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.

Chapter 4 Response

Chapter Four Response:
This chapter can prove to be very helpful for elementary school teachers. Organization is one of the most important keys within the classroom. Not only does the classroom need to be organized, student’s thoughts must also be organized. This chapter introduces concept maps to the reader. There are several websites and software that caters to the needs of students through the use of concept maps. These concept maps link related ideas with pictures, text, and educational websites that students can study to help them understand a concept within any subject. Next, chapter four discusses presentation writing. PowerPoint presentations are the first thing this part of the chapter addresses. It talks about how PowerPoint Presentations have been basically overused. The chapter lists five major advantages to using PowerPoint Presentations. However, the chapter then goes on to list four disadvantages of using them. These important points should be recognized by all instructors and students who will use these presentations. Technology also provides websites that can help students write creatively. Online websites offer workshops to help students expand their thoughts, especially with poetry. This chapter provides numerous websites for students to explore that will help stimulate their brains to write creatively. Using online resources, the chapter mentions that it is easy to write collaboratively. The author talks about the different ways students can work together to write: brainstorming ideas, structuring the flow of their writing, generating text to be used in their written product, editing text, and negotiating the meaning of those tasks. This can be used with or without technology in the elementary classroom. This is a great opportunity for group work and class discussions. This book mention several ways that adults write collaboratively that could ask is used in the grade school environment. SWoRD is also a neat program to use that can help students receive feedback on writing.

Chapter 3 Response

Sodaplay: My first impression is how awesome it is to construct a microworld that functions properly. I can imagine that there is a lot of hard work and dedication put into making a microworld. The term microworld is appropriate for this type of tool. It is a mini-world. The purpose of this microworld is to show its visitors the different types of simulations that there are. Some required very little interaction and some begged for the viewer to experiment and solve problems virtually. It could be used with elementary students by allowing students to interact with colors and numbers in a virtual world.

Simulation: My first impression of NET FROG was how useful it could be in the classroom. As far as using this simulation with students, I thought it was great. It provides students to participate in virtual dissection of a frog. It provides movies, images, text, and interactive exercises. This website’s simulation does promote meaningful learning because of the learning resources it provides. A teacher can expand on what the website offers by using it as an enrichment activity. It provides steps and a list of knowledge students need to gain the most knowledge about the topic of the website so that the words and simulation is relatable. My first impression of Funderstanding Roller Coaster was how comical it was. While loading the simulation, it periodically flashed sentences that young children may be thinking while waiting on the simulation to load. As far as using this simulation with students, I think they would enjoy it. The topic is very relatable for young people outside of the classroom. Many people do not think about the mind-work (in this case, physics) that goes behind building these thrill-machines. It 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. An unsuccessful simulation means that your rollercoaster could have ended the lives of thrill-seekers.

UNIQUE online simulation: Plant Growth Simulation
http://www.fastplants.org/genetics/Introductions/plantgrowth.htm
My first impression of this website simulation is how beneficial it can be for young gardeners. Students in the first or second grade can virtually grow a plant on the computer before planting one in real life. Depending on the amount of nutrition your students provides a plant, the plant may be large or small and with few features or a lot of different parts/features.

Educational Gaming: My first impression of Darfur is Dying was how serious the topic is. This website could be used with students in history. It is centered on the refugees of Sudan and their struggle for survival. It promotes meaningful learning. Teachers can make students reflect on what they learned from the game. I think the most meaning will be pulled from a class discussion where the teacher of the classroom is the facilitator. Of course, the questions and topics that the teacher brings up should be preplanned. These questions should pull deep meanings out of the game that scratch way beneath the surface. My first impression of Ayiti: The Cost of Life was how realistic the topic is, also. This website could be used with students to examine the meaning of poverty and how difficult it is to succeed because of all of the distracting factors the people of Ayiti face. Just like Darfur is Dying, it promotes meaningful learning. It’s a great discussion starter. This game could be linked mathematics and social studies. My first impression of Third World Farmer was how detailed the website was.
This website could be used with students in several ways. I think the most beneficial subject would be economics or social studies. It promotes meaningful learning by allowing students to participate in a virtual field that they farm. They get to see how much seed cost, how it grows over time and how this effects what they plant, etc.

Online Game: Wild Word West
http://funschool.kaboose.com/time-warp/games/game-wild-word-west.html
My first impression of the website was how cool the theme was. Children will most likely love the deep western theme. This website will help students expand their vocabulary. It does this in a fun and interactive way with vibrant colors. This game is geared for students Pre-K to First Grade. It addressed Gee’s principles for a modern game design: The game is interactive, requires students to take risks, allows students to practice over and over again, overt telling is kept to a minimum and much more.

Virtual World:
http://www.whyville.net/smmk/nice; http://www.tootsville.com/
I did find a virtual world that was appropriate for Elementary Aged Students. These places are designed for kids to play kids games, craft, color and explore. Both of these websites provide chat rooms. Parents and Teachers should be aware that sometimes predators come to this website in lieu of starting conversation with innocent children for the wrong reasons. In conclusion, parents and teachers should keep a watchful eye on children as they embark their adventures.

Digital Interactive Media Project:
Currently, I have never taken a class on programming. I do not know how to write HTML code or any other programming languages.

Response to Chapter Two

I signed up for a Google Account and added www.ufl.edu to my account. I now have a feed to the University of Florida News.

I evaluated the sites listed:

Initials	Credible?	Organization?	Updated?	Bias?	References?
STPNTO	No	Only Wild Haggins Conservation Society	Almost Daily	Yes	No
MLKJATHE	no	Not explicitly stated	Daily Discussion	Yes	Yes
DIFF	No	Not explicitly stated	No	Yes	Yes
AAE	No	Created by Teachers for Teachers	Last updated 6 months ago	Yes	No
HORITVE	No	No	Unclear	Yes	No (only links)
DMRD	No	US Environmental Access Center	Daily	Yes	Yes
TFHMP	No	RYT Hospital Dwayne Medical Center	Yes	Yes	Yes

All of these websites appear to be unreliable in some category.

