I want to wish my fellow classmates the best of luck in all of their future endeavors.
I have enjoyed listening to podcasts, watching presentations, and learning information with each and every one of you.......
I feel that as time goes on, we will all see ourselves as confident and ambitious teachers.
Thank you for help making this course experience an enjoyable one....
Keep In Touch!
Jonas L. Cockson
Sunday, May 3, 2009
What I have learned from EDM 310...
I feel that I have learned a great deal about education and technology within this class/course. As a future teacher/educator, I feel that it is my responsibility to take what I have learned from this course and use it to become a more effective teacher.
The sum of the parts that make up Google (Docs: spreadsheets, forms, and presentations, iGoogle, and Earth) have taught me to take advantage of programs that are "free" (in terms of cost), especially if they serve as an educational aid to teachers and students. Web-based media programs (social networking sites), such as Twitter, Facebook, and Youtube have taught me that programs such as these (which are usually used strictly for entertainment purposes) can be used beneficially within a scholastic program.
I even began to gain respect for Mac-based applications. The Podcasts and iTunes store demonstrated to me how a person can participate in a portable, hand-held educational experience at just about any location in the world. To me, both of these innovations can be used as a way of propelling the present state of education into the future.
The thing that I enjoyed learning about the most in this course was the blogs. To me, both the individual and professional blogs helped me gain a better understanding of myself - not only as a writer but as a future teacher. I feel that both of these (along with the class blog) have played a huge part in my decision to continue the pursuit of my dream - to teach English to students outside the U.S.
In essence, I feel that I have learned that education and technology are not only compatible - they are essential in the evolution of educational practice and excellence. As I have said before, I feel that I have a responsibility to my students by offering them the best education possible. I feel that the teachings of Dr. Strange and the course itself will help me in maintaining that responsibility. However, it is up to teachers to decide for themselves whether the combination of these two (education and technology) will become their "greatest fear" or "most valuable asset". I have picked the latter.
The sum of the parts that make up Google (Docs: spreadsheets, forms, and presentations, iGoogle, and Earth) have taught me to take advantage of programs that are "free" (in terms of cost), especially if they serve as an educational aid to teachers and students. Web-based media programs (social networking sites), such as Twitter, Facebook, and Youtube have taught me that programs such as these (which are usually used strictly for entertainment purposes) can be used beneficially within a scholastic program.
I even began to gain respect for Mac-based applications. The Podcasts and iTunes store demonstrated to me how a person can participate in a portable, hand-held educational experience at just about any location in the world. To me, both of these innovations can be used as a way of propelling the present state of education into the future.
The thing that I enjoyed learning about the most in this course was the blogs. To me, both the individual and professional blogs helped me gain a better understanding of myself - not only as a writer but as a future teacher. I feel that both of these (along with the class blog) have played a huge part in my decision to continue the pursuit of my dream - to teach English to students outside the U.S.
In essence, I feel that I have learned that education and technology are not only compatible - they are essential in the evolution of educational practice and excellence. As I have said before, I feel that I have a responsibility to my students by offering them the best education possible. I feel that the teachings of Dr. Strange and the course itself will help me in maintaining that responsibility. However, it is up to teachers to decide for themselves whether the combination of these two (education and technology) will become their "greatest fear" or "most valuable asset". I have picked the latter.
Saturday, May 2, 2009
Project 6: My Interview With Mrs. Cockson
Throughout the course of this semester, I had been trying to get in touch with a teacher or an educator living and working somewhere other than Alabama. The reason for this was because of a class assignment known as Project 6 (which almost sounds like some kind of top secret project conducted by a government agency). Of the many teachers and educators that I tried to establish some sort of contact with, only one responded. Her name - Mrs. Sylvia Cockson (who just happens to be a teacher, as well as my mother).
Mrs. Cockson has taught grades K-2 (5 students ages 5-8) at Bondurant Elementary School in Bondurant, Wyoming for the past year. I asked Mrs. Cockson a few questions concerning the subjects she taught to her students, the different types of curriculum she utilized, and how she incorporated technology within her students education.
Mrs. Cockson told me that she covers many subjects, such as Language Arts (English, Reading, and Spelling), Math, Social Studies, Science, and Music. In terms of the curriculum she uses, she informed me that she uses a county/district approved program (known as the "Treasures" Program) to teach Reading to her students. She also said that she has used the "Bridges" Math program to teach her students lessons on measurement, rate, and picture/word problems. Mrs. Cockson also uses keyboards and singing to teach her students Basic Music Theory.
As far as technology and education are concerned, Mrs. Cockson's students (who each have their own classroom computer) have learned about Natural Resources (Earth Day and Recycling specifically) by viewing the website National Geographic.com. Her students also use the Internet to learn about Endangered Animals, as well as lessons about Typing (Dancemat.com and Type to Learn.com). She also informed me that many of the students parents are concerned about their child's' computer proficiency/skills. Because of this, Mrs. Cockson continues to find more ways to use technology within her classroom. Currently, she is working on a Smart Boards for Math program for her students. In terms of teaching related uses for technology, she uses Ed-Helper.com (for curriculum /holiday ideas) and Mailbox Companion.com.
One of the last things I asked Mrs. Cockson was if she was going to utilize web-based media or blogs to introduce her class to other educators and classrooms around the world. She said that she would look into these - especially to communicate and share ideas with other teachers and their classrooms. Overall, I enjoyed talking with her about not only about her teaching and curriculum, I enjoyed talking with her about the use of education within technology as not just a possibility - but as a reality (especially within her classroom).
Mrs. Cockson has taught grades K-2 (5 students ages 5-8) at Bondurant Elementary School in Bondurant, Wyoming for the past year. I asked Mrs. Cockson a few questions concerning the subjects she taught to her students, the different types of curriculum she utilized, and how she incorporated technology within her students education.
Mrs. Cockson told me that she covers many subjects, such as Language Arts (English, Reading, and Spelling), Math, Social Studies, Science, and Music. In terms of the curriculum she uses, she informed me that she uses a county/district approved program (known as the "Treasures" Program) to teach Reading to her students. She also said that she has used the "Bridges" Math program to teach her students lessons on measurement, rate, and picture/word problems. Mrs. Cockson also uses keyboards and singing to teach her students Basic Music Theory.
As far as technology and education are concerned, Mrs. Cockson's students (who each have their own classroom computer) have learned about Natural Resources (Earth Day and Recycling specifically) by viewing the website National Geographic.com. Her students also use the Internet to learn about Endangered Animals, as well as lessons about Typing (Dancemat.com and Type to Learn.com). She also informed me that many of the students parents are concerned about their child's' computer proficiency/skills. Because of this, Mrs. Cockson continues to find more ways to use technology within her classroom. Currently, she is working on a Smart Boards for Math program for her students. In terms of teaching related uses for technology, she uses Ed-Helper.com (for curriculum /holiday ideas) and Mailbox Companion.com.
One of the last things I asked Mrs. Cockson was if she was going to utilize web-based media or blogs to introduce her class to other educators and classrooms around the world. She said that she would look into these - especially to communicate and share ideas with other teachers and their classrooms. Overall, I enjoyed talking with her about not only about her teaching and curriculum, I enjoyed talking with her about the use of education within technology as not just a possibility - but as a reality (especially within her classroom).
Monday, April 27, 2009
Sir Ken Robinson Video Lecture
After viewing the Sir Ken Robinson video "Do Schools Kill Creativity", I felt relieved and inspired that I am not the only one who thinks that the hierarchy of education is a little messed up (in terms of the order of things). Robinson noted that in most areas of the world, subjects such as Math and English are at the forefront of subject areas that are deemed "educationally important". In one part of his lecture, Robinson recalled a famous dancer/choreographer he once met. By telling this story, he made a demonstration of how intelligence can be seen as "moving to think".
