self-reflect on their portfolio on the previous page.

The author states that in order for assessment to be meaningful it must be authentic. I agree. True assessment must engage learners in educational tasks that are meaningful and directly related to real tasks that they may have to perform in the future. This type of assessment requires the teacher to think deeper than standardized testing when assessing students. E-portfolios, for example, help students look at assessment in a different light. Performance assessment allows the teacher to directly observe students behavior on specific tasks and productions that should resemble activities that can be used outside of the classroom.

There are a few types of technology-based rubrics that are available online. Rubrics are an organized and transparent approach in grading student assignments. Parents and students who wish to know how the teacher grades an assignment and what areas they need to improve on can be easily shown through an effective rubric. Rubrics are a great guideline to look at while students complete assignments. The book offers Discovery School - http://school.discovery.com/schrockguide/assess.html and Rubrician - www.rubrician.com as possible technology-based rubric tools that teachers can use in their classroom. The book also provides the Rubric Processor at http://ide.ed.psu.edu/ITSC/RubrProc. This valuable site is sure to help teacher become a great rubric writer. The chapter also mentions characteristics of a good rubric. I will definitely make sure I look at these characteristics before I use rubrics in my classroom to evaluate student-work:
- All important elements are included.
- Each element is unidimensional
- Ratings are distinct, comprehensive and descriptive
- Communicates clearly with both students and parents
- Provides rich information about the multiple aspects of the performance and avoids the temptation to create a contrived summary score.

The book talks about clickers as a means of assessment in the classroom. My experience with clickers is not very positive (Chemistry). They can be pointless if a teacher does not expand on the results of students answers. It does appear to create an active learning environment. However, my experience with clickers has been worthless. The book touches very briefly on computer-based tests and surveys. I have plenty of experience with these types of programs including WebCT and Blackboard. Some teachers used www.surveymonkey.com. I have yet to discover www.zoomerang.com. www.assess.com/software/FTP16main.htm will be very beneficial for trying software that assesses students. I don’t mind using these types of tests because they offer a large variety of formats with graphics. Technology can be very beneficial and offer tons of ways to assess students. However, there is nothing like old fashioned paper and pencil on the human pupil.

Chapter 9 Response

Chapter 9, Visualizing with Technologies, was probably the most exciting chapter within the book. It involved using common technology like digital cameras and cell phones within the classroom.

Scientific Visualization Tools – It is true that it is very difficult to visualize a lot of the topics that are discussed in the scientific world. There is a program that the textbook mentions that can visualize different Chemistry concepts. This can be very helpful in the elementary classroom. Students will probably not focus on the construction of molecules and how they bond with one another. Rather, students can see how molecules interact with each other on a general scale. For instance, students will be able to visualize the abstract idea of chemical bonds when something is a solid, liquid or gas. They will be able to see that when an object is solid, the molecules are tight and do not take the shape of the container. They will see that liquid’s molecules are more loosely connected and take on the shape of its container and that a gas’ molecules are even more loosely connected and are unpredictable. For students who lack imagination or an understanding of the words used to describe a given concept, this program can be very useful for.

Although topics like biology and chemistry concepts are too small to visualize, sometimes concepts may be too large. This chapter also talks about Geographic Information Systems. Schools can purchase maps from companies, local, regional, and state authorities at http://education.usgs.gov. Students can explore the world using Google Earth. Google Earth can allow students to view satellite imagery and maps with Google Search. This is perfect for geography and history lessons.

Mathematical Visualization Tools
Many students use calculators but do not view them as technology. However, when many students start to use more complex calculators like Graphing Calculators, they realize the intense technology that is involved. Graphing Calculators are portable tools that students can use in the classroom or at home to SUPPORT their mathematical sense making. Calculators can model and interpret physical, social, and mathematical phenomena. For instance, these calculators can show linear relationships in text, symbols, graphs, and numbers. Other mathematical visualization tools include Geometric Supposer and Tinker Plots.

Digital Cameras and Mobile Phones / Video Productions
Students will have a great time making digital documentaries. Students will always be able to save a piece of time in history by recording themselves, their classmates, and the rest of the world around them. They can create personal documentaries and view them at another time. They can share these documentaries using the internet or messaging through their mobile phone. Video Productions can become very complex depending on the objectives of the instructor. Camcorders are normally very interesting because they include tons of capabilities. These digital devises are being made smaller and smaller so that they can become more practical in everyday life. Video cameras enable students to shoot video “on location”. Students will get the chance to edit their own findings and create mini-movies. iMovie and QuickTime are great components. Digital Storytelling is a popular concept in creating a story. This can be very beneficial for the subject of English.

