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.