Robinson also addressed the fact that "kids will take a chance - because they are not frightened to be wrong". He announced that "It is the adults who are frightened of being wrong". He also let on that he felt like the purpose of education was to "produce university professors". This previous example helped to illustrate his points on academic inflation.
In the final minutes of the lecture, Sir Robinson summed all of his words and feelings up when he stated, "We need to rethink the fundamental principles in which we educate our children". He ended his brilliant lecture with, "See creativity for what it is...See children for who they are". My reaction to this lecture, as I have said before, is one of inspiration and relief - for I have felt the way he does about education for many years. All this time, I thought I was alone......
Robinson also addressed the fact that "kids will take a chance - because they are not frightened to be wrong". He announced that "It is the adults who are frightened of being wrong". He also let on that he felt like the purpose of education was to "produce university professors". This previous example helped to illustrate his points on academic inflation.
In the final minutes of the lecture, Sir Robinson summed all of his words and feelings up when he stated, "We need to rethink the fundamental principles in which we educate our children". He ended his brilliant lecture with, "See creativity for what it is...See children for who they are". My reaction to this lecture, as I have said before, is one of inspiration and relief - for I have felt the way he does about education for many years. All this time, I thought I was alone......
Saturday, April 25, 2009
Making An Effort to Learn About Twitter
I think I have made an honest effort to learn about Twitter (given the time I have allotted toward constructive research of the site). On the site, I have created my own page. Within this page, one can see that I am "following" or being followed by various types of professionals - from actors to educators and fellow students. A person might also notice the Twitter moniker that I bestowed on myself, the alter ego "basseraser". I have also used a preset background (a few seagulls flying in a brown sky) that pays tribute to the 80s new-wave band A Flock of Seagulls, as well as to Richard Bach's immortal novel Jonathan Livingston Seagull.
In so far as learning about Twitter, I have learned how to view others "tweets", how to send indirect and direct messages (coincidentally, I just sent a direct message a few minutes ago), and how to add links to other websites via Twitter. I have also referred to the class blog page. Throughout the blog (within various posts and links), one can find such detailed twitter information about "sharing ideas and getting instant feedback", how to engage in stimulating/relevant conversations about topics in just 15 minutes, and tips that can give anyone using Twitter a huge advantage (especially in terms of knowing and understanding Twitter terminology). Again, these tips can be found at the class blog page.
Often times, the only time I would read a tweet is when it was posted by a classmate or by Dr. Strange or another professional educator. Of the actors I followed, I thought that maybe they would shed some light on their everyday lives (to my dismay, however, most of the time they are just promoting new or upcoming movies that they will be starring in). As far as private messages are concerned, I have only sent those to classmates (most of the time as a response to an email link to the site). Publicly speaking, I have sent tweets to those who I have followed or want to follow. In most cases, I have not received any type of reply (Samuel L. Jackson and fellow classmates/instructors being the exception).
Overall, my feelings and thoughts about Twitter are of a "lukewarm" nature. Instant gratification is definitely not a realistic goal when first using the site. As many so-called experts have often said, "It takes time and practice...". This is probably the biggest drawback of the site. Other than that (and the 140 character limitation), I think that the site has great potential, especially in terms of helping to propel the education and technology movement forward. As a teacher or educator, there are many beneficial ways in which one can use Twitter (these ways can be found on my Professional Blog. As a typical individual, Twitter can be used as a tool to link someone to information quickly, a web-based poster board or reminder for upcoming scheduled (or unscheduled) events and dates, or as a way to stay in touch with friends, relatives, and personal and professional contacts.
Though I am still a novice Twitter user, I feel that in time I will acquire the skills needed to be (at least) a intermediate level user. Hopefully, by the time I have become a teacher, I will be proficient enough to use the site not only as a way of establishing contacts or dropping suggestions, reminders and other messages - but also as a way of supporting and promoting the use of education and technology as one. One goal that I have concerning the educational implementation of Twitter is that I will successfully use its features to stay on top of students questions, upcoming activities, and parental concerns involving their child's education - regardless of where I am teaching. I will add this unique tool to my ever-expanding arsenal of web-based educational technologies, in hopes that I will come into the world of teaching ready for anything...
In so far as learning about Twitter, I have learned how to view others "tweets", how to send indirect and direct messages (coincidentally, I just sent a direct message a few minutes ago), and how to add links to other websites via Twitter. I have also referred to the class blog page. Throughout the blog (within various posts and links), one can find such detailed twitter information about "sharing ideas and getting instant feedback", how to engage in stimulating/relevant conversations about topics in just 15 minutes, and tips that can give anyone using Twitter a huge advantage (especially in terms of knowing and understanding Twitter terminology). Again, these tips can be found at the class blog page.
Often times, the only time I would read a tweet is when it was posted by a classmate or by Dr. Strange or another professional educator. Of the actors I followed, I thought that maybe they would shed some light on their everyday lives (to my dismay, however, most of the time they are just promoting new or upcoming movies that they will be starring in). As far as private messages are concerned, I have only sent those to classmates (most of the time as a response to an email link to the site). Publicly speaking, I have sent tweets to those who I have followed or want to follow. In most cases, I have not received any type of reply (Samuel L. Jackson and fellow classmates/instructors being the exception).
Overall, my feelings and thoughts about Twitter are of a "lukewarm" nature. Instant gratification is definitely not a realistic goal when first using the site. As many so-called experts have often said, "It takes time and practice...". This is probably the biggest drawback of the site. Other than that (and the 140 character limitation), I think that the site has great potential, especially in terms of helping to propel the education and technology movement forward. As a teacher or educator, there are many beneficial ways in which one can use Twitter (these ways can be found on my Professional Blog. As a typical individual, Twitter can be used as a tool to link someone to information quickly, a web-based poster board or reminder for upcoming scheduled (or unscheduled) events and dates, or as a way to stay in touch with friends, relatives, and personal and professional contacts.
Though I am still a novice Twitter user, I feel that in time I will acquire the skills needed to be (at least) a intermediate level user. Hopefully, by the time I have become a teacher, I will be proficient enough to use the site not only as a way of establishing contacts or dropping suggestions, reminders and other messages - but also as a way of supporting and promoting the use of education and technology as one. One goal that I have concerning the educational implementation of Twitter is that I will successfully use its features to stay on top of students questions, upcoming activities, and parental concerns involving their child's education - regardless of where I am teaching. I will add this unique tool to my ever-expanding arsenal of web-based educational technologies, in hopes that I will come into the world of teaching ready for anything...
Sunday, April 19, 2009
My Critique of 4 Podcasts: Spring '09 EDM 310 Classes
Throughout the semester, I have listened to various podcasts done by our class (Monday night), as well as other EDM 310 classes (all of which are taught by Dr. John Strange). All in all, I thought that everyone did an excellent podcast, with very few mistakes.
I thought that the podcast done by Lauren Roberts, Kimberly White, and Dr. John Strange entitled "Burp Back Education: A Discussion with Dr. John Strange was done quite well. As the podcast began, I could tell that the subject matter would be quite interesting. The bulk of the podcast focused on a Strange term - "burp back" education. Throughout the podcast, Kimberly and Lauren questioned Dr. Strange about the origins of his term, and how it had impacted his life (in a negative way) - as well as the best way to combat it. The threesome also discussed ways in which education and technology, in time, will eventually replace outdated, pricey forms of curriculum - such as the textbook. Other than a little nervousness heard at the beginning of the podcast (which though audible, is completely excusable - especially considering that it was the first time these students had ever done a podcast, in addition to the fact that most of the podcasts had some sort of "nervous tic" ) the interview went off without a hitch. It was very well done.
