Sunday, November 1, 2009
Week 11 Technology Flood
No floods this week, just a lot of work to be done! I find myself thinking, and thinking more about these questions each week. It is getting easier for me to answer them and see how I am no longer answering the questions objectively so much, but more subjectively.
Week 11 Ch. 4 Kearsley
This chapter discusses the research linked to online learning and teaching. Some of the research suggests that most students achieve and learn content effectively in online courses and online courses are effective as on-campus classes. I do agree with this research and think that student achievement depends upon the student. Just as in a traditional classroom, students will participate and complete work with as much effort as they are willing to put into the course. The case is the same for an online course, the student will participate and complete work with as much effort as they are willing to put into the class. The student make's the decision about how much they want to apply themselves during the time they are taking a course. The teacher-student interaction does not change, whether the student is taking an online class or working in a traditional classroom. The teacher and student still have ample amounts of time to conference and communicate during an online class, probably just as much, if not more time, than in a traditional classroom.
Week 11
Things to Write
2. Are the goals and objectives changed when you take a course online compared to classroom based instruction?
No, the goals and objectives are not changed. The goals and objectives depend on the teacher's course content. The way that there would be any variation for goals and objectives amongst different classes, whether online or in a traditional classroom, is dependant upon the goals/objectives set in place by the teacher. The content should be the consistent for a course that could be taught online or in a traditional classroom.
2. Are the goals and objectives changed when you take a course online compared to classroom based instruction?
No, the goals and objectives are not changed. The goals and objectives depend on the teacher's course content. The way that there would be any variation for goals and objectives amongst different classes, whether online or in a traditional classroom, is dependant upon the goals/objectives set in place by the teacher. The content should be the consistent for a course that could be taught online or in a traditional classroom.
Week 11
Things to Write
1. Does the global nature of the web have an effect on evaluation?
Yes, the global nature of the web does have an effect on evaluating assignments for a course. Given that you can pull resources off the web to enhance an assignment, many things come into play during evaluation of class work. Some of the ways that using the web can help the student and the teacher during evaluations include:
Student - The web helps the student on assignments that will be evaluated by the instructor.
- The student can search additional websites for ideas, information, and assistance on assignments.
- The student can have discussions through IM, discussion boards, email, or blogs with teacher or classmates to collaborate and share ideas.
Teacher- The teacher can use the web to evaluate assignments completed by students.
- The teacher can search the web to get ideas on how to put assignments together, in ways that will enhance students' learning, as well as help them out with future evaluations.
- The teacher can collaborate and have discussions with faculty or students through IM, discussion boards, email, or blogs.
1. Does the global nature of the web have an effect on evaluation?
Yes, the global nature of the web does have an effect on evaluating assignments for a course. Given that you can pull resources off the web to enhance an assignment, many things come into play during evaluation of class work. Some of the ways that using the web can help the student and the teacher during evaluations include:
Student - The web helps the student on assignments that will be evaluated by the instructor.
- The student can search additional websites for ideas, information, and assistance on assignments.
- The student can have discussions through IM, discussion boards, email, or blogs with teacher or classmates to collaborate and share ideas.
Teacher- The teacher can use the web to evaluate assignments completed by students.
- The teacher can search the web to get ideas on how to put assignments together, in ways that will enhance students' learning, as well as help them out with future evaluations.
- The teacher can collaborate and have discussions with faculty or students through IM, discussion boards, email, or blogs.
Week 11 Blog and Gator
Article from OLDaily
Reshaping Learning from the Ground Up
James Daly
This article was informative in the way that school , “is a system that is completely out of time, designed to produce industrial workers.” I do think this perspective is interesting, and makes me think about the ways we offer education to students. I do agree that we no longer need all students learning at the same pace, such as reading textbooks in the same way, at the same time. I think that textbooks should have diversity, offering a variety of information for students to choose from. Students are not all interested in the same content, so offering them books that have content that they are interested in, will enhance their interest to learn. Daly says we should “get the current system out of our heads.” I think that we have a concrete view that is a traditional stance on what school should be like for students. But I believe the classroom is evolving and teachers are finding more ways to diversify the instruction for students and encourage students to become active participants in their education.
Reshaping Learning from the Ground Up
James Daly
This article was informative in the way that school , “is a system that is completely out of time, designed to produce industrial workers.” I do think this perspective is interesting, and makes me think about the ways we offer education to students. I do agree that we no longer need all students learning at the same pace, such as reading textbooks in the same way, at the same time. I think that textbooks should have diversity, offering a variety of information for students to choose from. Students are not all interested in the same content, so offering them books that have content that they are interested in, will enhance their interest to learn. Daly says we should “get the current system out of our heads.” I think that we have a concrete view that is a traditional stance on what school should be like for students. But I believe the classroom is evolving and teachers are finding more ways to diversify the instruction for students and encourage students to become active participants in their education.
