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.