Boling, Erica, and Castek, Jill. (2008). Collaborative Literacy: Blogs and Internet Projects. The Reading Teacher, 61, 6, 504-506.
Boling and Castek’s “Collaborative Literacy: Blogs and Internet Projects,” is about the ways that blogs and other Internet projects can impact a students’ writing. The authors state that such tools can capitalize on the strengths of authentic writing, show the power of the writing process, and engage students in collaborative writing. In one example, third graders wrote to their buddy, a stuffed bear (who is also the “host” of their blog). Students are motivated to write their responses to the questions being asked of them. The authors also completed a collaborative Internet project with their students, in which two classes from different parts of the country contributed to a group wiki, all while meeting their language arts and social studies standards. This article is incredibly relevant and useful. The authors provided the reader with concrete examples of how these methods of instruction have worked as well as how powerful they are. Both authors are professors, and they partnered with elementary school teachers to complete the projects mentioned in the article. They were incredibly thorough and realistic about the outcome. I really liked reading about the projects mentioned in the article. I especially enjoyed the section about the collaborative Internet project. Teaming one of my classes up with another class somewhere around the country would be an incredibly powerful learning tool.
Sunday, May 18, 2008
Using Blogs to Improve Differentiated Instruction
Colombo, Micheala, and Colombo, Paul. (2007). Using Blogs to Improve Differentiated Instruction. Education Digest, 73,4, 10-14.
“Using Blogs to Improve Differentiated Instruction,” by Paul and Micheala Colombo, is an article that focuses on the ways blogs can improve science instruction. The authors begin by stating the fact that there is a shortage of science teachers in the United States. They feel that blogs are an effective way of extending the instructional impact of science teachers in the country. Teachers are able to differentiate instruction, extend instruction, and integrate technology using blogs. The authors go on to give instruction on setting up a blog as well as ways to find support. This article is quite useful, as it doesn’t just stop with describing the ways a blog can be helpful in your teaching. It goes on to instruct the reader in how to set up their own blog and how to find support, if needed. Although the article is meant for science teachers, the information is applicable to anyone. The authors both have a tremendous background in education. They are more than qualified to write this article, as they have both used blogs extensively in their instruction. I enjoyed reading this article, as using blogs in my own classroom is something I have just recently begun to think about. Being able to extend my instruction even further is something I’m excited to try out.
“Using Blogs to Improve Differentiated Instruction,” by Paul and Micheala Colombo, is an article that focuses on the ways blogs can improve science instruction. The authors begin by stating the fact that there is a shortage of science teachers in the United States. They feel that blogs are an effective way of extending the instructional impact of science teachers in the country. Teachers are able to differentiate instruction, extend instruction, and integrate technology using blogs. The authors go on to give instruction on setting up a blog as well as ways to find support. This article is quite useful, as it doesn’t just stop with describing the ways a blog can be helpful in your teaching. It goes on to instruct the reader in how to set up their own blog and how to find support, if needed. Although the article is meant for science teachers, the information is applicable to anyone. The authors both have a tremendous background in education. They are more than qualified to write this article, as they have both used blogs extensively in their instruction. I enjoyed reading this article, as using blogs in my own classroom is something I have just recently begun to think about. Being able to extend my instruction even further is something I’m excited to try out.
Monday, May 12, 2008
A Project-Based Approach to Professional Development
Kolk, Melinda, and Wagner, David. (2008). A Project-Based Approach to Professional Development. Creative Educator, 1, 4, 7-9.
“A Project-Based Approach to Professional Development,” by Kolk and Wagner, is about effective professional development. It promotes a project-based approach, which according to the authors, will improved teaching, learning, and technology skills. This project-based approach will accomplish this by modeling the teacher’s effective implementation in the classroom. Most people know what project-based learning looks like in the classroom, but as a staff development model it is something new. In this example, teachers participating in the technology staff development were first told about project based learning and then asked to choose a unit they currently teach, determine the essential questions, and write an authentic task related to technology that students could complete. This article is incredibly useful, as it provides educators with an alternative and more effective way to teach their peers new technology. It gives many options, discusses the benefits, and show how well the model works. The method can be used across all grade levels, without limitations. The authors of the article are the CEO and Director of Professional Development for Tech4Learning. They both have a lot of experience and expertise in their field. I loved this article and the model it shared. It is such a great alternative to teaching new technology to my peers. I am constantly sharing something new with other teachers at my site and see this as a much more effective way to get the point across.
