Reading Five- Electronic Portfolio

Electronic Portfolio. I did not fully understand that short phrase until I finished reading June Ahn's article titled Electronic Portfolios: Blending Technology, Accountability, and Assessment. I was familiar with what a portfolio was because during my elementary ed. student teaching assignment the particular school used portfolios. At my school each student had a 3 inch notebook, which was provided by the school, in order to showcase pieces of their work during student-led conferences. The portfolios were also a way to show how the students met the International Baccalaureate Primary Years Programme requirements for each grade level. The portfolios "followed" the students as they proceeded to each grade level. I thought that idea was pretty neat, and then I read Ahn's article and it made me realize that maybe that school should switch to the electronic portfolio method, in order to fully reap the benefits of using a portfolio in the first place. I think that it is important for me to describe what an electronic portfolio is before I can talk about the advantages. After reading Ahn's article my own definition of an electronic portfolio is a digital online showcase of student work and reflection, having to do with student and teacher standard-assessments. The goal that creators of electronic portfolio software companies want to achieve is to come up with software that can be seen as an alternative to standardized tests. Ahn's article focused on a collaboration that was between a public school and an educational software firm in order to create a e-portfolio to meet goals that combined student work with standards-based assessment. While reading the article, I realized that there are three main advantages to using electronic portfolios. The first advantage is that the actual process of creating e-portfolios can guide the whole school community to clearly establish its learning goals and expectations. So, everyone is involved in this process which automatically can create a new learning within the entire school by collaborating with one another. The second advantage to e-portfolios is that when creating the e-portfolio students can reflect upon their own learning throughout the e-portfolio process. What better way is there for students to learn than to be reflective upon their own product and understanding? There isn't a better way in my opinion. The third advantage is that when using e-portfolios teachers have the opportunity to encourage their students by providing detailed feedback on their students work. Wouldn't it be nice for teachers to have to ability to provide detailed feedback to students? I can remember just getting red marks and grades on my papers with no feedback, whether good or bad, from the teacher. Even though this technology is in the early stages of development (according to the article) the improved learning aspects of e-portfolios is that both teachers and students can clearly understand the standards and the structure that is needed to meet those standards. Also, students can learn how to be more effective in the organization and reflection of their own work. A teaching situation that this technology can address is definitely assessment. The e-portfolios are designed to be an assessment tool that teachers use in order to see what standards a student has or has not met rather than using a multiple-choice type of assessment. The e-portfolios can create learning opportunities that did not exist by providing the opportunity for students to publish their work on-line, available for all Internet users to see. So let's say a student of mine has a relative that lives in California, or a parent that has to travel to a different country or state a lot, well that relative and that parent can see their child's/relatives work right on-line. Now that kind of learning opportunity would not have existed without this type of technology. The digital divide that can keep some people out of the loop would be their inability to be active participants in the understanding of what an electronic portfolio is in the first place, more less the software that is needed to create one. A way to remedy that would be to provide as much information as possible describing the purpose of the portfolio and why they are used in medias such as class newsletters, class web pages, or even through a web-based scavenger hunt.

I think there there is a place for the technology in the classroom. I think that the electronic portfolios are a great instructional use in order to showcase student work, reflection, and feedback. However, there are a few concerns that I have about implementing e-portfolios within the classroom. I know we have to think about concerns other than time but for this technology time is the main thing I would be concerned with. There is some really extensive planning that has to go into just getting e-portfolios started. Other than time being my biggest concern, I also worry about giving the public the ability to access student work, even though this can be a benefit to parents, relatives, the student, etc. It could be very risky for students to post their work on the Internet for so many reasons, most of which are common concerns that we as teachers and parents have already. Hopefully, while this new technology is "in-the-works" as I would say the software companies will consider the privacy concern that I have and think of a way around the public having access.

The type of classroom activities that could be enhanced by using the e-portfolios is any activity in which the teacher wants each student to pick their own work and post it and reflect upon their work on-line. Also, the students could share their work with others while conducting dialogue with one another based on the work. I would say that most any activity can be enhanced by using the electronic portfolio since ultimately everything we teach comes right from a standard. It's up to the teacher and the students to decide what they want to do within the portfolio. At least that is the way I see it. I think that electronic portfolios are going to become more and more popular and widely-used by a lot of school systems. Just like any other new technology it just takes time to develop quality technology. The funny thing to me is as soon as the "new technology" comes out and we understand it something new and improved comes out. That's really just the way it is but I am excited to see where electronic portfolios will be in the future and the role that they may take upon within my own classroom. Thanks to Ahn's article I have an understanding of what e-portfolios are and hopefully I'll be ready to use this technology in the near future.

