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It was suprizing to me that the length of the media that one tries to borrow effects whether or not you may use that media. It was interesting that one must keep that in mind. That seems very touchy and, even still, a little unclear.

Another thing that I had no idea was a factor: whether the media is to be used for an educational purposes. It seems great to me that you can use a lot of things for free, as long as it is for educational purposes. (with no limits or restrictions!)

The Teach Act seems to have a bunch of concerning exclusions, though:
-Not every one, nor every work is covered (how to tell?)
-And it only applies to accredited nonprofit educational institutions? (?! -But wouldn’t this seem to imply that teachers in private schools have the money to buy the rights to this stuff? That seems silly, because they are using copyrighted things for teaching, too. )

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Search engines for kids have been developed to protect young people from the potentially inappropriate and possibly dangerous pages on the internet. This is applicable to our classrooms because it makes it possible for teachers to assign research projects to students. They can use these search engines to pull up information to use while writing papers. It is a great option, too, for parents who are consious of the potential dangers on the internet, and it teaches students to be aware of what they put up on the internet.

The Kid Search Engine describes the goals of this movement well:
“The services…are designed primarily to serve the needs of children, either in focus, or by filtering out sites that some parents and teachers might find inappropriate for kids. These usually include sites that deal with explicit sexual matters, porn sites, violence, hate speech, gambling and drug use.”

Some Kid-friendly Search Engines

http://ivyjoy.com/rayne/kidssearch.html
http://www.sldirectory.com/searchf/kidsafe.html
http://www.safekids.com/child-safe-search/

Delicious

my delicious page is available under ‘links’

xxx

Web 2.0 tools

When I was abroad in France, I used skype all the time to talk to my boyfriend and family. I am sure that if I felt that I was stranded over there, I would not have had a good time at all. Being able to talk to them made the trip great.

I also use skype to talk to my dad,w ho is a mercant marine, and his schedule makes it so that he hasn’t been home for Christmas in 12 years. Skype allows him to “be home” for Christmas, without being home for Christmas.

A way a techer could encorporate technology using Bruner’s Cognitive Learning Theory:

Bruner was one of the most influential parties in Discovery Learning. This makes his theory one of the most practically applicable in refrence to technology.

New technology gives students the chance to explore their world virtually. Students can experience Stonehenge with out actually visiting it. I find it would be highly applicable in my classroom. If I were doing a lesson on say, a typical French city, it would be easy for me to allow students to explore Aix-en-Provence on Googlemaps. They can travel te roads and see the city without even leaving the classroom!

Chapter 7
(I had a problem uploading my vocaroo recording, so I am posting a link. http://m1.vocaroo.com/downloadtemp/Vocaroo_vemFDUnZH3g2ECQ2f.wav )

Barriers to accurate Assessment

Why do teachers evaluate?

To determine curriculum effectiveness

Compare achievement levels

Evaluate student’s knowledge and skill

The bad news?

If only one test is administered, the students who are good at that medium of test taking will do better.

It becomes a test of the student’s ability or inability to work with a particular media rather than testing the skills.

So, what can confound results?

1. Student characteristics and individual learning differences can confound results.

2. Media characteristics can confound results.

3. Withholding student supports can confound results.

4. Poor integration with curriculum limits the value of assessment data.

Individual Learning Differences:

-Most assessments are not designed to accommodate learning differences.

These learning differences are:

-Individual differences in strategic expression

-Individual differences in engagement

Test formats and administration circumstances impact student  performance differently

Media Constraints:

-teachers usually test via one kind of media, but that prevents teachers from fully evaluating different kinds of knowing.

Lack of Appropriate Supports:

Often teachers deny students the use of :  word processors

Calculators

because they were seen as “crutches”. More recently, however, teachers are allowing the use of supports, depending on what the assessment is actually testing.

Lack of Integration with the Curriculum

“Most traditional assessments are detached from instruction and practice.”

-in order to measure change accurately, teachers need multiple, flexible, ongoing assessments (like those used by doctors.)

…And how to improve the evaluation process?

Increasing Assessment Accuracy and Accessibility through UDL

Flexibility in Presentation

Technology gives teachers the opportunity to provide multiple representations of content (in the context of ongoing assessment.)

Flexibility in Expression and Strategic Supports

Allowing students with motor control take tests electronically, etc…

Flexibility in Engagement

Increasing the emotional level upon which students are involved

So, the value of UDL in Assessment is…

“The obvious value of embedded, flexible UDL assessment is its ability to adjust to many individual differences and focus the questions on exactly what teachers are trying to find out. With flexibility in presentation, expression, supports, and engagement, we can reduce the common errors introduced by single-mode fixed assessments. Further, that same flexibility allows teachers to align assessment more closely with teaching goals and methods and thus, to assess students more accurately.”

Quote response

I actually think both of those inferences are wrong. If the truckers who deliver produce just went on strike one day, no one would be able to eat a fresh salad until they came back to work. In this progressively technologically dependent society, those who can’t use technology are falling behind. Print and traditional forms of communication are seeming more archaic. It would just be negligent to ignore the technological progression.

Video Here

Instructional Technology is the technology students and teachers use in the classroom. These activities should be used to further the content learning and can be used to evaluate progress and to have practice doing performance based activities centered around the subject. These forms of technology could be anything from audio, video,and  computer technology, to games on the internet.

ebands+technology

My parents’ Apple IIE allowed me to become a bus driver at 4 years old. I went through grade school writing little stories and doing art on it. When I was in 7th grade, I was allowed to keep an old desktop in my room. I started writing more on it, but it was really only a glorified word-processor, and wasn’t ever connected to the internet. Through my years at a catholic girls high school, I tried to stay au courant and set up accounts with xanga, myspace, etc.

At college, I left that all behind me, keeping only my facebook and instead using my computer for powerpoints for class, looking up awesome words, and writing a 200 page fiction book for my sister’s 18th birthday, which I actually ended up publishing for her.

la rentrée des classes

Ah, mes premieres jours à Long Reach. Que veux-je dire? Long Reach est une école avec une population très diverse (cette population comprend les souris…il y avait un situation très lamentable qui était composé d’une souris et son, et sa rencontre avec la guillotine.
Berk.

Au fait, j’aime mes élèves! Je ne le croyais pas possible, mais voilà! Il y a un élève qui parle français a la maison. J’ai eu peur avant de rencontre le gar, mais c’était stupide. Il est un des plus gentils de la classe.

Donc, je vais finir avec un petit éxtrait d’un chanson.
” Il est tellement grand qu’y fait froide dans son ombre “Dites donc, n’en faites pas un peu trop, Aldebert?” “Si peu monsieur Martineau, si peu…”

Class Reflection

This course was, at first, overwhelming because of the amount of work expected to be done in two weeks. (It is, after all, intended to be a semmester course.)

But upon settling into the class, and getting used to the load, I found an incredible amount of new technology that I can use in my classroom. I had no idea movies were so easy to make, and I had no idea that glogster even existed.

This class showed me that tech can be integrated into almost everything, as long as the focus is on content, not the technology itself. It was amazing the things I found I could use in a French class.

It seems silly to say, but in these two weeks, I might have doubled my pervious knowledge of technology. Seriously.