Week 11
Blog and Gator
End of Year Evaluations
Remote Access Clarence Fisher
I really liked the perspective that Clarence Fisher had on “End of Year Evaluations.” I do agree that evaluations are a way to cover yourself. At work we have a great way to document reading and math progress through Star Reading and Star Math we administer three times a year. I do agree with Fisher, that if you have ongoing documentation of assessments, it is available to pull and show to administers or concerned parents. With the Star Reading and Star Math running records, there is always data available in reading and math, to pull and show to my administrator or concerned parents. There is so much emphasis put on evaluating data and analyzing data for new teachers, that it is overwhelming. My KTIP portfolio was completely stuffed, with data analysis in two monstrous binders. I had to choose two identified students and keep running records on them of their progress, as well as work on presenting and evaluating 3 lessons for my administrator, 3 lessons for my KTIP teacher, and 3 lessons for my college representative. There were several other things to complete for my portfolio including a project to create and manage school wide, that would enhance the school learning environment. I do agree with Fisher, that end of year evaluations are essential. Without them, you do not have documentation to cover yourself.
End of Year Evaluations
Remote Access Clarence Fisher
I really liked the perspective that Clarence Fisher had on “End of Year Evaluations.” I do agree that evaluations are a way to cover yourself. At work we have a great way to document reading and math progress through Star Reading and Star Math we administer three times a year. I do agree with Fisher, that if you have ongoing documentation of assessments, it is available to pull and show to administers or concerned parents. With the Star Reading and Star Math running records, there is always data available in reading and math, to pull and show to my administrator or concerned parents. There is so much emphasis put on evaluating data and analyzing data for new teachers, that it is overwhelming. My KTIP portfolio was completely stuffed, with data analysis in two monstrous binders. I had to choose two identified students and keep running records on them of their progress, as well as work on presenting and evaluating 3 lessons for my administrator, 3 lessons for my KTIP teacher, and 3 lessons for my college representative. There were several other things to complete for my portfolio including a project to create and manage school wide, that would enhance the school learning environment. I do agree with Fisher, that end of year evaluations are essential. Without them, you do not have documentation to cover yourself.
Week 11
Blog and Gator
Taking Stock of the First Six Months Beyond the Walls: I Had No Idea…Really…
Barbara Ganley
from Stephen's Web ~ OLDaily
I found this really interesting article on “Taking Stock on the First Six Months Beyond the Walls” by Ganley. Ganley evaluated the process of college students learning through “collaborative learning” and taking ownership of their learning. But, as she was leaving the classroom for other adventures to experience in education, she conjured up the thoughts that maybe this isn’t the way students learn, given that you have an “artificial environment.” Ganely compares the aspects of teaching in an academic environment, completely different from teaching outside of a classroom-type setting. In the real-world, working with non-profit organizations and the community, she feels that school was a “comfort confine.” I do agree that often school is comfortable, the teacher talks and the students listen. This year I have been challenging myself to be more creative as I teach, stepping away from whole group teaching and lecturing. I am integrating small groups, interactive play, manipulatives, investigations, technology exploration, and am finding my students growing and responding to these new learning options. It is not that I haven’t always used them in my classroom, just in moderation, given that the school day has a limited amount of teaching time. Working in an elementary school, it seems that you are always playing catch-up, but I like this new approach to learning. This article made me think, we can get too comfortable as educators in a school/academic setting.
Taking Stock of the First Six Months Beyond the Walls: I Had No Idea…Really…
Barbara Ganley
from Stephen's Web ~ OLDaily
I found this really interesting article on “Taking Stock on the First Six Months Beyond the Walls” by Ganley. Ganley evaluated the process of college students learning through “collaborative learning” and taking ownership of their learning. But, as she was leaving the classroom for other adventures to experience in education, she conjured up the thoughts that maybe this isn’t the way students learn, given that you have an “artificial environment.” Ganely compares the aspects of teaching in an academic environment, completely different from teaching outside of a classroom-type setting. In the real-world, working with non-profit organizations and the community, she feels that school was a “comfort confine.” I do agree that often school is comfortable, the teacher talks and the students listen. This year I have been challenging myself to be more creative as I teach, stepping away from whole group teaching and lecturing. I am integrating small groups, interactive play, manipulatives, investigations, technology exploration, and am finding my students growing and responding to these new learning options. It is not that I haven’t always used them in my classroom, just in moderation, given that the school day has a limited amount of teaching time. Working in an elementary school, it seems that you are always playing catch-up, but I like this new approach to learning. This article made me think, we can get too comfortable as educators in a school/academic setting.
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