The podcast done by Keith Grace and Megan Bass entitled "Randy Pausch's Teaching Techniques" was another excellent podcast. Both Keith and Megan spoke of Pausch's inspirational and motivational teaching methods -- especially those that concern overcoming obstacles (or, as the late Pausch called them, "brickwalls"). Overall, I thought the the podcast was interesting and informative - with a very natural flow and rhythm all of it's own (this could also be attributed to the fact that only two people were involved in recording the podcast, making it seem more intimate and conversational).
Of the two podcasts I participated in, I will be most critical (especially in terms of my own performance). The first podcast I participated in (along with Michael Curry and Richard Garriga) was entitled "International Blogs and Other Resources". The only complaints that I have about this podcast are that it went a little bit off of the original format (of which I was not prepared for, resulting in my being caught off guard) and my "breathy" delivery of questions and answers. The second podcast I participated in (along with Anthony Capps, Hannah Rogers, and Mrs. Angela Rand) was entitled "Interview with Mrs. Angela Rand". Once again, I feel that my performance could have been a little more "lifelike" and not as scripted - more conversational. However, I feel that the other participants did a great job in helping me keep my composure. And most importantly, I feel that the podcasts convey a great deal of important information that can be beneficial to both educators and students - as do all of this semesters podcasts (at least the ones that I heard).
I thought that the podcast done by Lauren Roberts, Kimberly White, and Dr. John Strange entitled "Burp Back Education: A Discussion with Dr. John Strange was done quite well. As the podcast began, I could tell that the subject matter would be quite interesting. The bulk of the podcast focused on a Strange term - "burp back" education. Throughout the podcast, Kimberly and Lauren questioned Dr. Strange about the origins of his term, and how it had impacted his life (in a negative way) - as well as the best way to combat it. The threesome also discussed ways in which education and technology, in time, will eventually replace outdated, pricey forms of curriculum - such as the textbook. Other than a little nervousness heard at the beginning of the podcast (which though audible, is completely excusable - especially considering that it was the first time these students had ever done a podcast, in addition to the fact that most of the podcasts had some sort of "nervous tic" ) the interview went off without a hitch. It was very well done.
The podcast done by Keith Grace and Megan Bass entitled "Randy Pausch's Teaching Techniques" was another excellent podcast. Both Keith and Megan spoke of Pausch's inspirational and motivational teaching methods -- especially those that concern overcoming obstacles (or, as the late Pausch called them, "brickwalls"). Overall, I thought the the podcast was interesting and informative - with a very natural flow and rhythm all of it's own (this could also be attributed to the fact that only two people were involved in recording the podcast, making it seem more intimate and conversational).
Of the two podcasts I participated in, I will be most critical (especially in terms of my own performance). The first podcast I participated in (along with Michael Curry and Richard Garriga) was entitled "International Blogs and Other Resources". The only complaints that I have about this podcast are that it went a little bit off of the original format (of which I was not prepared for, resulting in my being caught off guard) and my "breathy" delivery of questions and answers. The second podcast I participated in (along with Anthony Capps, Hannah Rogers, and Mrs. Angela Rand) was entitled "Interview with Mrs. Angela Rand". Once again, I feel that my performance could have been a little more "lifelike" and not as scripted - more conversational. However, I feel that the other participants did a great job in helping me keep my composure. And most importantly, I feel that the podcasts convey a great deal of important information that can be beneficial to both educators and students - as do all of this semesters podcasts (at least the ones that I heard).
Sunday, April 12, 2009
Sharing The Blogging Experience
After reading all of the blogs of one student from my class (from a blog page much like my own design), I realized that both the fellow student and myself shared many of the same facts and opinions about the various subjects that we both covered in our posts (Note: now that I think about it, I didn't disagree with any of the viewpoints of this student). Almost all of these subjects pertained to the fusion of education and technology. As I began reading the blogs of my classmate, it began to make sense to me that I wasn't the only one who was completely unaware of the potential greatness that this fusion could have for the present-day multitudes of students being educated in U.S. classrooms -- it could also help to shape the future of education, especially in terms of teaching, learning and applications of the two mixed together simultaneously.
My fellow blogger was not only surprised by the benefits of having instant access to various educational databases, this person also recognized being taken aback by the popularity of blogging within classrooms in the United States and around the globe. Much like I had felt, this student felt that educational tools such as blogging, podcasting, videos, and various technological media should not only be used in just a few learning institutions -- but that such tools should be readily available assets to all students.
Another thought that we both shared concerned the importance of using educational hands-on applications, such as field trips (virtual) and outdoor learning labs to help give students information by way of life's experiences, rather than solely from a classroom environment. We also noted how such applications can also help to motivate students and teachers - which, in turn, can make lessons more fun and more relevant, concerning the nature of being (making an average school lesson into a life lesson).
Perhaps the most important thing that we shared, is our enthusiasm for the future of education. We both feel that by not merely accepting - but embracing a future where education and technology are one in the same, is a true testament to the power and essential value of this reality (which is often times feared by older generations of teachers and educators). In time, perhaps all will realize that by taking initiative and accepting responsibility for the future of our children's educational well being -- the human race will not succeed in creating a new standard of scholastic excellence, but a lasting one...that is, until the next great educational evolution becomes evident.
My fellow blogger was not only surprised by the benefits of having instant access to various educational databases, this person also recognized being taken aback by the popularity of blogging within classrooms in the United States and around the globe. Much like I had felt, this student felt that educational tools such as blogging, podcasting, videos, and various technological media should not only be used in just a few learning institutions -- but that such tools should be readily available assets to all students.
Another thought that we both shared concerned the importance of using educational hands-on applications, such as field trips (virtual) and outdoor learning labs to help give students information by way of life's experiences, rather than solely from a classroom environment. We also noted how such applications can also help to motivate students and teachers - which, in turn, can make lessons more fun and more relevant, concerning the nature of being (making an average school lesson into a life lesson).
Perhaps the most important thing that we shared, is our enthusiasm for the future of education. We both feel that by not merely accepting - but embracing a future where education and technology are one in the same, is a true testament to the power and essential value of this reality (which is often times feared by older generations of teachers and educators). In time, perhaps all will realize that by taking initiative and accepting responsibility for the future of our children's educational well being -- the human race will not succeed in creating a new standard of scholastic excellence, but a lasting one...that is, until the next great educational evolution becomes evident.
Sunday, April 5, 2009
"Growth" vs. "Fixed" Mindsets in Learning - Video Podcast
In this latest podcast video found in the iTunes store, students are the focus of a study determining whether intelligence (in terms of learning) changes (through growth) or merely stays the same (the state of being "fixed"). Students who feel that their intelligence is of a fixed nature, often times feel self-conscious about their intelligence - in other words, they worry about exposing the true identity of their intelligence. Students who believe that growth coincides with intelligence believe that their minds are always in a state of "development" (especially in terms of learning).
A workshop was developed (University of Stanford) to see if students could be taught that intelligence and growth are synonymous (one in the same). Based on the findings of the workshop (which was, in all actuality, a "study"), the students who received information (through lessons) concerning study skills and the growth mindset showed a great improvement in their grades. The other students (ones that only received the study skills lessons) showed no improvement in their grades. Essentially, the latter students weren't as motivated as their counterparts (for they were given no instruction on how to increase brainpower effectively).
I found this podcast video to be quite interesting, especially in the way that it addresses self-confidence issues - which are often times overlooked or ignored by educators. I think that, for the most part, teachers often times play a huge part in shaping the way a students might see themselves - especially in terms of success in a classroom environment. If anything, I would use this video to encourage my future students to never set limits for themselves, to include the goals and dreams they wish to achieve and fulfill. I feel that all teachers should go into their perspective fields with this fundamental understanding.
A workshop was developed (University of Stanford) to see if students could be taught that intelligence and growth are synonymous (one in the same). Based on the findings of the workshop (which was, in all actuality, a "study"), the students who received information (through lessons) concerning study skills and the growth mindset showed a great improvement in their grades. The other students (ones that only received the study skills lessons) showed no improvement in their grades. Essentially, the latter students weren't as motivated as their counterparts (for they were given no instruction on how to increase brainpower effectively).
