Raising Reading Achievement through Web-based Mentoring
by Melanie Helt
The goals were to raise reading and writing skills and scores by using technology. A group of educators used the well known literature circle model in which small groups discuss a common novel of their choice and created an online learning community. They tested the students and those with a below reading level were also placed in a "study group" along with the general program all students participated in. The other students were used as the "control group" and the study groups were tested through out the year. The sessions were focused on a theme and the students read books about this general theme. The groups were mixed by gender and ability. Students read books, discussed them online with peers and mentors, and were given homework assignments.
Q1: Was this project successful and Why?
A1: According to the test results, the reading scores increased for all students. It is debatable whether it was the technology that helped the students improve, however, based on this research, this is one successful way to include technology in the classroom. I think one of the most important aspects of the project was the student mentors who helped in analyzing the reading content to pull out the deeper meanings from the text. In my experience, one-on-one help is very beneficial to most students learning.
Q2: How could I use this project in my own classroom?
A2: Through this project the results showed for the discussions, students were willing to go online to check other students' comments and discuss connections to their own lives. They were motivated to think critically and express their thoughts about the reading. I think it would be useful to use this kind of idea in the classroom. Maybe for reading groups I could have the students post their discussions online with peers/partners and with a mentor. Overall, I see how discussing the information online could help in writing and reading abilities.
Friday, April 17, 2009
Friday, April 10, 2009
Improving Student Writing Through Email Mentoring
by Mary Burns
Teaching a writing class, Ms. Burns was struggling with her students. They continued to make consistent mistakes, use a limited vocabulary and remain uninterested in the assignments. She tried peer reviews, however, her students were just getting bored and frustrated. Finally, she came up with the idea to set up her students with "mentors" who were in jobs the student's were interested in. The students and mentors were required to communicate at least four times over email and Ms. Burns graded their emails as the writing assignments. They went over proper email etiquette, etc. Students and mentors alike were enthusiastic about the project and exceeded the minimum work. Students vocabulary and overall writing improved immensely.
Q1: How can I use this idea/project in my teaching?
A1: Email is fairly simple to use and many schools now own computers for students. The real challenge would be to have a social/professional network to contact people from different career areas who would be interested in mentoring a student. This project is mainly geared toward older students such as middle school and high school, who have a bigger idea of what they want to do for a career.
Q2:How could I adapt this idea for elementary students?
A2: I am planning to teach elementary students, and while the career mentoring may be a bit too early for the students, the elements of email communication for writing skills are important. As I have read and heard before, there are ways to communicate with a classroom from another part of the world. Students can connect over internet with other students and you can collaborate with the other teacher for projects, etc. Not only does this bring awareness of different cultures and geography, but it is a fun way to have students practice and improve writing through social networking and email communication.
Teaching a writing class, Ms. Burns was struggling with her students. They continued to make consistent mistakes, use a limited vocabulary and remain uninterested in the assignments. She tried peer reviews, however, her students were just getting bored and frustrated. Finally, she came up with the idea to set up her students with "mentors" who were in jobs the student's were interested in. The students and mentors were required to communicate at least four times over email and Ms. Burns graded their emails as the writing assignments. They went over proper email etiquette, etc. Students and mentors alike were enthusiastic about the project and exceeded the minimum work. Students vocabulary and overall writing improved immensely.
Q1: How can I use this idea/project in my teaching?
A1: Email is fairly simple to use and many schools now own computers for students. The real challenge would be to have a social/professional network to contact people from different career areas who would be interested in mentoring a student. This project is mainly geared toward older students such as middle school and high school, who have a bigger idea of what they want to do for a career.
Q2:How could I adapt this idea for elementary students?
A2: I am planning to teach elementary students, and while the career mentoring may be a bit too early for the students, the elements of email communication for writing skills are important. As I have read and heard before, there are ways to communicate with a classroom from another part of the world. Students can connect over internet with other students and you can collaborate with the other teacher for projects, etc. Not only does this bring awareness of different cultures and geography, but it is a fun way to have students practice and improve writing through social networking and email communication.