Reading Four- iMovie

This time for the blog, I selected Melanie Howard's article titled Team Up with Digital Video and iMovie for Social Studies excitement. I want to start off by saying that I originally selected this article just based on its title. I know, it was kind of like choosing a book based on the cover but I really have always enjoyed social studies my whole life and I also knew nothing about iMovie so I chose to focus on Howard's article. Enough about why I chose it I want to tell you about the advantage of using iMovie for social studies, and even other subject areas. I learned from the article that one advantage of using iMovie is that projects can really come to life when students and teachers use this technology. In the article, Howard stated that if teachers were doing a unit on community then the teachers can actually have the ability to go out and interview policemen, firemen, nurses, etc. and then show what they taped to the class, edited by the teacher and all. Now think about that, how exciting and engaging would it be for students to have the ability to watch community members talk about their jobs instead of just learning about them through classroom discussion, research, or books. Another advantage of using iMovie in the classroom is that students are able to take "virtual field trips" with the use of iMovie. Howard stated that, the virtual field trip can be used as a preview or follow-up to a field trip or an actual trip if the class simply can not go on a lot of field trips. I thought about some improved learning aspects of taking "virtual field trips" using iMovie and I just think that learning can become real to students since they are able to see and absorb new information visually. For example, if I were to teach a unit on the culture of the people who live in the Appalachian mountains in N.C. but I did not have the opportunity to take my class to the mountains I could simply create an iMovie using still images, video clips, transitions, and a storyboard to help my students learn and learning can become enhanced tremendously in my opinion. In addition to the things I have already mentioned, specific learning situations that iMovie can help address could be situations where students have trouble with reading, or focusing on information for a long period of time. The reason I say that is because I personally used to have trouble learning new things especially if that meant focusing on a text book for a long period of time. I guess the information just wasn't that engaging to me since I am such a visual learner. If iMovie would have been used in the classrooms I was in throughout school I am sure my difficultly with learning and absorbing new information would have been somewhat relieved since I could see the information visually and it would have been so engaging to me. Think about it, what is the typical reaction of students when the teacher says, "Today we are going to be watching a video..."? In all the classrooms I have been in the reaction has usually been YAY! If iMovie can give students and teachers a new opportunity to learn then all kinds of new teaching and learning situations can arise. A digital divide that can keep some people out of the loop such as teachers, parents, and administrators is the simple fact that they might not know or have even heard of iMovie. So there may be some intimidation caused, especially if one teacher on a certain grade level is using iMovie in his or her classroom while no one else has gained the knowledge of how to use it. As a future teacher I have constantly heard that "veteran teachers" are almost scared of new technology. Maybe it is the fear of one day technology taking their jobs. So I look at it as part of my job to inform teachers, parents, and administrators about iMovie so that I can remedy the digital divide that may be associated with iMovie.

I think, as a matter of fact I know that there is room for iMovie in the classroom. The article like I said focused on getting students excited about social studies through the use of iMovie. But I think that iMovie can be used in just about every subject area. Think about it, iMovie would be great when teaching science, math, and literacy. There are many things that one can incorporate into iMovie, it really is just all about using your own imagination and creativity. Not that it should be the only technology used as we all know. A concern that I would have implementing iMovie is that I am sure, as with using anything new, that I may not be familiar with all the advantages of actually conducting my own iMovie. For example, I may have trouble incorporating music, framing the pictures/images that may be used, and manipulating the text and titles to make the iMovie more engaging. What I could do would be to do some tutorials to help me better understand the technology.

I think that all different kinds and types of classroom activities can be enhanced by using this technology. As I have already mentioned how projects and field trips can definitely be enhanced by iMovie but also collaborative learning can be automatically enhanced. I think that when I use iMovie in my own classroom I will ask students to write down any questions they may have while watching the iMovie, even if it is just a short movie. I think that questions could easily arise from any iMovie and after watching one we, as a class, can have a big discussion where students can discuss their thoughts, questions, and reactions to what other classroom members have to say. So, as you can see collaboration and discussions within the classroom can become an activity each time an iMovie is shown. I have learned how important it is for students to teach one another instead of just the teacher implementing instruction at all times. I think that Howard's article was great. I learned about iMovie, how I can use it in my first classroom, and she even gives technology tips on shooting, importing, and editing for iMovie. I am actually in the process of deciding what type of laptop to purchase for my own personal and classroom use. This article really persuades me in the direction to purchase a Mac due to the fact iMovie can only be used for Mac's. I can not wait to use this technology in my future classroom. Not only do I think that students can gain a deeper understanding of what I am teaching them with the use of iMovie, but I think it is going to be impressive for me to use iMovie as a first year teacher. As they say, "It's the first impression that always counts"! Well, hopefully I'll be impressed with myself thanks to this great article. I'm going to bookmark Howard's article as one of "My favorites" so I can refer back to it and share it with my future co-workers and others in the education field.