Video Modeling and Feedback
The book mentions a great way to use video modeling in the classroom: Teachers and students can make a study strategies video by acting out what a skilled learner would do to write a term paper or study for a test. This could be posted to a class website, if possible. Students can reflect on their own performance through video viewing. Teachers sometimes record themselves to help them monitor their habits and teaching style when they teach. This can help teachers realize things that they do could not do unless they were receiving the content and intentionally critiquing.

Chapter 8 Response

Overall I feel that Chapter 8 – Designing with Technologies – is way too advanced for the elementary school curriculum. In essence, I do feel that they would enjoy the product of these different design software. However, elementary students creating something so complex on the computer with so many different directions would be a bit overwhelming to integrate.

Learning by Designing In and Out of Schools
Jonassen makes a great point when he states that design prooblems are among the most complex and ill structured of all problems. He compares the two in four different ways. This book tends to focus on problem solving and technology. Students have to be familiar with technology in order to use it to solve problems. They should also see how problem solving and designing are correlated. I would explicitly discuss with my students about their similiarities. For example, in problem solving you define the problem. In designing you identify a need or and opportunity. Also, in problem solving you develop alternative solutions and select the solution. In Designing, you generate a design and plan and make a solution. I would also take out the time to point out the differences between the two. If I would have my students design with technologies I would use a low level software that would relate to the subject matter:
- Drawing Design Ideas with Computer Aided Design Software (physics – science/math)
- Testing Designs and Building Mental Models with Simulation Software (science)
- Developing Programming Skills with Designing in the Media Arts (social studies/history, science)
- Designing music with composition software (music)

Drawing Design Ideas with Computer-Aided Design Software
CAD stands for Computer-Aided Design. Developed in the 1960s, this innovative use of technology helps us visualize concepts that are visible and nonvisible to the naked eye. Jonassen addresses my concern for the complexity of the software programs that are used throughout the chapter. He states that today’s CAD systems are available in educational ‘lite’ versions tha schools get to llicense for free. The one he seems to advocate is Pro/DESKTOP:
- Design Mode – allows students to construct solid-modeled objects
- Drawing Mode – allows students to construct 2-Dimensional drawings
- Album Mode – allows students to displays their virtual ideas in high-quality illustrations.
Students are able to design anything that they want. This can be very useful in the classroom in a plethora of subjects. Students can design calculators, car assessories, etc. This method appears to be very savy for new generations that thrive on technology. Still, the possible capabilites of Pro/Desktop or even a similar program, SketchUp, can not be used to its full potential in an elementary classroom. The teacher would probably be able to create things using these programs and present it to the students would probably be almost just as effective. What we do not want to do as teachers is spend too much time giving instructions on how to use a program and no time for students to explore. We must make sure that we have the time to properly expose our children to this wonderful software without overwhelming the curriculum.

Testing Designs and Building Mental Models with Simulation Sofware
This section of this chapter is especially useful in the sciences. Jonassen begins this section discussing the National Science Foundation and how they use a number of materials to develop projects. They use a lot of simulations. Simulation does promote meaningful learning. It can build a student’s understanding of how physics and the different topics within it (i.e. forces) can influence a machine’s ability to function properly. For instance, an unsuccessful simulation means that your rollercoaster could have ended the lives of thrill-seekers. This book likes the Trebuchet Simulator. Jonassen mentions how one teacher used a simulation to oallow students to build an dtest a model of a catapult, use a simulation to produce early design plans, and to construct and test a working prototype. However, this was in a Junior High School. This engineering-like lesson would far to advanced for an elementary school classroom.

Developing Programming Skills while Designing in the Media Arts
This section of the book talks about the program Scratch. We use this program in EME4401. There programs are especially helpful for elementary school aged children. However, asking them to design a Scratch program can be a little difficult. Created Scratch projects can cover any subject are and be as easy or difficult for the user as the creater wants to make it. Scratch empowers its users to crete object-based programs that manipulate digitized video and audio in an environment, says Jonassen. This is true, in my opinion. Although, this program may look simple from the outside, when the user starts to put together their own program, they will realize the work it takes to form a great program. The book also mentions iStopMotion software. A teacher in the textbook uses it in his language arts and social studies classroom in the 6th grade. That is probably the earliest I would introduce the program.

Designing Music with Composition Software
There are many programs that students already use that design music. For instance, Garage Band, Audacity, Impromptu, and Musical Sketch Pad. These programs allow students to structure a tone with a given collection of ufamiliar blocks and create musical patterns that involve widely seperated notes. All of which allow students to enter/create, edit, and replay the notes of their compositions. Musical Education can do so much with these programs. These programs show that music can be created in so many different ways and avenues.