Friday, March 27, 2009
Connecting Curriculum Across the Continent
by Stephen W. Zsiray, Jr., Zan Burningham, and Lori McGivern
In order to get their students involved in the hot debate over capital punishment, the teachers used writing and art to express their knowledge and understanding about the issue. They had the students study a current popular case. The two teachers, Zan and Lori had met at an exchange program hosted by the American Councils for International Education and used two-way Internet videoconferencing for discussing lessons and presentations with the students and informally with each other as well. Lori covered the social studies part, while Zan covered the art-collages and gesso art pieces. They had four formal sessions using videoconferencing in class.
Q1:How can I use technology to work with other teachers?
A1: Within school districts and classes, it is very common for teachers to collaborate and even team teach. In this article, the teachers work together to teach a lesson. They use technology to their advantage, not allowing distance to keep them from using each other as a resource. With technology, our limitation of personal resources are becoming smaller.
Q2:What was/can be student interaction in a project like this?
A2:In this case, students used email between sessions to clarify discussion topics, research
assignments and other projects. When they were finished with their projects, they sent them to their peers as well. Interactions in groups and between peers is important, and this project shows that you are not limited to the people sitting next to you. Students learn how to communicate through the web and better realize the possibilities of technology through this project.
In order to get their students involved in the hot debate over capital punishment, the teachers used writing and art to express their knowledge and understanding about the issue. They had the students study a current popular case. The two teachers, Zan and Lori had met at an exchange program hosted by the American Councils for International Education and used two-way Internet videoconferencing for discussing lessons and presentations with the students and informally with each other as well. Lori covered the social studies part, while Zan covered the art-collages and gesso art pieces. They had four formal sessions using videoconferencing in class.
Q1:How can I use technology to work with other teachers?
A1: Within school districts and classes, it is very common for teachers to collaborate and even team teach. In this article, the teachers work together to teach a lesson. They use technology to their advantage, not allowing distance to keep them from using each other as a resource. With technology, our limitation of personal resources are becoming smaller.
Q2:What was/can be student interaction in a project like this?
A2:In this case, students used email between sessions to clarify discussion topics, research
assignments and other projects. When they were finished with their projects, they sent them to their peers as well. Interactions in groups and between peers is important, and this project shows that you are not limited to the people sitting next to you. Students learn how to communicate through the web and better realize the possibilities of technology through this project.
Friday, March 13, 2009
Photography Enters the Digital Age
by Laurence Goldberg
This article was written in 2000, when the digital photography age was just starting. Teacher John Wiegand in Philadelphia created a digital photography class for the technology program. Students used digital editing software to edit their photos and create their own designs and "art." They experimented with digital enhancement, cropping, insertion of subjects into different backgrounds, etc. Students learned traditional photography methods when taking the picture and used the editing features to enhance them.
Q1:What are some issues the project brings up?
A1:When working with the photos, especially with public domain photos, there is always the issue of ethics. Some people change and enhance photos in order to deceive their audience. It is important to make students aware of the ethics of digital editing and ask probing questions, such as: What is my purpose in changing the photo? Is the photo mine to use? What am I using the photo for?
Q2:How has this technology advanced since this time?
A2:Technology seems to be advancing constantly as time progresses. There have been changes and new features added to digital editing. Now, digital editing is reflective of a traditional darkroom where you can enhance and change your photos without the chemicals and time it would take in the darkroom. As time progresses, more features of digital editing are added. Digital cameras have also advanced rapidly and are more affordable to a wider audience.
This article was written in 2000, when the digital photography age was just starting. Teacher John Wiegand in Philadelphia created a digital photography class for the technology program. Students used digital editing software to edit their photos and create their own designs and "art." They experimented with digital enhancement, cropping, insertion of subjects into different backgrounds, etc. Students learned traditional photography methods when taking the picture and used the editing features to enhance them.