Reading Three- WebQuest

After reading Tom March's article titled The learning Power of Webquests I was really able to gain some vital information about my understanding of exactly what the purpose of Webquests are, as well as how they are used. I learned that there are several advantages to using a Webquest as well as the possible improved learning aspects when using Webquests. One of the advantages that I learned from the article was that Webquests provide a scaffold learning structure to students. Meaning, that there is a framework that is established when using Webquest that allows students to complete tasks one a a time. Another learning situation that the Webquests provide to students is the ability to to locate a vast amount of information via the Internet. According to the article, this provides students with authentic tasks that ultimately motivate the students to learn. Webquests also allow teachers to ask students open-ended questions in which they can figure out the answer to using a certain Webquest that has been provided to them. The digital divide that is possible when using Webquests is that in general, people may not have access to computers to even begin a Webquest. Even if teachers may have Internet access, they may not have the knowledge that enables them to build Webquests for their own classrooms. Therefore, you could have students using Webquests in one or more classrooms and then you have those classrooms where the teacher may not even know how to implement a Webquest for his or her students. So that's really where this technology could get complicated in my opinion. A simple way to remedy that challenge would be to provide teachers with the trainings in order for them to be able to know how to use Webquests in their own classrooms, even it that is just as simple as showing teachers how to access other individuals Webquests that have already been posted on-line and are free to use with permission.

I definitely think that is a place for Webquests in the classroom. I think that Webquests can be incorporated into any subject area, making it very simple to teach a given standard/objective to students. I know that the Webquests are a new technology and as we know the 21st century learners are becoming more and more of a "digital" learner-type. The Webquests allow students to reflect upon their own thinking patterns. Furthermore, Webquests help students construct a deeper understanding through a learning-centered educational process. And right there, that word "process" I think is the key word associated with Webquests because in my opinion, that's what they are. The only concern I may have with using Webquests is that teachers can be leading their students to websites that are not current or perhaps websites that could contain fraudulent information. That is really my only concern with Webquests.

There are many types of classroom activities that could be enhanced by using Webquests. Since Webquests allow for teaching strategies that prompt students to ask questions, focus on using information rather than searching for it, and look at material critically I think that the activities that can be used in a Webquest is immense. There aren't just a few activities, there are several in my opinion. I think that Webquests are a great technology to use in the classroom and I will use them whenever possible within my own classroom this upcoming fall.

Reading Two- Inspiration & Concept Mapping

Well I have to tell you when I chose to read the Royer & Royer article titled What a concept I had no idea how much I could learn in just a short amount of time about concept mapping. Concept mapping is a type of technology tool that allows teachers and students to become motivated about learning through software programs such as Inspiration. The particular article I read really focused on concept mapping using a desktop computer versus using concept mapping on handheld computers. So now you are probably wondering what is the advantage of concept mapping in the first place? Well, concept mapping allows students to develop a full understanding of any given concept. A concept map allows students to create maps with subconcepts, links, and crosslinks. Therefore, a more meaningful understanding of the new relationships can be developed based on the concept map. By using concept maps the new learning opportunities can be created. For example, a class could be making a concept map on butterflies. No two students maps would be alike and the teacher can see how well the student understood the concept based on the students map. Also, students can share thier maps with other students in the classroom and collaborate with one another based on what thier individual maps showed. A new type of learning is created automatically within the classroom, something that would not have existed without concept mapping. The digital divide that can keep some people out of the loop would be that concept mapping is very complex. Many people may be intimidated to use concept mapping due to the fact that it is quite complex. A way to remedy this would be to offer trainings on concept mapping to that population of people who may feel intimidated.
I believe that there is a place for concept mapping in the classroom, even at the younger ages. The article that I read focused on ninth-graders using concept mapping but I also think that it could be incorporated into the younger grades. In a first grade classroom I think that concept mapping could be used by the teacher and the students with the teacher facilitating or creating the map. A first grade class could be learning about the concept of weather and how it relates to everyday life. The students coulds come up with thier ideas while the teacher actually makes the map. One concern I have about the use of concept mapping in my own classroom (first grade) is that I do not think at that age students would be able to create thier own concept map because of the complexity of the software. I would be a little concerned about the students since they may not have the indepence to create one on thier own. The other concern is that all students may not be able to afford handheld computers to do concept mapping. To me, it is hard to get all students a brand new pair of crayons for the classroom, much less a handheld computer. That would be a challenge to figure out the funds for software and/or handheld computers.
The types of classroom activites that I think could be enhanced by concept mapping is any type of student-centered activity. There are probably numerous science and social studies activites that could be created using concept mapping to help develop a deeper understanding of history and evolution. Overall, I think that concept mapping is going to become more and more popular in the 21st century and beyond. I am glad I had a chance to read Royer & Royer's article because it really is a neat concept...no pun intended!

