Hooray for YouTube

CPB Response #2

According to the CPB article, there are several ways that teachers can use television and video to promote student achievement in the classroom. First, it can reinforce reading and lecture material. This reinforcement is a great supplement to the core curriculum in that it can help students to remember the material better than if they were to just read or listen. Images and sound have been shown to stay in the memory longer than print words or just listening to a lecture. Next, it can aid in the development of a common base of knowledge among students. Students have different learning capabilities and video is a good medium for learning. It can also enhance student comprehension and discussion. Television and video is a good supplement for the way that students learn. It can help them to better understand the subject matter and it stays in their memory longer. Television and video also increases student motivation and enthusiasm. Teachers have to be able to pick a video that is not only educational, but is also entertaining. Students aren't going to retain much from a video that is lifeless and boring. They will easily get bored and distracted. I know because I have had many teachers use videos that make everyone stiff as a board. The last way that television and video can promote student achievement is that is can promote teacher effectiveness. Any teacher can use television and video in their learning methods, but it is the way that they use it is what makes them effective. It has to be something that the students will actually remember and use.

Gabcast Numero Uno

Gabcast! Mallory's TL 5141 blog #1

Harris Response

In Harris' article (2000), some critics believe that there's no room for Internet projects in today's world of high stakes testing and empahsis on student achievement. According to Harris, this is not the case. She makes some very good points by saying that Internet projects are useful when used in the right way. For example, telecollaboration is most appropriate when students are a) being exposed to multiple points of view, perspectives beliefs, interpretations and/or experiences; b) comparing, constrasting, and/or combining similar information collected in dissimliar locations; c) communicating with a real audience using written language (like a blog); and d) expanding their global awareness. She also talks about how teleresearch can be useful when used in the appropriate way: a) accessing information not available locally; b) viewing information in multiple formats (e.g., text, graphics, video); c) comparing and contrasting differing information on the same topic; d) considering emerging and very recent information (e.g., interim reports of research studies in progress); and e) delving deeply into a particular area of inquiry. I really think that these points of interest within the realm of technology in education are important for teachers to understand and realize. Teachers need to know why they are using technology and simply help it to integrate with the curriculum, not replace it.

Another point that Harris makes in spite of this criticism is time. Going with what was just said, once teachers learn the skills for these Internet tools, using online components shouldn't take additional time or space in the classroom. Teachers need to learn about the types of telecommunicating projects that are worthwhile in terms of time, effort and resources needed. These worthy projects are student-centered, active, problem-based, multi-modal, and interdisicplinary. With the use of these Internet tools, each project should effectively combine curricular goals, telecollaborative activity structure, and serve teleresearch purposes.

The last point that she makes is her strongest. At the end of the article, Harris claims that if the testing instruments are reliable, vaild, and matched to the relevant curriculum standards, then the benefits of project-based learning should also be shown in higher test scores. If not, then we should question the tests before we question the creative ways in which teachers are helping their students to learn. I completely agree with this, because before you can get students to pass tests, you need to get them actively engaged in their learning. Students aren't being actively engaged by listening to a teacher up front lecture about a certain topic. They're being actively engaged in their learning by using technology in the classroom, which includes these Internet-based tools and project-based learning.

Kauchak Reading

According to Kauchak, there are three functions to teacher questioning. The first deals with assessing current understanding. In order to be an effective teacher, you must be able to understand what the student already knows, which will help to further their learning process. If you can link what they already know with what they're about to learn, the learning process will be easier not only on the student but the teacher as well. Technology helps to accomplish this function by allowing students to feel more comfortable with the questioning process. Students can be intimidated by questions that they don't know the answer to, especially in front of a peer group. By allowing students to answer questions through blogs, e-mail, or any other form of electronic communication, they will have more of a one-on-one session with the teacher rather than in front of a crowd.

The second function deals with increasing learner motivation. By asking students questions off the bat, teachers are subliminally engaging their students to be motivated in their learning. By letting students know that you will frequently ask questions, it tells them that they need to be prepared, incase they get called on. Tying this function with technology will encourage students to become even more engaged and will fuel their motivation to learn.