Q1:What are some issues the project brings up?
A1:When working with the photos, especially with public domain photos, there is always the issue of ethics. Some people change and enhance photos in order to deceive their audience. It is important to make students aware of the ethics of digital editing and ask probing questions, such as: What is my purpose in changing the photo? Is the photo mine to use? What am I using the photo for?
Q2:How has this technology advanced since this time?
A2:Technology seems to be advancing constantly as time progresses. There have been changes and new features added to digital editing. Now, digital editing is reflective of a traditional darkroom where you can enhance and change your photos without the chemicals and time it would take in the darkroom. As time progresses, more features of digital editing are added. Digital cameras have also advanced rapidly and are more affordable to a wider audience.
Friday, March 6, 2009
Learning Connections
Jumping into Art History
by Savilla Banister and Rene Steingraber
In East Broadway Middle School students use Photoshop, GarageBand, iTunes, iPhoto, iMovie, and iDVD to create a video of their research of an artist. Working in groups, they use these different Mac programs to make a video presentation of the artist's work and biographical information. They scan pictures from magazines, add their voices and "selves" into the presentation. After embellishing it with titling and special affects, they receive a burned final copy of their movie.
Q1: How does this project incorporate technology with other core subject learning?
A1: This project allows the students to creatively create a presentation of their research. The students are learning from the research they find, but by also using the technology to add pictures and special affects to their information, students are spending more time thinking and weeding out the information they want to include about the artist. Also, with all the programs open for the students to use, they are exposed to technologies that many adults have never touched. This project sounds fun, intellectual and technologically empowering.
Q2: Are there any foreseeable "issues" with using this technology?
A2: Whenever we are talking about technology, there is always a price involved. These specific programs are only available on the Mac computer, which excludes schools with PC's from this project. However, since many schools are embracing the Mac, this may not be a problem in the future. Though the article does not state the price for the programs used in this lesson/project, it may be expensive, especially for low income schools. In this case, you can modify the project by purchasing only the essential software. I still believe this project could be fun and creative without the use of all the programs.
by Savilla Banister and Rene Steingraber
In East Broadway Middle School students use Photoshop, GarageBand, iTunes, iPhoto, iMovie, and iDVD to create a video of their research of an artist. Working in groups, they use these different Mac programs to make a video presentation of the artist's work and biographical information. They scan pictures from magazines, add their voices and "selves" into the presentation. After embellishing it with titling and special affects, they receive a burned final copy of their movie.
Q1: How does this project incorporate technology with other core subject learning?
A1: This project allows the students to creatively create a presentation of their research. The students are learning from the research they find, but by also using the technology to add pictures and special affects to their information, students are spending more time thinking and weeding out the information they want to include about the artist. Also, with all the programs open for the students to use, they are exposed to technologies that many adults have never touched. This project sounds fun, intellectual and technologically empowering.
Q2: Are there any foreseeable "issues" with using this technology?
A2: Whenever we are talking about technology, there is always a price involved. These specific programs are only available on the Mac computer, which excludes schools with PC's from this project. However, since many schools are embracing the Mac, this may not be a problem in the future. Though the article does not state the price for the programs used in this lesson/project, it may be expensive, especially for low income schools. In this case, you can modify the project by purchasing only the essential software. I still believe this project could be fun and creative without the use of all the programs.
Software Review: Learning.com
Web Browsing: Research and Citing Sources Grades 6-8
- This tutorial helped me better understand what the Internet is and how information is transferred. Though I have often used the Internet, I did not know about how a web servers send the information and how the "Web" was set up. It guided me through the different parts to a URL and what each part indicates, such as the web server, domain, etc. I work in the library and enjoyed the tutorial on research. The tutorial helped incorporate research techniques with using technology, information I do not think all college students know and this is for 6-8th graders! Overall, I liked interacting with the tutorial. It made the experience more realistic.