Chapter 7 Response

Chapter Seven covered Communicating with Technologies. I think this chapter was very relevant in and outside the classroom. However, there was one thing I disagreed with. I do not agree with the author when he states: Communication in an online forum is different from and, in serveral important ways, better than face-to-face communication and other technology-based forms (e.g., telephone conversation and videoconferencing). It does not have the ‘richness’ of actual face to face conversation. We do lose body language, tone of voice, accents, dialects, pace, pauses, and other important cues to meaning. The author says that instead writers will have to pay close attention to the way the communicate through text. The small things that make up communication like body language, accents, and pauses is what makes communication so effective and valuable. I believe things like discussion boards can be beneficial and convenient but are far from the best way of communication all around.

I never really think about the fact that online communication is asychronous. It could be because I know that subconsciously. It makes me think of what I possibly thought of online communication when I was first introduced to the Internet. I like how the author brings up Gardner’s Theory of Multiple Intelligences. This is especially important in the classroom. The book says that instead of asking HOW SMART ARE YOU? Teachers should ask HOW ARE YOU SMART? The simple switching of words means totally different things. This gives each student different ways to present their knowledge. The internet focuses on verbal intelligence. While others may be effective replying instantly, other may prefer to think more in-depth to specific questions and predicaments.

Computer conferencing can supply several advantages. It can support discussions, debates, and other collaborative efforts. Students can reflect on their ideas and responses to others. One very important tool that the book mentions that enlightened me is the ability for students to focus on how to constructively converse. Some students have a difficult time communicating their ideas in a clean manner. Giving students time to think about their next sentence or paragraph can help them think about what it is exactly they want to say. Conferening systems provide separate conferences for different topics (very helpful in the classroom), informative topic lists that shows posting dates, number of responses, and titles of topics, and search and filter tools allowing students to search messages by date, author, or key word. These attributes seem to fit hand in hand with the classroom.

The author mentions a few neat things to consider that concerns the classroom. Online communication presumes that students can communicate… effectively. Students have to be able to interpret messages, consider appropriate responses, and construct coherent replies. Its important for the teacher to oversee student respnoseses. You want students to avoid conversation that is brief and unfocused. This can easily happen when students are occupied. This can show that students have misconceptions of a topic, are uncertain or have ‘imprecise’ thinking. Signs of this can include one or two word answers. Depending on the topic, replies should be more in-depth. You do not want to restrict student’s replies to a specific length but its important that you, the teacher, explicitly states the expectations.

Internet Relay Chat conversations can be a little confusing. This is because different discussions can be goin on at one time. Instanat Messaging allows easy collaboration. It is more focused than internet relay chat. Once again the author mentiones community oriented websites (Tapped In, ePals, Global Schoolhouse, and iEarn).

Of course, before having students surf the internet for anything you should review the safety precautions. The chapter lists 7 that are very useful. Students should use a pseudonym instead of their real name. They should not give out personal information, share passwords, or meet with anyone. Talk to students about the possibility of someone pretending to be someone else. Always keep good coversations. It is ok to disaggree but bad language and rudeness is not acceptable. Notify the teacher if someone sends in inappropriate message. They should ask for parental guidance when at home.

I agree with the author when he states that Videoconfrencing improves communication and presentation skills, allows students to learn to ask better questions. Students who are used to using a general textbook will increase their motivation for the academic topic. Podcasting enables anyone to ‘become an independent producer and distributor of audio and/or video content that can be offered worldwide through the Internet’. Podcasting is a more valuable experience for students to create their own broadcasts, says this book’s author. It is a valid statement. A well thought out podcast demands many different skills. Throughout the whole chapter the biggest thing that bothered me initially is clarified at the end once more: Online discussion boards, chats, blogs and instant messages are not meant to replace face-to-face interactions.