Reading One-Blogs

I chose to read the article titled Bookmarking the World: Weblog applications in education. After the reading I realized that there is a great advantage in using Weblogs especially when relating to the field of education. Weblogs have to do with sharing information with others, such as ideas and opinions, in ways that are structured similar to a personal journal. I personally, am new to weblogs and after reading the article I became more aware of how they are used, why they are used, and what for. In specfic, weblogs can help students extend thier own ideas by relfecting upon a certain issue or what has been taught during any given class. Weblogs can create a mass amount of learning opportunties that would have never been possible without this technology. as a matter of fact, before Weblogs students may not have had a chance to respond to other students opinons or thoughts during school time. Weblogs provide an opportunity for students to log onto other students weblogs anytime, anywhere as long as he or she has internet access. Think about it...have you ever wanted to respond to something someone else said in class but didn't have enough time to because class ended? I have! Well, weblogs provide the opportunity for others to crtique Web materials, as well as other's blogs. Never before have people had an opportunity to basically have a real understanding of how other people think about specific topics and able to respond. Weblogs can be accesed by people all over the country. So, that means that people have a new opportunity to learn about new ideas and new information based on what people have on thier Weblogs. Weblogs bring about a new form of communication that had not existed before. For example, we hear about this new concept of distance education well Weblogs form a community in which people can persue independent research. Weblogs really foster that distant education relationship by providing people with "voices" associated with all different types of individuals. I have discussed how Weblogs are great advances in technology but at the same time I can see that it could cause a digital divide between individuals. I look at my Father for instance, he is in his early 60's and I feel like I am always having to teach him how to "keep up" with new technology. My Dad has just now gotten used to sending attachments with e-mails, and I am worried to even inform him of Weblogs simply because I think it would make him feel "left out" since he already feels overwhelmed by basic e-mail operations. One way to help remedy that, would be to inform my Dad of possibly some step-by-step ways to blog or writing down specfic directions to follow. I can see how some people would get this feeling of an "technology overload" which I think would definitly create a digital divide amoungst society.

I think that there is definitly a place for Weblogs in the classroom, especially in the older grades such as 3rd grade and up. I feel like at that age and up students are wanting to gain knowledge about new ways to take full advantage of technological advances. Weblogs can be created to extend lesson plans such as how students may feel or how they understand and want to know more about a specific topic. By having students use Weblogs in the classroom there is another level of classroom interaction going on. Weblogs give students opportunites to be creative, reflective, and organized. Weblogs can be used for all subject areas. For example, lets say a teacher posts a certain math problem on a blog. Students then have a chance outside of class to give thier own answer and can see how other students think when problem solving based on thier own individual answers. Students can see other students thought processes based on what is posted in the Weblog. The only real concern I have about Weblog use in the classroom is privacy. Weblogs are free to view by all people that do or don't have thier own blog accounts. There may be something controversial that is posted on blogs where a students privacy is violated. That is my main concern I have after reading the article.

The different types of classroom activites that could be enhanced by using blogs would definitly be any activity associated with writing, problem solving, and especially research. I think that students are not always motivated to write, while typing on a blog may be a better form of writing for those students. There is a huge amount of information that can be gained from Weblogs and therefore making it easier for students to conduct research of thier own. I think that Weblogs will continue to gain popularity inside and outside of the classroom. I think that over time people of all ages will be able to, and want to for that matter, to engage in Weblogs.