- When using this tutorial in a classroom, the only "problem" I could foresee deals with typing in the web addresses. It is easy to miss a letter here or there and could be confusing for a student if the are told the have an "error" and it is only because they missed a punctuation mark. This would teach the kids the importance of accuracy but may keep kids stumped for a long period of time.
- I experienced no problems while using this tutorial, however, it is hard to retain all the information given, and there should be prepared materials/activities to help students "digest" it all.
Browsing Basics:
K-12 [5] Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
K-12 [5.a] advocate and practice safe, legal, and responsible use of information and technology.
K-12 [6] Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
K-12 [6.a] understand and use technology systems.
K-12 [6.b] select and use applications effectively and productively.
URLs:
K-12 [1] Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
K-12 [1.a] apply existing knowledge to generate new ideas, products, or processes.
K-12 [2] Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
K-12 [2.a] interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
K-12 [6] Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
K-12 [6.a] understand and use technology systems.
K-12 [6.b] select and use applications effectively and productively.
Web Searches:
K-12 [3] Students apply digital tools to gather, evaluate, and use information. Students:
K-12 [3.b] locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
K-12 [3.c] evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
K-12 [4] Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
K-12 [4.c] collect and analyze data to identify solutions and/or make informed decisions.
K-12 [5] Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
K-12 [5.a] advocate and practice safe, legal, and responsible use of information and technology.
Validity and Sourcing:
K-12 [1] Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
K-12 [1.a] apply existing knowledge to generate new ideas, products, or processes.
K-12 [2] Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
K-12 [2.a] interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
K-12 [2.b] communicate information and ideas effectively to multiple audiences using a variety of media and formats.
K-12 [5] Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
K-12 [5.a] advocate and practice safe, legal, and responsible use of information and technology.
K-12 [5.b] exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
Resources:
(2007). Easy Tech Tutorials. Available from: <http://www.learning.com/>.(2007). ISTE NETS for Students. Available from:
<http://www.iste.org/Content/NavigationMenu/NETS/ForStudents
/2007Standards/NETS_for_Students_2007.htm>.
Friday, February 27, 2009
Learning Connections
Amazing Animation: 3D Graphics in the Classroom
By Scott Schonefeld
This article speaks of the advantages of using 3D animation in the classroom. While most teachers have never used 3D technology, Schonefeld expresses how giving the students animation projects not only lets them be creative but gives the kids concrete materials to better learn math concepts. While the kids will come away with a better understanding of the coordinate system, they do not need to know much to start interacting with the software.
Q1: What are some other interesting features of 3D animation?
A1: While using this program, students can change the perceived textures of the objects they are creating. Not only can they choose textures available from the program, but they can also take pictures of interesting surfaces and create their own textures. Also, they can create different atmospheres for their objects and either leave them stationary or make them move. I like how the program blends mathematics, creativity and technology together in this learning experience.
Q2: How can a teacher best use this technology in the classroom?
A2: As the article mentions, there are many effects and features of the 3D program that students which can easily distract students. In order to insure that students stay on task and get their projects done, teachers should keep the projects short and specific. Students can always come in after class if they really want to add more to their projects. Teachers should make sure that the projects they assign are focused and somewhat simple.
By Scott Schonefeld
This article speaks of the advantages of using 3D animation in the classroom. While most teachers have never used 3D technology, Schonefeld expresses how giving the students animation projects not only lets them be creative but gives the kids concrete materials to better learn math concepts. While the kids will come away with a better understanding of the coordinate system, they do not need to know much to start interacting with the software.
Q1: What are some other interesting features of 3D animation?
A1: While using this program, students can change the perceived textures of the objects they are creating. Not only can they choose textures available from the program, but they can also take pictures of interesting surfaces and create their own textures. Also, they can create different atmospheres for their objects and either leave them stationary or make them move. I like how the program blends mathematics, creativity and technology together in this learning experience.
Q2: How can a teacher best use this technology in the classroom?