I found this podcast video to be quite interesting, especially in the way that it addresses self-confidence issues - which are often times overlooked or ignored by educators. I think that, for the most part, teachers often times play a huge part in shaping the way a students might see themselves - especially in terms of success in a classroom environment. If anything, I would use this video to encourage my future students to never set limits for themselves, to include the goals and dreams they wish to achieve and fulfill. I feel that all teachers should go into their perspective fields with this fundamental understanding.
Sunday, March 29, 2009
Kid Videos
Within the section of iTunes U (which can be found by accessing the iTunes Store), the provider WGBH has included several video pertaining to grades K-5, 6-8, and 9-12. These videos range from understanding the importance coral reefs have within the nature of their existence (especially in terms of energy flow and the survival of many different species of plants and animals), to learning about how blood vessels help tumors to grow (this subject pertains to the recognizing of young people that cancer and blood vessels are not just mere topics of interest concerning the subject of science, the information related to these topics are of great importance in helping to prolong human life).
Podcasting videos such as these are great tools for teachers. For one, teachers can access such tools through their computers - rather than wait for (or sign out for) ancient forms of technology - such as film projectors, VCRs, DVD players, and televisions (taking a chance on whether they actually work or not). They can also be accessed (by both the teacher and the student) from just about anywhere. This type of access allows for better retention - instead of making the lesson an afterthought, students can actually retain the information within the videos (they can view them as many times as needed). This is especially important in terms of assigning/completing outside assignments and research.
Furthermore, these videos allow students and teachers to see the information found in their textbooks in a new way - through highly detailed sounds, pictures, and explanations. Rather than teach and learn from a one-dimensional standpoint, these videos allow both teachers and students to experience learning from many dimensions. This is especially important when considering the "future" of education. Most of the students today can connect better with media and tools made applicable by the advancements of educational technologies - as well as better appreciate the lessons and subjects for which they are encouraged to learn.
Podcasting videos such as these are great tools for teachers. For one, teachers can access such tools through their computers - rather than wait for (or sign out for) ancient forms of technology - such as film projectors, VCRs, DVD players, and televisions (taking a chance on whether they actually work or not). They can also be accessed (by both the teacher and the student) from just about anywhere. This type of access allows for better retention - instead of making the lesson an afterthought, students can actually retain the information within the videos (they can view them as many times as needed). This is especially important in terms of assigning/completing outside assignments and research.
Furthermore, these videos allow students and teachers to see the information found in their textbooks in a new way - through highly detailed sounds, pictures, and explanations. Rather than teach and learn from a one-dimensional standpoint, these videos allow both teachers and students to experience learning from many dimensions. This is especially important when considering the "future" of education. Most of the students today can connect better with media and tools made applicable by the advancements of educational technologies - as well as better appreciate the lessons and subjects for which they are encouraged to learn.
Sunday, March 8, 2009
2 Podcasts: The Road Between a "Village" and a "Schoolyard'
In the podcast "The Edible Schoolyard", teachers and students use a "garden" as a way of better understanding history, science, math, and life lessons (sharing, working as a team, etc). The learning environment is set up as a "hands on" laboratory - allowing teachers to teach and explain things to students in ways that students can apply to their everyday lives. This, in turn, gives students the motivation and ability to think and learn in a more applicable way.
In the podcast "A Night In the Global Village", teachers and students learn about poverty, by experiencing it first hand (a kind of "sustainable development" lab). The students are split into different groups with limited resources (each group had a different resource - such as water, firewood, and food). For a period of 24 hours, these students must learn to what it is like to survive in poverty stricken conditions, without the conveniences of of electricity or heat (which are often times taken for granted by those who can afford them). Students also learn teamwork (such as "effective bargaining"), as well as valuable life-lessons that only experiences can teach.
As a future teacher, such labs can prove useful in demonstrating skills, lessons, and experiences - many of which cannot be taught out of a textbook. Both of these labs provide a model alternative to what is normally being taught to students in classrooms worldwide. Educational labs such as these also provide students with the chance to open up toward education - seeing it as a way of connecting educational objectives with real-life experiences.
These types of labs can also strengthen the bond between the teacher and the students. Such lessons in education are results of "shared" educational experiences (between the teacher and his/her students), which can help to familiarize students with practical application, as well as give teachers and educators a more endearing role in the eyes of their students - the role of a "mentor". Rather than focus on prolonging the longevity of the traditional "separatist" form of classroom teaching, I feel that both of these podcasts demonstrate to a world -wide audience that education and life are not meant to be divided - especially when taking into consideration all of the ways in which one complements the other.
In the podcast "A Night In the Global Village", teachers and students learn about poverty, by experiencing it first hand (a kind of "sustainable development" lab). The students are split into different groups with limited resources (each group had a different resource - such as water, firewood, and food). For a period of 24 hours, these students must learn to what it is like to survive in poverty stricken conditions, without the conveniences of of electricity or heat (which are often times taken for granted by those who can afford them). Students also learn teamwork (such as "effective bargaining"), as well as valuable life-lessons that only experiences can teach.
As a future teacher, such labs can prove useful in demonstrating skills, lessons, and experiences - many of which cannot be taught out of a textbook. Both of these labs provide a model alternative to what is normally being taught to students in classrooms worldwide. Educational labs such as these also provide students with the chance to open up toward education - seeing it as a way of connecting educational objectives with real-life experiences.
These types of labs can also strengthen the bond between the teacher and the students. Such lessons in education are results of "shared" educational experiences (between the teacher and his/her students), which can help to familiarize students with practical application, as well as give teachers and educators a more endearing role in the eyes of their students - the role of a "mentor". Rather than focus on prolonging the longevity of the traditional "separatist" form of classroom teaching, I feel that both of these podcasts demonstrate to a world -wide audience that education and life are not meant to be divided - especially when taking into consideration all of the ways in which one complements the other.
iTunes University
According to Apple (http://www.apple.com/education/mobile-learning/) :
iTunes U, part of the iTunes Store, is possibly the world’s greatest collection of free educational media available to students, teachers, and lifelong learners. With over 100,000 educational audio and video files available, iTunes U* has quickly become the engine for the mobile learning movement. It puts the power of the iTunes Store in the hands of qualifying universities so they can distribute their educational media to their students or to the world.
iTunes University provides students and teachers with instant access to plethora of educational information (including lectures, videos and audio content). Given the ability to access educational information anywhere (at any time), students and teachers can expand their knowledge of a multitude of various educational subjects, without having to work around research facility hours - in virtually any setting. iTunes U can be accessed by anyone (including those with disabilities). Much of the information that can be found on iTunes U comes from leading universities and insitutions that support higher learning.
In my future as a teacher, I will utilize iTunes University to punctuate and expound on various subject matter being taught in my classroom. I will also use it to better illustrate certain points or ideas that may be of some complexity (in terms of classroom discussion). As a student, I will use iTunes U as a research tool - as well as a vehicle for gaining a better understanding of certain course objectives.
iTunes U, part of the iTunes Store, is possibly the world’s greatest collection of free educational media available to students, teachers, and lifelong learners. With over 100,000 educational audio and video files available, iTunes U* has quickly become the engine for the mobile learning movement. It puts the power of the iTunes Store in the hands of qualifying universities so they can distribute their educational media to their students or to the world.
iTunes University provides students and teachers with instant access to plethora of educational information (including lectures, videos and audio content). Given the ability to access educational information anywhere (at any time), students and teachers can expand their knowledge of a multitude of various educational subjects, without having to work around research facility hours - in virtually any setting. iTunes U can be accessed by anyone (including those with disabilities). Much of the information that can be found on iTunes U comes from leading universities and insitutions that support higher learning.