“A Project-Based Approach to Professional Development,” by Kolk and Wagner, is about effective professional development. It promotes a project-based approach, which according to the authors, will improved teaching, learning, and technology skills. This project-based approach will accomplish this by modeling the teacher’s effective implementation in the classroom. Most people know what project-based learning looks like in the classroom, but as a staff development model it is something new. In this example, teachers participating in the technology staff development were first told about project based learning and then asked to choose a unit they currently teach, determine the essential questions, and write an authentic task related to technology that students could complete. This article is incredibly useful, as it provides educators with an alternative and more effective way to teach their peers new technology. It gives many options, discusses the benefits, and show how well the model works. The method can be used across all grade levels, without limitations. The authors of the article are the CEO and Director of Professional Development for Tech4Learning. They both have a lot of experience and expertise in their field. I loved this article and the model it shared. It is such a great alternative to teaching new technology to my peers. I am constantly sharing something new with other teachers at my site and see this as a much more effective way to get the point across.
Saturday, May 10, 2008
The New Definition of Literacy
Jones-Kavalier, Barbara, and Flannigan, Suzanne. (2008). Connecting the Digital Dots: Literacy of the 21st Century. Teacher Librarian, 35, 13-16.
Jones and Flannigan’s article, “Connecting the Digital Dots,” is about the constantly changing definition of the term “literacy.” As stated in the article, literacy used to define a person’s ability to read and write. Today, however, this concept has changed and has taken on many different meanings. The article focuses on this new definition of literacy and just what it means for educators today. It mentions the common issue of a classroom full of technology-literate students and a technology-illiterate teacher. What needs to be done to solve this problem? How do we catch up to become literate in today’s technological society? These questions and more are raised by the authors. The article is incredibly useful for educators today. We are constantly introduced to new technologies and it is important to understand that our students will probably catch on to them far more quickly than we, their teachers, will. The article is relevant to all educators, without any limitations. Jones and Flannigan formulated their opinions in the article from numerous sources, making this article quite reliable. I enjoyed reading the article and learned a lot from it. As a Media Specialist, I often deal with teachers who struggle to keep up with technology today. It is important for them to understand all that is out there and that they need to continue to learn these new technologies along with their students.
Jones and Flannigan’s article, “Connecting the Digital Dots,” is about the constantly changing definition of the term “literacy.” As stated in the article, literacy used to define a person’s ability to read and write. Today, however, this concept has changed and has taken on many different meanings. The article focuses on this new definition of literacy and just what it means for educators today. It mentions the common issue of a classroom full of technology-literate students and a technology-illiterate teacher. What needs to be done to solve this problem? How do we catch up to become literate in today’s technological society? These questions and more are raised by the authors. The article is incredibly useful for educators today. We are constantly introduced to new technologies and it is important to understand that our students will probably catch on to them far more quickly than we, their teachers, will. The article is relevant to all educators, without any limitations. Jones and Flannigan formulated their opinions in the article from numerous sources, making this article quite reliable. I enjoyed reading the article and learned a lot from it. As a Media Specialist, I often deal with teachers who struggle to keep up with technology today. It is important for them to understand all that is out there and that they need to continue to learn these new technologies along with their students.
Thursday, May 1, 2008
Success Begins with Effective Design
“Success Begins with Effective Design”, written by Gene Bias, is a well-written article about developing engaging projects that meet curriculum standards and require higher-order thinking skills. The focus of the article is on project-based learning and its benefits. Although it is never mentioned in the article, much of what Bias’ writes about is quite similar to the backwards design process. Bias’ suggests that learning goals are established, followed by the writing of an essential question. Developing the assessment is step four, which is where Bias differs from UBD principles. From what I read, the article is not limited to any grade level or group of students. It is written in a manner that offers tips and suggestions to all groups of learners. The focus of the article is on well-designed technology lessons, although his process could easily be adapted to a broader audience. I found the article to be quite reliable. The journal it is printed in is put out by Tech4Learning, a software company with a great reputation. Mr. Bias is technology teacher who has spent many years refining the project-based learning process. I enjoyed reading the article and gaining a slightly different perspective to the UBD process, which I am quite familiar with. It offered some great ideas for planning an effective technology lesson, many of which I plan to implement.
Bias, Gene. (2007). Success Begins with Effective Design. Creative Educator, 1, 1, 7-9.
Bias, Gene. (2007). Success Begins with Effective Design. Creative Educator, 1, 1, 7-9.
Sunday, April 20, 2008
Blocking Web 2.0 Tools in Schools
While this was a short article, it definitely hit a nerve. I enjoyed reading it as much if not more than most of the others.
Rosenfield, Esther. (2008). Blocking Web 2.0 Tools in Schools: Creating a New Digital Divide [Electronic version]. Teacher Librarian. 3.