A2: As the article mentions, there are many effects and features of the 3D program that students which can easily distract students. In order to insure that students stay on task and get their projects done, teachers should keep the projects short and specific. Students can always come in after class if they really want to add more to their projects. Teachers should make sure that the projects they assign are focused and somewhat simple.
Friday, February 20, 2009
Virtual Success
Virtual Success: Transforming Education Through Online Learning
By Julie Young, Kim Birtolo, and Raven McElman
This article describes the successes of Florida Virtual School (FLVS) and the online schools' approach in general as opposed to traditional schools. FLVS advertises its accessibility to students and improved academic performance for students.
Q1: What does a virtual school offer that other schools do not?
A1: According to the example of FLVS, a virtual school has no beginning and end time, mostly just projects to work on. This allows more accessibility to students as they may "choose" their own schedule. Also, at FLVS they receive more individual attention from their teachers, which is harder to achieve in the traditional classroom. With such an interest in computers and virtual games, by making assignments and teachings online, the teachers are reaching out to their student's interests while learning. I agree that this approach to appeal to the students interests is very important for achieving student involvement.
Q2: What are some perceived difficulties with a virtual school?
A2: It would do well to look into the financial cost to run a virtual school, because it seems a more expensive option. If the cost is not covered by the state it would make these types of schools less accessible for those with lower income. Personally, I prefer face to face interaction with people and though there can be this interaction when the students need help, I think much of the social aspect of learning can be lost if the schools are not careful. The last issue I can perceive is with the parents. With a virtual school it may be harder to involve the parents in the child's learning. It may give the child a more individualized learning, but depending on the parent's knowledge, they may lose that connection with the parents. These "difficulties" are not insurmountable but should be considered along side the benefits.
By Julie Young, Kim Birtolo, and Raven McElman
This article describes the successes of Florida Virtual School (FLVS) and the online schools' approach in general as opposed to traditional schools. FLVS advertises its accessibility to students and improved academic performance for students.
Q1: What does a virtual school offer that other schools do not?
A1: According to the example of FLVS, a virtual school has no beginning and end time, mostly just projects to work on. This allows more accessibility to students as they may "choose" their own schedule. Also, at FLVS they receive more individual attention from their teachers, which is harder to achieve in the traditional classroom. With such an interest in computers and virtual games, by making assignments and teachings online, the teachers are reaching out to their student's interests while learning. I agree that this approach to appeal to the students interests is very important for achieving student involvement.
Q2: What are some perceived difficulties with a virtual school?
A2: It would do well to look into the financial cost to run a virtual school, because it seems a more expensive option. If the cost is not covered by the state it would make these types of schools less accessible for those with lower income. Personally, I prefer face to face interaction with people and though there can be this interaction when the students need help, I think much of the social aspect of learning can be lost if the schools are not careful. The last issue I can perceive is with the parents. With a virtual school it may be harder to involve the parents in the child's learning. It may give the child a more individualized learning, but depending on the parent's knowledge, they may lose that connection with the parents. These "difficulties" are not insurmountable but should be considered along side the benefits.
Wednesday, February 18, 2009
Making Sense Through the Senses
Diversity and Understanding
Christy Curtis
Growing up I have noticed that I have a variety of skills and interests which led me to decide on a liberal studies major. I understand the importance of diversity and teaching different students. I volunteer at a camp for children who are in the foster care system and they all come from different backgrounds.
I also stress the importance of inclusion within education and daily life. I work with a seven year old girl who underwent a traumatic brain injury. By working with her and her family these past three years, I have broadened my scope of what education means to each child. It has also increased my care and compassion for those considered "different."
This past summer I helped teach preschoolers and tutor elementary school children at a community organization site in Mexico. I had the opportunity to collaborate with the other teachers to create a class schedule and choose teaching materials. During this experience I saw and worked with students and teachers with very little income. We had second hand books and often made our own copies by drawing. All of these experiences have given me a different outlook on what it means to be a teacher and creative ways to use what you have.