In my future as a teacher, I will utilize iTunes University to punctuate and expound on various subject matter being taught in my classroom. I will also use it to better illustrate certain points or ideas that may be of some complexity (in terms of classroom discussion). As a student, I will use iTunes U as a research tool - as well as a vehicle for gaining a better understanding of certain course objectives.
Sunday, March 1, 2009
iPods Used In Educational Instruction
After searching the web for "suggestions and experiences in using iPods in instruction", I came upon a site that mentions several different educational intitutions using iPods to help teachers and students bridge the gap between education and online media-based technology. Not only does the site list examples of different intitutions applying this practice, it also shows several specific uses for the iPod device in an educational environment (to include podcasts and audiobooks).
A few of the examples include schools such as Escondido Union District schools and Louisa-Muscatine Elementary School - both of which use iPods to aid in test taking. Other schools implement the iPod device into their curriculum by way of educational video and podcasts (Wells Elementary School and The Lincoln Interactive School). iPod technology is also being used by students at a university level. At the University of Michigan, dentistry students are learning through the use of audio files. At Duke University, students use iPods to learn economics, foreign language, and engineering. The site, known as T4 Jordan School District: Transforming Teaching Through Technology, can be found at http://t4.jordan.k12.ut.us/t4/content/view/212/37/
A few of the examples include schools such as Escondido Union District schools and Louisa-Muscatine Elementary School - both of which use iPods to aid in test taking. Other schools implement the iPod device into their curriculum by way of educational video and podcasts (Wells Elementary School and The Lincoln Interactive School). iPod technology is also being used by students at a university level. At the University of Michigan, dentistry students are learning through the use of audio files. At Duke University, students use iPods to learn economics, foreign language, and engineering. The site, known as T4 Jordan School District: Transforming Teaching Through Technology, can be found at http://t4.jordan.k12.ut.us/t4/content/view/212/37/
Dr. Christie's Site
After roaming around on Dr. Alice Christie's website (alicechristie.org), I found something that peaked my interest. That "something" is called: Dr. Christie's Guide for Web Searching and Researching. In this section of her site, teachers and students can utilize internet tools to help gather information - as well as learn about using interactive web-based technology. The section includes various search engines, subject directories, and online researching resources (including databases and encyclopedias).
As a teacher, I would use this section to better educate my students (as well as myself) on how to use the web to collect data, cite sources, and become a more confident/competent internet browser. From a future teacher's standpoint, I feel that Dr. Christie's site is a definite asset in the movement to unite teachers, students and technology.
As a teacher, I would use this section to better educate my students (as well as myself) on how to use the web to collect data, cite sources, and become a more confident/competent internet browser. From a future teacher's standpoint, I feel that Dr. Christie's site is a definite asset in the movement to unite teachers, students and technology.
Saturday, February 28, 2009
Can Wiki Be Trusted?
After reading much information concerning the level of trust one should have when citing Wikipedia.com as a valid source of information, I have decided that I will use other sources of information (instead of Wiki) from now on - such as ACTUAL ENCYCLOPEDIAS (hardcover). Throughout my time as a college student, I have used Wiki as a valid source of information (with permission from my instructors/professors, of course). Though at this point, I have no choice but to find more substantial sources of information for future research.
Perhaps one day, Wikipedia may follow the path other "trusted" web-based encyclopedias have traveled for many years (such as Britannica or World Book) - instead of allowing just about any Tom, Dick, or Sally to edit information any way he or she sees fit. Just because something is free, doesn't mean its guaranteed (in this case, factual information). Even though Mr. Griffith developed the Wikipedia Scanner - which indeed is a step in the right direction for the site - I feel that Wikipedia.com should follow in the footsteps of its previously mentioned fore bearers. If they should accomplish such a feat, perhaps they to will begin a legacy as a "trusted" source of information.
Perhaps one day, Wikipedia may follow the path other "trusted" web-based encyclopedias have traveled for many years (such as Britannica or World Book) - instead of allowing just about any Tom, Dick, or Sally to edit information any way he or she sees fit. Just because something is free, doesn't mean its guaranteed (in this case, factual information). Even though Mr. Griffith developed the Wikipedia Scanner - which indeed is a step in the right direction for the site - I feel that Wikipedia.com should follow in the footsteps of its previously mentioned fore bearers. If they should accomplish such a feat, perhaps they to will begin a legacy as a "trusted" source of information.
Sunday, February 22, 2009
Randy Pausch's Last Lecture: Achieveing Your Childhood Dreams
This post is about the final lecture of Randy Pausch - a professor at Carnegie Melon University who passed away from pancreatic cancer on July 25, 2008. Though, at the time, Pausch had only a few months to live - the professor decided to do something uniquely inspirational with his remaining time. That "something" was to convey to the masses his thoughts and experiences on "achieving childhood dreams". Throughout the lecture, Pausch talks not only of his accomplishments in realizing his own dreams - he also discusses how a person can "enable the dreams of others". According to Pausch, "The inspiration and permission to dream is HUGE".
During the lecture, Pausch talks about how he pursued his own dreams (such as playing for the NFL, authoring an article for World Book Encyclopedia, and being an "Imagineer" for Disney). Though one of his childhood dreams wouldn't come to fruition (his wanting to play professional football for the NFL - though he would attribute the unfulfilled dream as being one that "got him where he is today"), Pausch's other dreams would not only be accomplished (to include his working on the Disney production of "Aladdin") - they would be actual testaments to possibility of dream fulfillment. Paush also talks about his overcoming "brick walls", which often stand in the way of a person trying to make a dream into a reality. According to Pausch, "Brick walls are there to show us how badly we want something".
In the latter half of the lecture, Pausch talks about how others can reach their childhood dreams. He mentions getting his university students to create "virtual worlds" filled with endless possibilities, his founding/implementation of the Dream Fulfillment Factory and ETC (Entertainment Technology Center) - which utilized a "project-based curriculum", and an "infinitely-scalable" way to teach computer programming to the masses - known as "Alice". Pausch also cites parents, mentors, and other students (peers) as having a massive influence on a person hoping to reach his or her childhood dreams.
In the final part of the lecture ("Lessons Learned"), Pausch gives his final thoughts on childhood dream accomplishment. He tells his audience to "never lose the child-like wonder". He also tells them that they should "help others" to accomplish their dreams and goals, as well as "find the best in everybody". After a brief recap of the lecture as a whole, the last thought Pausch gives to his audience (known as the "head fake") is that "it is not about how to achieve your dreams - it is about how to lead your life". He concludes by saying: "If you lead your life the right way, the dreams will come to you".
(Afterthought) After watching such a lecture, what can one say? Perhaps Pausch wants the viewer to say "little" and do "more" - especially when it comes to he or she realizing his/her own dreams, as well as the dreams of others.
During the lecture, Pausch talks about how he pursued his own dreams (such as playing for the NFL, authoring an article for World Book Encyclopedia, and being an "Imagineer" for Disney). Though one of his childhood dreams wouldn't come to fruition (his wanting to play professional football for the NFL - though he would attribute the unfulfilled dream as being one that "got him where he is today"), Pausch's other dreams would not only be accomplished (to include his working on the Disney production of "Aladdin") - they would be actual testaments to possibility of dream fulfillment. Paush also talks about his overcoming "brick walls", which often stand in the way of a person trying to make a dream into a reality. According to Pausch, "Brick walls are there to show us how badly we want something".
In the latter half of the lecture, Pausch talks about how others can reach their childhood dreams. He mentions getting his university students to create "virtual worlds" filled with endless possibilities, his founding/implementation of the Dream Fulfillment Factory and ETC (Entertainment Technology Center) - which utilized a "project-based curriculum", and an "infinitely-scalable" way to teach computer programming to the masses - known as "Alice". Pausch also cites parents, mentors, and other students (peers) as having a massive influence on a person hoping to reach his or her childhood dreams.