The last function of teacher questions is to guide new learning. This form of instructional questioning allows students to interrelate new ideas and integrate their new learning with their current knowledge. Teachers need to be able to guide their students in their learning and asking questions will help to engage the student and actually think about what they're learning. Students have a hard time keeping the knowledge when a teacher is only lecturing. By asking questions and engaging them with technology, they are able to connect what they already know with what they are learning. Using powerpoint, computer based activities, and slideshows help teachers with their questioning and also help to keep students engaged.

Reiser Article Response

The examples of the Integrated Final Projects show the methods and goals of the Project TEAMS. According to Project TEAMS, the integration of instructional technology is key and the presence of technology is found in each of these examples. In these examples, students are able to interact with each other and get involved with "active learning" through the station activities. Interdisciplinary instruction is also found in these examples by four different subject areas implemented into one unit theme.

It would take a lot of planning and organization in order to teach this way. The availability of computers in the classroom is also important in order to teach this way. Project TEAMS requires four computers in each classroom, which is unrealistic for many schools. I think that this could work if technology was brought into the classroom instead of confined to a media lab. Many schools have a media lab that have 25-30 computers. These computers could be put into the classrooms. Because the studies show mostly positive results, I think that this would be worthwhile. I want to stay positive about it happening soon because technology is continually growing and is apart of our everyday lives. All schools need is the right funding for technology and it can happen. Hopefully that funding will come soon.

Robyler Article Response

Question #2: What is the difference between acquiring knowledge and employment of knowledge as described by Tennyson (1990) in the article?

According to Tennyson, acquiring knowledge is "the verbal information and procedural knowledge" and employment of knowledge is using "contextual skills, cognitive strategies, and creative processes." The difference between the two is that acquiring knowledge is what you are actually learning and employment of knowledge is taking what you learned and actually using it. Many students don't realize how important employment of knowledge is because they feel that they aren't going to actually use what they learn in school later in life. Employment of knowledge is just as, if not more, important as acquiring knowledge. Tennyson makes a good point when he says that 30 percent of learning time should be spent on acquiring knowledge and 70 percent should be spent on employment of knowledge. What's the point of learning if you aren't actually going to use it?

I meant to put this picture with my first post. I thought I would share it with you anyway. I am currently on the Football MUSS Board and have had a couple of opportunities to meet with various athletic coaches on campus.. mostly the football coaches. I have also had the opportunity to meet the new men's head basketball coach, Jim Boylen. He is a great guy and he is determined to turn our basketball program around. He's really into getting students involved and making them apart of the team. He's even going to hold open tryout this fall! This picture is with Coach Boylen at the alumni house during the house party where he came out to meet students.

biggest benefit of using technology in the classroom..

I feel that the biggest benefit of using technology in the classroom is the ability to engage your students. You can encourage your students to get involved in the learning process by engaging them in the subject that they are learning. Instead of reading about World War II, students can watch videos, listen to audio clips and see images from that time period. We are creating new learning environments for our students by using technology in the classroom.

All About Me

My name is Mallory and I am a senior here at the U. I am majoring in history teaching and minoring in english teaching. I have blogged before, but I don't do it on a regular basis. Usually only when I'm feeling extra creative. I grew up here in the Salt Lake valley and I love living here. I mostly go to school and work, but I like to have fun with family and friends in my spare time. I am a cake decorator on the side and have done numerous wedding cakes. I hope to turn it into a side business during the off-season of teaching (aka summer) someday.

I actually changed my major after my freshman year. I spent all of high school and freshman year of college dreaming of one day becoming a journalist, only to one day suddenly change my mind. I loved high school and everything that my teachers did for me, and so I decided that I wanted to have that same impact on future students. Even though my mom has discouraged me from becoming a teacher (due to low pay), I went ahead with my own judgement and am a year away from my cohort year. Teaching is just something that I know I will succeed at and I know that I will enjoy for years to come.

I think that using technology in the classroom is critical, especially in this day and age. It is something that most students are familiar with and use everyday. Not only will it get your students engaged, but it will give them an opportunity to use this technology in the future. I like the idea of using the technology that students already have (like cell phones and iPods) to your advantage in teaching.