Email: c.curtis422@gmail.com
Blog: Christy's Blog
The Arts
Christy Curtis
Though I enjoyed numerous subjects in school including math, literature and writing, I have always preferred the arts. Theater and music especially inspired me. 
In high school, it was drama class that forced my out of my shell and where I really gained confidence in expressing myself. I understand that with budget cuts and funding issues often the arts or physical education are the first to go. However, it is often the arts that open children to creativity and channel energy. They are also opportunities for students to learn how to engage in social interaction and use "life skills" and gain confidence which will affect their learning in other areas.
Christy Curtis
I am most interested in teaching fourth grade students. I enjoy the ages where learning is still relatively new and exciting. Also, it is an age group where kids have developed their personalities but are still not too self-conscious to perform and act "silly" in front of other people. In fourth grade they are developing how to express emotions and start improvising.
Link to some teacher resources for creative drama: Creative Drama
Link to Art Content Standards: Fourth Grade Arts CA Content StandardsBalancing Act
Karen Morizi
In my own schooling, I was always good at math and language arts. It seems humorous that the two would encompass my best subjects, as one is so logical and based on reasoning while the other allows my imagination to run wild and explore different realms of creativity. However, I believe the fact that I can adjust to either way of thinking will help make me a better teacher. I will have the luxury of understanding students who are more dominantly right-brained or left-brained. This will also help me to reach more of my students in the sense that I can use a variety of teaching styles to ensure that all of my students understand the material. 
Language Arts Activity
My personal experience in the elementary grades led me to believe that school was easy. I was an exceptional speller, I was proficient in math, and reading and didn't find the need to study for any sort of testing we were asked to endure. Then in junior high school I found myself slipping a little. I was placed in honors courses for math and English, but I started losing interest in school. From my prior school experience, I had never learned how to study. I had never needed to study. This proved to be a real challenge to me. On top of never learning to study, my time management skills were seemingly non existent. This added to the challenge.
As an aspiring teacher, I will use my experience in school to reach all of my students, regardless of their level of intelligence. If I find a student is bored because the material is too easy, I will make sure I find a way to challenge them. However, at the same time, I will make sure to get lower level students caught up without babying them. Another strategy I'd like to employ would be an inclusion-based teaching in which the students balance each other's strengths and weaknesses. For example, it would benefit a lower-level student to work with a gifted student academically, but it would also benefit the gifted student in terms of other skills; in my case, time management.
Email: moriz001@cougars.csusm.edu
Blog: http://karenmorizi.blogspot.com/
Right & Left Brain Unite Email: moriz001@cougars.csusm.edu
Blog: http://karenmorizi.blogspot.com/
Karen Morizi
When I first decided I wanted to be a teacher, I envisioned myself teaching kindergarten, and perhaps first or second grade if need be. However, the more I am learning in my education courses, the more open I have become to teaching the later elementary grades (third through sixth). At present, I have decided to be open minded to the idea of teaching any of the elementary grades, as I believe each would offer a different yet exciting new experience.
Language Arts Activity
Friday, February 6, 2009
Learning Connections
Writing tools for Differentiating Instruction
By Kylie Stewart, Diana Greer, and Sean Smith
While in the classroom, you notice that your kids learn differently. Some are kinesthetic learners, others are visual, others are auditory and many are a combination of all of these learning styles. In this article, the authors describe different technological programs that can assist students to fit their learning style while in the writing process. For example, one program is called "Inspiration" allows students to integrate their visual learning style into the writing process. It allows students to brainstorm and map out ideas by using graphics. Once students are finished with creating their visual representation, they are able to switch to the outline format and start writing.
Q1:What are some of the programs that seem most useful for students and why?
A1: Speech Synthesis can be used on both Mac and Windows operating system, which makes it available to a variety of users who may already have computer systems. Also, Speech Synthesis converts text into sound and connects the visual and auditory representations of the word. Another program, Draft-Builder, helps students by breaking down writing into sections such as planning, organizing and drafting. It also allows students to match their learning style to their writing.