In the final part of the lecture ("Lessons Learned"), Pausch gives his final thoughts on childhood dream accomplishment. He tells his audience to "never lose the child-like wonder". He also tells them that they should "help others" to accomplish their dreams and goals, as well as "find the best in everybody". After a brief recap of the lecture as a whole, the last thought Pausch gives to his audience (known as the "head fake") is that "it is not about how to achieve your dreams - it is about how to lead your life". He concludes by saying: "If you lead your life the right way, the dreams will come to you".
(Afterthought) After watching such a lecture, what can one say? Perhaps Pausch wants the viewer to say "little" and do "more" - especially when it comes to he or she realizing his/her own dreams, as well as the dreams of others.
Monday, February 16, 2009
Saturday, February 14, 2009
A DIFFERENT KETTLE OF FISCH - Two More Blogs From "The Best of the Fischbowl 2007"
Happy Valentines Day Readers! Today, I will be writing about two blogs from "The Best of the Fischbowl 2007". These blogs were written during the month of April, 2007. The first blog, entitled 180 Days?, is by Karl Fisch. The blog discusses the timetable (180 days) U.S. classrooms use to teach/educate students. In the blog, Fisch mentions Barry Bachenheimer's video concerning the use of this timetable as an accurate measure (lengthwise) to determine students' educational success. Fisch mentions that he made his own video (a model of Bachenheimer's) as a means to "facilitate conversation" within his own classroom. Overall, the blog poses the question: "Should U.S. schools abandon the traditional curriculum timetable - in favor of one that could be more beneficial to their educational needs?".
The second blog, entitled Blogging 1984 - With Parents, is also by Fisch. In this blog, Fisch writes about the ninth grade honors classes of teachers Maura Moritz and Anne Smith. According to Fisch, both Moritz and Smith had their classes blog about the great dystopian classic - 1984 (by George Orwell). What is so unique about this blogging experience is that the teachers asked parents to get involved (in order to provide a different approach to understanding the novel - which was written around 1949). The teachers also helped to illustrate the ideas and principles within the great work by using modern-day advertisements/commercials, which-in my opinion- are blatant (if somewhat "petty") attempts to "mimic" various themes and situations covered in great detail and complexity by the novel itself.
The second blog, entitled Blogging 1984 - With Parents, is also by Fisch. In this blog, Fisch writes about the ninth grade honors classes of teachers Maura Moritz and Anne Smith. According to Fisch, both Moritz and Smith had their classes blog about the great dystopian classic - 1984 (by George Orwell). What is so unique about this blogging experience is that the teachers asked parents to get involved (in order to provide a different approach to understanding the novel - which was written around 1949). The teachers also helped to illustrate the ideas and principles within the great work by using modern-day advertisements/commercials, which-in my opinion- are blatant (if somewhat "petty") attempts to "mimic" various themes and situations covered in great detail and complexity by the novel itself.
Podacasts With........Um.........Class!!
After listening to 2 podcasts by former students of Dr. Strange's EDM 310 classes (Fall 2008), I felt much more confident in what to do with my own podcast (in terms of format and content) - as well as what not to do (which I will address in the next paragraph). The first podcast ("Youtube For Educational Purposes"-Graham, Shipman, and Kelly) focuses on using Youtube (a popular web-video site) as not only a way of watching music videos, comedy sketches, and movie trailers - the podcast demonstrates how the popular site can be used in online educational intruction (yet another way of bringing education to the masses). The second podcast ("Facebook In An Educational Setting"-Midgette and Bethel) discusses the use of Facebook as a way of meeting tutors and instructors by viewing user profiles and networking. According to Wikipedia. com, Facebook is "a free-access social networking website". Both of these podcasts provide in depth information on ways to implement both of these highly viewed sites as bridges between education and technology.
Though both podcasts are well organized and informative, I felt that the words "uh" and "um" popped up way to much during the recorded sessions. Used sparingly, these words aren't quite as bothersome (as an occasional vocal "pause"). However, the two podcasts overuse the words - making the podcasts sound somewhat annoying at times. By eliminating such words from future podcasts, perhaps listeners will be more attentive to the content - rather than to the mere "delivery". When I begin to make my own podcast, I will apply what I have learned from the two previously mentioned podcasts - in hopes that my final product will be better than my predecessors'.
Though both podcasts are well organized and informative, I felt that the words "uh" and "um" popped up way to much during the recorded sessions. Used sparingly, these words aren't quite as bothersome (as an occasional vocal "pause"). However, the two podcasts overuse the words - making the podcasts sound somewhat annoying at times. By eliminating such words from future podcasts, perhaps listeners will be more attentive to the content - rather than to the mere "delivery". When I begin to make my own podcast, I will apply what I have learned from the two previously mentioned podcasts - in hopes that my final product will be better than my predecessors'.
Sunday, February 8, 2009
My Response To...."Is It Okay To Be A Technologically Illiterate Teacher?"
In his blog "Is It Okay To Be A Technologically Illiterate Teacher?" (thefischbowl.blogspot.com/2007/09/is-it-okay-to-be-technologically.html), Karl Fisch expresses his frustration with teachers/educators who aren't motivated to learn about educational technology. In the blog, Fisch proposes a list of standards (concerning technological literacy) that he feels all educators should adhere to. Fisch also points out that many teachers/educators feel that it is "okay" to be technologically illiterate (perhaps this can be attributed to laziness or complacency). In the final part of the blog, Fisch sums up his concerns on the subject - by writing:
In order to teach it, we have to do it. How can we teach this to kids, how can we model it, if we aren’t literate ourselves? You need to experience this, you need to explore right along with your students. You need to experience the tools they’ll be using in the 21st century, developing your own networks in parallel with your students. You need to demonstrate continual learning, lifelong learning – for your students, or you will continue to teach your students how to be successful in an age that no longer exists.
Fisch concludes the post with one final sobering message (specifically aimed at technologically illiterate teachers):
If a teacher today is not technologically literate - and is unwilling to make the effort to learn more - it's equivalent to a teacher 30 years ago who didn't know how to read and write.
Though many may feel that Fisch's comments are "harsh" or "over the edge", the fact of the matter is that he is right - regarding his statements on technological ignorance. If a teacher/educator chooses to remain closed-minded about new and better ways of educating students through technological advancements, what will become of the students? How will they compete in a world market that is constantly breaking new technological ground? How will they adapt to future technological changes and advancements without having some type of fundamental knowledge of basic technology? Perhaps more teachers and educators will wake up to these notions - and realize that they just don't concern their futures, but the futures of their students as well.
In order to teach it, we have to do it. How can we teach this to kids, how can we model it, if we aren’t literate ourselves? You need to experience this, you need to explore right along with your students. You need to experience the tools they’ll be using in the 21st century, developing your own networks in parallel with your students. You need to demonstrate continual learning, lifelong learning – for your students, or you will continue to teach your students how to be successful in an age that no longer exists.
Fisch concludes the post with one final sobering message (specifically aimed at technologically illiterate teachers):
If a teacher today is not technologically literate - and is unwilling to make the effort to learn more - it's equivalent to a teacher 30 years ago who didn't know how to read and write.
Though many may feel that Fisch's comments are "harsh" or "over the edge", the fact of the matter is that he is right - regarding his statements on technological ignorance. If a teacher/educator chooses to remain closed-minded about new and better ways of educating students through technological advancements, what will become of the students? How will they compete in a world market that is constantly breaking new technological ground? How will they adapt to future technological changes and advancements without having some type of fundamental knowledge of basic technology? Perhaps more teachers and educators will wake up to these notions - and realize that they just don't concern their futures, but the futures of their students as well.
Saturday, February 7, 2009
Educational Podcasters Unite!