High Hopes for Addy Digital Booktalk

Chapter 6 Response

Chapter 6: Community Building with Technologies

I feel that this chapter is beneficial in ithe classroom. The first part of the chapter focuses on knowledge building with Knowledge Forum. I find it very interesting that the other feels that learners are willing to participate in knowledge construction and are beginning to do so. I feel that this is true in many classrooms. However, the teacher has to reassure students that it is ok to explore subject matter and discover new fingings – that what they find is valuable. When students construct knowledge teachers should allow students to participate in teamwork by facilitating collaboration. The author states: Schools inhibit rather than support knowledge building by focusing on individual student’s abilities and learning; requiring only demostrable knowledge, activities, and skills as evidence of learning; and teacher-hoarding wisdom and expertise. I do not believe that schools inhibit knowledge building. I believe if a crime is comitted the crime is committed with the teacher. Knowledge building requires students to “formulate questions, define their own learning goals, acquire and build a knowledge base, and collaborative with one another.” Many classrooms today are moving towards this type of classroom if they havent already. Some teachers may teach teacher-centered classrooms with lectures as the primary form of teaching. Others may teach student-centered classrooms where every activity has a lesson. The teacher plays the role of a facilitator while students construct their own learning. A student centered classroom requires more planning and can be risky but it does exist. The term ‘inhibit’ is too strong to describe the average classroom. In my opinon, schools may poorly support knowledge building but not inhibit knowledge building. Knowledge Forum reminds me of a wiki in the sense that users contribute ideas in the form of text, graphics, movies, or attachments. However, the ‘rise-above’ notes makes it one of a kind. I think its very exciting that when students view each other’s ideas it is “not to decide on a winner or a compromise positionbut rather to create a new idea that preserves the valie of the competing ideas while ‘rising above’ their incompatibilities”. Technology does help knowledge building through Knowledge Forum because students will be evaluated and challenged on their written discourse. Students must organize and reformulate their ideas.

Earlier I mentioned Wikis. Wikis allow users to add, remove or edit and change available content. The author makes a great point when it states that wikis were’originally envisioned as fluid, open, and simple, they have evolved to include more structured envrionment.’ This chapter mentions many wikis that I didn’t know existed. For example: Wikipedia, Wiktionary, Wikisource, Wikijunior, Wikitravel, WikiIndex, Mediawiki, Jugglewiki and Bloki. It shows how teachers were able to use Wiki’s for grand projects within their classrooms. Wiki’s appear to be something to use in the classroom all year long. It would be a great way to summarize the year. The year-long project can constantly be built by all the students in the classroom, evaluated by the students, and viewed by other classess.

Interactive Blogs are great for the classroom too. Students can read about topics and comment on the postings they see. Students can ask questions about topics and add links to enhance and support the blog. I aggree with the author that this creates a community of learners. Students will enjoy expert-created blogs for virtual field trips. Teacher-centered blogs are great for students who do not normally participate in class discussions to express their ideas. This is a great way to get to know your students and their thought processes. Students who need more time to process material will really benefit from this form of academic engagement. Student-created blogs should be monitored. Teachers should make sure that students are clear on the purpose of the website and how it will benefit their classroom and beyond. Teachers should provide guidelines and clearly communicate these along with the reasons for security conerns (fake names or first names only, etc). Remember, blogs are not always the best tool to use for learning. Teachers can build international communities through iEARN Learning Circles, Global Schoolhouse,a nd KidLink. The author builds professional teacher communities with Tapped In and Teacher Talk. All of these communities can help elementary school educators share their ideas, values and goals.

Chapter 5 Response

This chapter, covering Modeling with Technologies, was very useful for the Elementary Classroom. I know that for myself, I normally think of technology as a way to teach and/or explore writing. Personally, the thought of using technology as a tool for modeling take it the next step up, which is scary. The textbook suggests that technology be used in the classroom because it can help students represent their internal, mental models in different ways using different programs. This is interesting. Normally, when I think about measuring student’s creativity, I don’t think about student’s ability to express their creativity using technology. This is a very appropriate topic because the classroom is drawing further and further away from standard paper and pencil for modeling. The author says that mental models provide the basis for computer models but building the computer models helps learners construct better mental models. I agree. However, I don’t think it is the technology’s reason for students having a better understanding. I think that when teachers MAKE students gather information that is in their head and model it, it is beneficial. Normally we all have what we think makes sense in our head, the beauty of teaching is that the instructor/presenter, or student in this case, has to come up with the right words and symbols to allow others to share that same idea. It can be a lot harder than what is initially expected. Technology has Mindtools that can help students externalize their thought processes and models. “The primary purpose of student modeling is the construction and revision of the learner’s conceptual understanding, a process known as conceptual change and one that is sometimes difficult”.

This chapter talks about using concept maps to model knowledge, systems dynamic tools to model systems, spreadsheets to model problems, expert systems to model thinking and databases to model experiences. These are all neat ways to model internal though processes. I think these mindtools are so helpful in the classroom. Students process material differently (input). Therefore, there should be more than one way for them to show they understand it (output). Mindful thinking is active, constructive, intentional, authentic and cooperative. Building models requires students to actively think of what it is that they think about a topic and construct something that expresses that to the world. Of course, that would be intentional. Normally when one builds a model, they look at it from inside out or the outside in. Regardless, the model is normally complex. As a teacher, I would always have my students discuss and explain their models. This makes them engage in conversation. Hopefully this will help them improve their model if there are kinks that those who did not design the model did not understand. I think models that are built in groups are fun also. However, the teacher will need to design a rubric and require individual assignments as a part of the large project to ensure everyone is participating.