Q2:How can you use this technology in a low income school?
A2: The article mentioned that Speech Synthesizer was cost effective, which is helpful. Also, if the schools were to get the programs on even a few machines, it could be helpful to students and teachers could use the technology to revise their own in class lessons.
By Kylie Stewart, Diana Greer, and Sean Smith
While in the classroom, you notice that your kids learn differently. Some are kinesthetic learners, others are visual, others are auditory and many are a combination of all of these learning styles. In this article, the authors describe different technological programs that can assist students to fit their learning style while in the writing process. For example, one program is called "Inspiration" allows students to integrate their visual learning style into the writing process. It allows students to brainstorm and map out ideas by using graphics. Once students are finished with creating their visual representation, they are able to switch to the outline format and start writing.
Q1:What are some of the programs that seem most useful for students and why?
A1: Speech Synthesis can be used on both Mac and Windows operating system, which makes it available to a variety of users who may already have computer systems. Also, Speech Synthesis converts text into sound and connects the visual and auditory representations of the word. Another program, Draft-Builder, helps students by breaking down writing into sections such as planning, organizing and drafting. It also allows students to match their learning style to their writing.
Q2:How can you use this technology in a low income school?
A2: The article mentioned that Speech Synthesizer was cost effective, which is helpful. Also, if the schools were to get the programs on even a few machines, it could be helpful to students and teachers could use the technology to revise their own in class lessons.
Thursday, January 29, 2009
Chatting it Up Online
Chatting it Up Online
Pamela Livingston
In "Chatting it Up Online," the Chestnut Hill Academy 3rd grade avid students chatted online with author, Ms. Mary Osborne, during class. After their teacher, Livingston, received the confirmation to their chat registration, she prepared with the technology staff. The children were excited when Ms Osborne answered their questions and "chatted" freely with Ms. Osborne and the response was much quicker as opposed to a letter.
Q1: How can using this technology affect students and staff positively?
A1: It is clear through this article that the "author chat" can provide many teachable moments for children. They are able to see how technology can be used to talk to people or getting information in such a short time. Also, this exciting experience can encourage students in their studies and foster curiosity about technology. It also can be a learning experience for the staff. Livingston mentioned they had to read a lot of information about proper chat etiquette, some of which she did not know previously. Also, using this technology, it forces the staff to collaborate and work together for the students, which is beneficial to all.
Q2: What are some possible difficulties? How can you get around those?
A2: There were a few glitches and Livingston stressed the importance of having a back up plan. It is important to let the technology help staff be a part of the project in order to provide assistance in the event of an emergency. I have seen that timeliness or being early is important so that you can figure out the glitches early on and fix them before using the chat.
Pamela Livingston
In "Chatting it Up Online," the Chestnut Hill Academy 3rd grade avid students chatted online with author, Ms. Mary Osborne, during class. After their teacher, Livingston, received the confirmation to their chat registration, she prepared with the technology staff. The children were excited when Ms Osborne answered their questions and "chatted" freely with Ms. Osborne and the response was much quicker as opposed to a letter.
Q1: How can using this technology affect students and staff positively?
A1: It is clear through this article that the "author chat" can provide many teachable moments for children. They are able to see how technology can be used to talk to people or getting information in such a short time. Also, this exciting experience can encourage students in their studies and foster curiosity about technology. It also can be a learning experience for the staff. Livingston mentioned they had to read a lot of information about proper chat etiquette, some of which she did not know previously. Also, using this technology, it forces the staff to collaborate and work together for the students, which is beneficial to all.
Q2: What are some possible difficulties? How can you get around those?
A2: There were a few glitches and Livingston stressed the importance of having a back up plan. It is important to let the technology help staff be a part of the project in order to provide assistance in the event of an emergency. I have seen that timeliness or being early is important so that you can figure out the glitches early on and fix them before using the chat.
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