Teachers, educators, and students are utilizing technology to reach out to people all over the world - to share ideas, inform, and explore. In addition to using online blogging, teachers and students are using podcasts. According to Wikipedia.com, a podcast is, "a series of audio or digital video media files which is distributed over the Internet by syndicated download, through Web feeds, to portable media players and personal computers". By using podcasts, in conjunction with online blogging, technology-based education can be even more accessible. The following are excellent examples of educational podcasting (they can be found in the iTunes store - under Education/K-12):
SMARTboard Lessons, a Canadian educational podcast series, is hosted by Ben Hazzard and Joan Badger. Their podcast series is dedicated to helping teachers and students (or anyone else for that matter) to learn more about smartboards, especially in terms of function and purpose. Hazzard and Badger conduct their podcasts using a radio station-style format, in which the two "podcasters" act as disc jockeys (at times, they even inject corny jokes and weather stories). In their podcasts, Hazzard and Badger discuss a variety of topics concerning smartboards - such as The Nicolas Felton Report, smartboard/whiteboard software upgrades, collaboration projects (such as the Freedom project), and answer frequently asked questions (such as "What does a smartboard do?").
Kidcast: Learning and Teaching with Podcasting is an educational podcast series hosted by Dan Schmit. In Episode # 58 - The Medium is NOT the Message, Schmit begins by describing his Thanksgiving weekend (from this past year). By using an editorial type format (much like the style of Andy Rooney), Schmit makes observations on student content within podcasts (students focusing on "the act" of creating a podcast, rather than focusing on "content quality"), as well as offers his own solutions (suggests that students form a group- one in which the students share a common interest. Next, the students brainstorm a topic. Finally, the students research, organize, polish, and record their topic - thereby making a well-informed podcast). Throughout the episode, Schmit often conveys constructive thoughts on students creating podcasts (such as: "Academic content is the message", "Podcasts let kids have an extended academic conversation", and "Continuation and depth are the key"). Schmit concludes the episode by asking the audience for their input and thoughts on the topics covered, via email (www.intelligenic.com/blog/).
Connect Learning is an an educational podcast series hosted by David Warlick. In Episode 96 (recorded April 3, 2008 in San Diego, California), Warlick conducts a live podcast before an audience of over 9000 teachers and educators. In this episode, Warlick notes that his audience (and their schools) are of a "peculiar" nature (court community/ day school programs - students are enrolled an average of 45 days). In the episode, Warlick also talks about the implementation of weblogging and podcasting within the student population (as an educational "bridge" between students and motivational learning through technology). During the podcast episode, the live audience members are encouraged to ask questions, as well as give feedback to various topics. EdTech Talk is an educational podcast series hosted by Maria Knee (a Kindergarden teacher from Deerfield, New Hampshire). Knee describes the series as one which "welcomes conversation, encourages discourse, and enjoys discussion" about anything related to education within technology. In Episode # 25 (February 1, 2009), Knee talks with Lisa Priesty (a 5th grade teacher from Long Island, New York) and Shelia Adams (a 7th grade science teacher) about the EduCon 2.0 conference (January 23-25, 2009).
The last two podcasts of interest (though they are not education based) provide much useful information into getting the most from your technological devices. MacBreak Weekly, hosted by Leo Laporte (Episode 126/February 3, 2009), dicusses various information/topics regarding technical information, updates, and viewpoints (interviews) about "all things MacIntosh". This Week in Photography, hosted by Alex Lindsay and Scott Bourne(Episode #067), discusses digital photography topics, such as HDR (High Dynamic Range imaging) and "Showing Off Your Assets (web-based photography applications)".
SMARTboard Lessons, a Canadian educational podcast series, is hosted by Ben Hazzard and Joan Badger. Their podcast series is dedicated to helping teachers and students (or anyone else for that matter) to learn more about smartboards, especially in terms of function and purpose. Hazzard and Badger conduct their podcasts using a radio station-style format, in which the two "podcasters" act as disc jockeys (at times, they even inject corny jokes and weather stories). In their podcasts, Hazzard and Badger discuss a variety of topics concerning smartboards - such as The Nicolas Felton Report, smartboard/whiteboard software upgrades, collaboration projects (such as the Freedom project), and answer frequently asked questions (such as "What does a smartboard do?").
Kidcast: Learning and Teaching with Podcasting is an educational podcast series hosted by Dan Schmit. In Episode # 58 - The Medium is NOT the Message, Schmit begins by describing his Thanksgiving weekend (from this past year). By using an editorial type format (much like the style of Andy Rooney), Schmit makes observations on student content within podcasts (students focusing on "the act" of creating a podcast, rather than focusing on "content quality"), as well as offers his own solutions (suggests that students form a group- one in which the students share a common interest. Next, the students brainstorm a topic. Finally, the students research, organize, polish, and record their topic - thereby making a well-informed podcast). Throughout the episode, Schmit often conveys constructive thoughts on students creating podcasts (such as: "Academic content is the message", "Podcasts let kids have an extended academic conversation", and "Continuation and depth are the key"). Schmit concludes the episode by asking the audience for their input and thoughts on the topics covered, via email (www.intelligenic.com/blog/).
Connect Learning is an an educational podcast series hosted by David Warlick. In Episode 96 (recorded April 3, 2008 in San Diego, California), Warlick conducts a live podcast before an audience of over 9000 teachers and educators. In this episode, Warlick notes that his audience (and their schools) are of a "peculiar" nature (court community/ day school programs - students are enrolled an average of 45 days). In the episode, Warlick also talks about the implementation of weblogging and podcasting within the student population (as an educational "bridge" between students and motivational learning through technology). During the podcast episode, the live audience members are encouraged to ask questions, as well as give feedback to various topics. EdTech Talk is an educational podcast series hosted by Maria Knee (a Kindergarden teacher from Deerfield, New Hampshire). Knee describes the series as one which "welcomes conversation, encourages discourse, and enjoys discussion" about anything related to education within technology. In Episode # 25 (February 1, 2009), Knee talks with Lisa Priesty (a 5th grade teacher from Long Island, New York) and Shelia Adams (a 7th grade science teacher) about the EduCon 2.0 conference (January 23-25, 2009).
The last two podcasts of interest (though they are not education based) provide much useful information into getting the most from your technological devices. MacBreak Weekly, hosted by Leo Laporte (Episode 126/February 3, 2009), dicusses various information/topics regarding technical information, updates, and viewpoints (interviews) about "all things MacIntosh". This Week in Photography, hosted by Alex Lindsay and Scott Bourne(Episode #067), discusses digital photography topics, such as HDR (High Dynamic Range imaging) and "Showing Off Your Assets (web-based photography applications)".
Saturday, January 31, 2009
How Blogs Are Being Used in International Classrooms
In classrooms across the globe, teachers and students are using Internet blogging to communicate and share information internationally. According to the Moturoa Classroom site http://moturoa.blogspot.com/, "We are a class of Four and Five (grades) children from Nelson, the top half of the South Island of New Zealand. We are learning to communicate with other people around the world and love to get comments from all over the place". The blogs are based on the traveling experiences of teacher Allanah K and friends (to include a red and white baby hippo-like creature named Mini-Dylan). The posts contain much information about historical sites - especially in such places as Ireland, England, and Thailand. The site also contains a podcast, math game links, and links to reading activities - as well as links to other web logs and podcasts.
According to the 5Nt.Ca site http://grade5nt.edublogs.org/, "Our blog is a journal of what's going on in our classroom. It's also a place for students to individually express themselves. We'll also use it to share what we have created (i.e. writing, art, science experiments, etc.)". The blog site features comments and information about the happenings within Mr. Toft's 5/6NT class (a total of 31 students), as well as a calendar of events and various other sections (such as "Book Recommendations", "Subject Links", and "Translate Our Blog"). The site also features an "Agenda" section (to help remind students and parents of homework, projects, etc.). Mr. Toft and his students are from A. Lorne Cassidy Elementary School. The school is located in Stittsville, Ontario, Canada.