"Blocking Web 2.0 Tools in Schools," by Esther Rosenfield, touches on an argument fresh in the minds of most media/technology specialists across the country. Blocking useful web tools is a frustrating experience that I have experienced all too often. This article is about the need to un-block websites such as wikis, blogs, Flickr, Google docs, and many more from schools and districts across the country. This article is pertinent to teachers, media specialists, and administrators across the country. It touches on the importance of providing students with the type of web access necessary for success in today’s Web 2.0 world. This article is an opinion piece by the editor of Teacher Librarian. While Ms. Rosenfield does not back up her opinions in any way, she provides the reader with numerous approaches to reaching district administration and getting them to unblock such useful teaching tools from student use. I really enjoyed reading this article, as it is something that is often on my mind. It is so essential that we expose students to the technology tools that are part of their future.
Rosenfield, Esther. (2008). Blocking Web 2.0 Tools in Schools: Creating a New Digital Divide [Electronic version]. Teacher Librarian. 3.
"Blocking Web 2.0 Tools in Schools," by Esther Rosenfield, touches on an argument fresh in the minds of most media/technology specialists across the country. Blocking useful web tools is a frustrating experience that I have experienced all too often. This article is about the need to un-block websites such as wikis, blogs, Flickr, Google docs, and many more from schools and districts across the country. This article is pertinent to teachers, media specialists, and administrators across the country. It touches on the importance of providing students with the type of web access necessary for success in today’s Web 2.0 world. This article is an opinion piece by the editor of Teacher Librarian. While Ms. Rosenfield does not back up her opinions in any way, she provides the reader with numerous approaches to reaching district administration and getting them to unblock such useful teaching tools from student use. I really enjoyed reading this article, as it is something that is often on my mind. It is so essential that we expose students to the technology tools that are part of their future.
Friday, April 18, 2008
How do We Teach Technology?
It amazed me how much technology training has changed even in the 6 years since I completed my undergrad degree!
Honawar, Vaishali. (2008). Learning to Teach with Technology [Electronic version]. Education Weeks Technology Counts. 27. 28-31
Vaishali Honawar's "Learning to Teach with Technology" is about the process teachers go through when learning to integrate technology into their teaching. It goes on to talk about how teachers prepare themselves and are prepared by others to integrate technology into their everyday teaching. Most colleges and universities today require teachers-in-training to demonstrate their proficiency in basic technology. This article was interesting and useful because it talked about the trend that colleges are moving towards more specific and useful technology training in their programs. For instance, one program prepares future science teachers by teaching them to use a computer program called Starry Night, which teaches about constellations. The article is somewhat limited in that it does not have many practical applications for those already in the teaching field. Its focus is on how teachers are being trained prior to entering the workforce. I believe it has a broad audience, as it is important for it is important for all to stay current on how future educators are being trained. Learning to Teach with Technology is reliable and research-based. It will quickly become outdated, as technology is changing so fast, but it provides the reader with a snapshot of what technology training looks like today. I found the article interesting, though I don’t know that it greatly impacted what I do.
Honawar, Vaishali. (2008). Learning to Teach with Technology [Electronic version]. Education Weeks Technology Counts. 27. 28-31
Vaishali Honawar's "Learning to Teach with Technology" is about the process teachers go through when learning to integrate technology into their teaching. It goes on to talk about how teachers prepare themselves and are prepared by others to integrate technology into their everyday teaching. Most colleges and universities today require teachers-in-training to demonstrate their proficiency in basic technology. This article was interesting and useful because it talked about the trend that colleges are moving towards more specific and useful technology training in their programs. For instance, one program prepares future science teachers by teaching them to use a computer program called Starry Night, which teaches about constellations. The article is somewhat limited in that it does not have many practical applications for those already in the teaching field. Its focus is on how teachers are being trained prior to entering the workforce. I believe it has a broad audience, as it is important for it is important for all to stay current on how future educators are being trained. Learning to Teach with Technology is reliable and research-based. It will quickly become outdated, as technology is changing so fast, but it provides the reader with a snapshot of what technology training looks like today. I found the article interesting, though I don’t know that it greatly impacted what I do.
Saturday, April 5, 2008
Patterns...
I'm beginning to notice where my interest is going. One of my professional goals this year is to develop a strong scope and sequence for the media program at my school. I've found myself drawn towards articles regarding the development of technology programs so far... We'll see where it goes!
Camuti, Carmen. (2007-2008). Model Program: Technological Education in Ontario Schools. [Electronic version]. The Technology Teacher. 4. 28-33
"Model Program," by Carmen Camuti, is about the technology program in Ontario Schools. What first struck me about this article is that the Ontario program believes that students learn best by doing, emphasizing on problem solving. This made the article incredible useful to me. Much of the article focused on the specifics of the high school program which really only applies to middle and high school teachers, but the section on the big picture was relevant across all grades. While the article is mainly a description of the program that has been created, it is obvious that a lot of research went in to its development. The article is absolutely reliable, as the author is an instructional leader in Ontario Schools. The author concludes that technology in Ontario Schools is full of challenges, mainly due to the size of the province. Despite this, a lot of great work has been done to provide the best instruction possible to students. I was inspired by the outline provided of their program, even though it was geared more towards older students. Developing a strong scope and sequence can be difficult and the more examples I can view the better.