The true World Trade Organizations website is www.wto.org

Web-Based Scavenger Hunt for 5^th Grade History. I found a plethora of websites that cover different types of history from Florida, the United States, World, etc. These websites many times are informational and provide ways to use the information in lessons. However, most often, the lessons promoted one of the keys to meaningful learning rather than them all. The teacher will have to use the information they are given and expand on the lesson to be sure that all four areas of meaningful learning are present.

Webquest (Kansai Quest): This student-centered website promoted cooperative learning when gathering data (students are graded on their ability to work in groups). Students are required to analyze and synthesize the information they gather. They are required to establish a page (open-ended). This website provided grading criteria for teachers.

Handhelds: The teacher was able to quickly gather information rather than going back to her desk and stop teaching. This allowed her to continue standing and directing the class. On here PDA she has access to a calendar, documents, and the internet. She also could use her PDA to use GPS. Normally, the little distractions due to poor planning or technical difficulties can be alleviated with the handheld computer.

I took the Zoomerang Survey.

Response to Text Chapter One

My first impression of the book was minimal. The title was very basic. However, as I started reading the prefix and especially the first chapter, I realized this book may actually be a little interesting. It not only talked about technology but it discussed learning styles. Many educational books do not discuss what it takes to learn. This book identified 5 different characteristics of learning. I agree 100% with the author’s perception of learning. What does it mean to have meaningful learning? The textbook says that it is learning that is intentional, active, constructive, authentic and cooperative. These characteristics are closely connected yet mean totally different things. To effectively learn something, we must exhibit a thirst for the knowledge we seek to obtain. This ques our brain that something important will soon be processed. We should ponder on those thoughts and how they connect to everyday life. Also, the textbook claims that technology also fosters thinking. It allows students to be anological, expressive, experiential, and able to solve problems . Students are able to compare and contrast ideas with others. This requires them to assess what they already know. I have seen technology used as a teaching and learning tool. Teachers use overhead projectors, televisions, computers, smartboards to exhibit educational material to students. All of which uses bright screens. Thusly, these materials cater to visual learners. However, sometimes teachers use cds to allow students to listen to sounds. Students use computers for learning. Many programs are being made to help students strengthen edudcational skills. The internet allows online-tutoring in real time if the student is not with a teacher or parent who can help them with a skill in which they struggle. This book states that overall students learn with technology, not from it. The computer is nothing more than a machine that a human dictates. Some of the major advantages of technology requires students to decide what to include and exclude in explanations of shared topics. The students learn how to construct their speech in a manner than can be strong or timid, informational or brief, etc. David Johanssen, the author of the textbook we use in class, does a wonderful job approaching the topic of technology in the classroom from a different perspective. I have learned a lot in the first chapter. This is rare. This chapter did use a few words that were unfamiliar in my vocabulary. Epiphenomenon is like an additional phenomenon, symptom or complication. Nascent is the beginning of development. Neither term is everyday language for my life. The ‘Things to Think about’ question in the back of the chapter that I will answer is Question #12: Can you calculate the exact square root of 2570 without a calculator> Does the calculator make you smarter? Is the calculator intelligent? I am sure someone on earth knows numbers well enough to find the square root of 2570 without a calculator. I believe this because some people are prodigies, gifted, etc. Thecalculator does not make someone smarter. If anything, it can make the brain lazier by automatically signaling a person to use the calculator if the problem is not easily computed within the brain . The calculator is only as smart as the person who uses it. If someone enters the wrong number or presses the wrong key, the answer to the problem is wrong. The calculator always gets the problem right that is entered into it. However, the calculator is a machine. It does not have a mind of its own. Its purpose is to solve equations.

Frontline Video: Growing Up Online

Students are living their lives online. They spend numerous hours shaping what they want their lives to be. For instance, social networking has touched 160 million people’s lives to the point that they have established profile pages (MySpace and Facebook). Their persona can be exaggerated. They may try on many faces and indentities that may not be reality. Sometimes young people are socially bullied online. Cyberbullying has caused children to commit homicide and suicide. Another negative is the possibility of child predators. There are many shows, like Dateline NBC’s To Catch a Predator, that have shown adults that have become obsessed with underage young people due to the perception they exhibit online. As you can see, the pros and cons are placed on a large spectrum. The fascination with the internet is not a fad. It’s a growing community that teachers and parents must adjust to.

While watching the Frontline documentary, a quote that caught my attention that relates to EME4401 is “Walking into a classroom that doesn’t have media is like walking into a desert.” The classroom setting is quickly changing. Smartboards, LCD projectors, and podcasts are becoming more and more popular. Some students talked about cheating the system through sparknotes and other supplemental material. Plaigarism is such a largeproblem that a computer program called, ‘Turnitin’ checks for students who may commit the crime. Whats happening now is that teachers must adjust the classroom to the students needs. We cant ignore the fact that technology is becoming majority of our student’s lives.

My View of Educational Technology

Educational Technology is becoming more and more necessary in the classroom today. Teachers are able to share videos, word documents, play CDs, and search the internet. One cool thing teachers can do is form pen/internet pals on the internet. Teacher and students can share techniques with children across the world. Of course, there are limitations in the use of technology in the classroom. Because the internet is vast, it requires the teacher to pay very close attention to the actions of students while using the internet. The computer itself is considered an expensive devise in the classroom. There are many other advantages and disadvantages educational technology can provide.