Friday, January 30, 2009
How Blogs Are Being Used in U.S. Classrooms
In classrooms across the United States, teachers and students are using Internet blogging to communicate and share information with the world.According to the site Mr. Langhorst's Web Classroom http://www.liberty.k12.mo.us/~elanghorst/blog, "A blog is a web journal. Mr. Langhorst's blog contains ideas, pictures, news items, and general thoughts about using technology in the junior high classroom". Mr. Langhorst's Web Classroom also utilizes podcast and "studycast" - which is used to help students review for tests. Mr. Langhorst is a 8th grade American History teacher at South Valley Junior High School. The high school is located in Liberty, Missouri.
According to Jay Monson, teacher and creator of Write On! Mr. Monson's Grade 5 Classroom Blog http://classblogmeister.com/blog.php?blogger_id=59644, "I fell in love with blogging and the opportunities it offers to kids. I enjoy using technology to write, share, and communicate. I currently hang out with creative fifth grade kids as we learn to become peaceful, productive citizens of our world community". Mr. Monson's blog not only contains a student entries section, it also contains a teacher assignments and entries section - as well as links to other classroom blogs. Mr. Monson is a 5th grade teacher at Nettleton Science, Technology, and Reading Magnet School. The school is located in Duluth, Minnesota.Saturday, January 24, 2009
Knowing Is Half the Battle...
Good evening readers! After viewing the video Did You Know/Shift Happens, I felt somewhat motivated to write a post that would summarize my thoughts and feelings on the subject of online education. Quite simply (and to the point), I feel that using online education to facilitate better learning and research is only half the battle (in terms of bringing our students up to par with students in countries such as India and China). Not only does the U.S. need to greatly improve it's implementation and utilization of online education within all schools, it also needs to take the role of education (in terms of maintaining competitiveness with strong economic nations) more seriously.
In China and Japan, students attend classes almost year round (without seasonal and holiday breaks). In Germany, students must be proficient in another language. These are just a few examples of how countries are using education to secure their future - as paragons of a strong, highly competitive global market. By adding similar regulations and standards - as well as continuing to support and provide the tools and training needed for students to achieve success in today's technological society, perhaps our country (U.S.) can ensure that future generations of Americans will be leaders in a global market - as well as the educational example by which all other nations are judged.
In China and Japan, students attend classes almost year round (without seasonal and holiday breaks). In Germany, students must be proficient in another language. These are just a few examples of how countries are using education to secure their future - as paragons of a strong, highly competitive global market. By adding similar regulations and standards - as well as continuing to support and provide the tools and training needed for students to achieve success in today's technological society, perhaps our country (U.S.) can ensure that future generations of Americans will be leaders in a global market - as well as the educational example by which all other nations are judged.
Friday, January 23, 2009
ACCESS - ability!
Good evening readers! Tonight, I am writing about the ACCESS (Alabama Connecting Classroom, Educators and Students Statewide) program. In this blog post, I am going to discuss what ACCESS is, and why it is beneficial to Alabama's high school students.
According to the official ACCESS website (which can be viewed at http://accessdl.state.al.us/), "ACCESS Distance Learning is an education initiative of the Alabama Department of Education". The ACCESS website goes on to say, "It provides opportunities and options for Alabama public high school students to engage in Advanced Placement (AP), elective, and other courses to which they may not otherwise have access". Essentially, the program offers state approved Internet-based instruction and coursework - as well as gives Alabama high school students another option ( especially in situations where the school doesn't offer the course as a part of it's curriculum or cannot find a qualified educator to teach the course - from a physical standpoint).
Overall, I feel that the ACCESS program is a great benefit for both Alabama high school teachers and students. For teachers, the program provides a new way to incorporate technological advancements into an educational setting. For students, the program not only provides educational quality and accessibility - it gives them the chance to experience online learning.
As a teacher, I would not only use the ACCESS program as a tool to better educate students regionally - I would use it to help give other students, living within the state, the chance to receive a quality education.
According to the official ACCESS website (which can be viewed at http://accessdl.state.al.us/), "ACCESS Distance Learning is an education initiative of the Alabama Department of Education". The ACCESS website goes on to say, "It provides opportunities and options for Alabama public high school students to engage in Advanced Placement (AP), elective, and other courses to which they may not otherwise have access". Essentially, the program offers state approved Internet-based instruction and coursework - as well as gives Alabama high school students another option ( especially in situations where the school doesn't offer the course as a part of it's curriculum or cannot find a qualified educator to teach the course - from a physical standpoint).
Overall, I feel that the ACCESS program is a great benefit for both Alabama high school teachers and students. For teachers, the program provides a new way to incorporate technological advancements into an educational setting. For students, the program not only provides educational quality and accessibility - it gives them the chance to experience online learning.
As a teacher, I would not only use the ACCESS program as a tool to better educate students regionally - I would use it to help give other students, living within the state, the chance to receive a quality education.
Wednesday, January 14, 2009
A FEW FACTS AND OPINIONS ABOUT ALEX
Hello again fellow readers.
Today, I will be writing about ALEX (Alabama Learning Exchange). In this blog, I will share with readers a few facts that I have learned about the purpose of ALEX - as well as some of my opinions on the project a a whole.
According to the ALEX website (http://alex.state.al.us), ALEX is "a project by the Alabama Department of Education designed to index and share many types of educational materials and information through a time-saving, one-stop resource for educators, parents, and students". The ALEX project offers users detailed information on such areas as Courses of Study (specific information on teaching requirements, depending on course and grade), Lesson Plans (samples created by state certified teachers and instructors), Personal Workspace (allows user to store and submit lesson plans, teacher web pages, etc.), and Professional and Distance Learning. The website also contains a "Search" page, as well as a "Help" page - both of which can be utilized by users to navigate around the site with ease.
After careful research of the ALEX site, I feel that ALEX is not only a great smorgasbord of tools and resources for teachers and instructors - it could also help bridge the gap between parents and teachers, in terms of relations. Often times, parents question the quality of their child's education. By using the resources provided by the ALEX project, perhaps teachers and parents can work as a team - ensuring not only a strong confidence in the educational system from a parental standpoint, but from the student as well.
Once I become a teacher, I will make use of the ALEX project not only for my sole benefit - but for the benefit of my students and their parents.
Tuesday, January 13, 2009
ABOUT ME...
Hello fellow class members. My name is Jonas Cockson. I am a thirty-two year old male from Foley, Alabama. Throughout my existence, I have lived in many different states within the U.S. (Florida, Mississippi, Georgia, South Carolina, California, Hawaii and Washington D.C.). I have also lived in/or visited many countries outside of the U.S. (Japan, Korea, Australia, Tinian, Saipan, Afghanistan, Iraq, Germany and Mexico), primarily during my tenure with the United States Marine Corps.
After serving four years as a cook in the Marine Corps, I decided to go to college to become a teacher. I have just recently finished two years of college at Faulkner State Junior College. I chose to become a teacher because - throughout my life - I have felt that I have possessed several gifts - gifts that could be used to an even greater effect, by helping to educate others. These gifts include, but are not limited too, encouragement (helping people to realize their potential), patience, understanding, and the ability to convey (as well as inspire). When it is all said and done, I will have completed my degree (Secondary English Education) at the University of South Alabama. Hopefully (fingers crossed), I will have secured a teaching position in the Mobile/Baldwin County area.
My interests include the following:
1.) reading
2.) writing
3.) playing bass guitar
4.) composing songs
5.) watching movies
6.) traveling
7.) eating (tacos/pizza/Chinese)
8.) camping
9.) the history of the Wild West
10.) poetry
Monday, January 12, 2009
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