Camuti, Carmen. (2007-2008). Model Program: Technological Education in Ontario Schools. [Electronic version]. The Technology Teacher. 4. 28-33
"Model Program," by Carmen Camuti, is about the technology program in Ontario Schools. What first struck me about this article is that the Ontario program believes that students learn best by doing, emphasizing on problem solving. This made the article incredible useful to me. Much of the article focused on the specifics of the high school program which really only applies to middle and high school teachers, but the section on the big picture was relevant across all grades. While the article is mainly a description of the program that has been created, it is obvious that a lot of research went in to its development. The article is absolutely reliable, as the author is an instructional leader in Ontario Schools. The author concludes that technology in Ontario Schools is full of challenges, mainly due to the size of the province. Despite this, a lot of great work has been done to provide the best instruction possible to students. I was inspired by the outline provided of their program, even though it was geared more towards older students. Developing a strong scope and sequence can be difficult and the more examples I can view the better.
Blogs in the Classroom
I have to admit, I've become intrigued by blogs. Can't wait to keep reading about them and to try them out with students!
Akbulut, Yavuz & Kiyici, Mubin. (2007). Instructional Use of Weblogs. Turkish Online Journal of Distance Education. 8.
Instructional Use of Weblogs, by Akbulut and Kiyici, is an interesting article, which brought up many points to be considered when using blogs with students. The main purpose of the article is to provide the reader with different uses of weblogs, as well as the pros and cons of using them within an educational setting. Although the article mentions the uses of blogs in non-educational settings, the audience is still those in education. I found the article especially helpful because it was broken up into both the upsides of using blogs in the classroom as well as the downsides. The authors conclude that all educators can and should use blogs in their classroom. The benefits of blog use are tremendous and far out-weigh the negatives. That being said, the authors caution their readers to be aware of blog use and to educate their students regarding its uses. I found this to be particularly helpful as the authors gave me any things to think about as I begin to use blogs with my students.
Akbulut, Yavuz & Kiyici, Mubin. (2007). Instructional Use of Weblogs. Turkish Online Journal of Distance Education. 8.
Instructional Use of Weblogs, by Akbulut and Kiyici, is an interesting article, which brought up many points to be considered when using blogs with students. The main purpose of the article is to provide the reader with different uses of weblogs, as well as the pros and cons of using them within an educational setting. Although the article mentions the uses of blogs in non-educational settings, the audience is still those in education. I found the article especially helpful because it was broken up into both the upsides of using blogs in the classroom as well as the downsides. The authors conclude that all educators can and should use blogs in their classroom. The benefits of blog use are tremendous and far out-weigh the negatives. That being said, the authors caution their readers to be aware of blog use and to educate their students regarding its uses. I found this to be particularly helpful as the authors gave me any things to think about as I begin to use blogs with my students.
Here it is...my first post!
I really enjoyed my first article and feel it was a great place to "dive in." I started broad on purpose, as I really don't know what my focus will be. I can't wait to read more and find out! Read on...
Wynn, Gary. (2008). Avenues to Success – Developing a Thriving Technology Education Program [Electronic version]. The Technology Teacher. 5. 29-33
Avenues to Success, by Gary Wynn, focuses on the role of technology education and how it has changed in the last thirty years. The intended audience is anyone in education, specifically technology educators. I found this article to be a great starting point. It gives an outline on how to create a thriving technology program. Specifically, I found the concluding paragraph to be the most helpful. The author sums up his article well here and offers what I belive is great advice. It was helpful to hear him conclude by saying that a thriving technology program does not happen overnight. Having a vision and working as a team will lead to the success of the program. The author also found that it is important to involve staff from all areas of the school while creating the program in order for it to be a success. This is a great article to read as I begin my job of creating a thriving technology program at my school. The author of the article is absolutely credible, as he is a technology education instructor at the school written about.
Wynn, Gary. (2008). Avenues to Success – Developing a Thriving Technology Education Program [Electronic version]. The Technology Teacher. 5. 29-33
Avenues to Success, by Gary Wynn, focuses on the role of technology education and how it has changed in the last thirty years. The intended audience is anyone in education, specifically technology educators. I found this article to be a great starting point. It gives an outline on how to create a thriving technology program. Specifically, I found the concluding paragraph to be the most helpful. The author sums up his article well here and offers what I belive is great advice. It was helpful to hear him conclude by saying that a thriving technology program does not happen overnight. Having a vision and working as a team will lead to the success of the program. The author also found that it is important to involve staff from all areas of the school while creating the program in order for it to be a success. This is a great article to read as I begin my job of creating a thriving technology program at my school. The author of the article is absolutely credible, as he is a technology education instructor at the school written about.
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