The experience of setting up an online survey for my project was interesting, in terms of feedback, since I was the last posted blogger not many, in fact, it looks like zero people had a chance to take my survey.
As a tool for teaching, one thing that comes to mind is perhaps it can be used to track student's progress on independent projects. For example, in my current student teaching placement, students have been working on independent research projects for the last month, which culminate in a short class presentation. Their progress has been monitored by collecting notes every 2 weeks. This has been done manually. Since many of the students have typed on their notes anyway, it seems it would be quite simple to have a survey monkey set up whereby I could provide each student feedback after looking at their work on-line. I would have a series of questions used for assessment (such as how complete the notes are, are the sources documented properly, and so on). It certainly would save paper and the entire process of going through notes and hand-writing the results. In terms of logistics, I'm not sure how difficult it would be to set up a survey for each student, perhaps they could do it themselves and then email me the link.
Overall, any opportunity to cut down on the paper overload would be welcome, using quick assessments such as survey monkey and avoiding the entire hard copy process.
Monday, February 21, 2011
Thursday, February 17, 2011
Conceding the Conversation
Ah, the internet. Good or Bad? Lots of information out there, unfortunately, people tend to ignore the source of that information, leading to all sorts of misconceptions.
As an example, there is a new type of word invented for people who use the internet to research health related topics, it's called CyberChondria. If you get any type of illness, from a common cold to cancer, you can scare yourself half to death by reading posts from people who have these conditions. One thing I've realized over time is that the people who tend to post about their illnesses usually aren't doing that well, they are suffering therefore they post. The ones who are doing well, usually don't post at all. This creates a preponderance of very negative posts, which newly diagnosed people flock to, and scare the wits out of themselves. As a trained scientist, I can't tell you how many of my friends and family have made this mistake. I now make it a point to educate everyone I can to always choose reputable sources on-line when researching health related topics. Random sites with hysterical posts are not the way to go when dealing with health related matters. The same logic applies to anything one researches on the internet, look at the source, look at the motivation for posting, figure out if the agenda of the site is neutral, and go from there.
Hopefully, I can impart the same type of rigor to my students, so they don't grow up to be ignorant of how to use information from the internet correctly.
As an example, there is a new type of word invented for people who use the internet to research health related topics, it's called CyberChondria. If you get any type of illness, from a common cold to cancer, you can scare yourself half to death by reading posts from people who have these conditions. One thing I've realized over time is that the people who tend to post about their illnesses usually aren't doing that well, they are suffering therefore they post. The ones who are doing well, usually don't post at all. This creates a preponderance of very negative posts, which newly diagnosed people flock to, and scare the wits out of themselves. As a trained scientist, I can't tell you how many of my friends and family have made this mistake. I now make it a point to educate everyone I can to always choose reputable sources on-line when researching health related topics. Random sites with hysterical posts are not the way to go when dealing with health related matters. The same logic applies to anything one researches on the internet, look at the source, look at the motivation for posting, figure out if the agenda of the site is neutral, and go from there.
Hopefully, I can impart the same type of rigor to my students, so they don't grow up to be ignorant of how to use information from the internet correctly.
NETS for Students
The standards for students set out a series of goals which every teacher should have in mind for effective use of technology in the classroom. What is missing though is a real world guide for how these goals can be implemented and what age groups are appropriate to begin to implement technology. Also, socio-economic factors are missing, because there still are a number of underprivileged families who do not have computers at home.
When I take 8th graders to the computer lab, in addition to having to keep sure they are on task, I have to manage other considerations such as who can sit next to each other. I also have to deal with a filter at school which sometimes removes very useful information from the internet which may need for their research. It is frustrating, because in technology, you can sit down and plan out a lesson which you think will be just marvelous, and then you are stopped dead in your tracks by some minutia which you have not thought about ahead of time, such as a school filter that blocks out sites students want to access. I guess at the end of the day I approach technology with an open mind, but I am always ready to be burned by it. It's always good to have a Plan B when teaching, but when teaching with technology, you need a Plan C and D too, because you never know what surprises may pop up.
When I take 8th graders to the computer lab, in addition to having to keep sure they are on task, I have to manage other considerations such as who can sit next to each other. I also have to deal with a filter at school which sometimes removes very useful information from the internet which may need for their research. It is frustrating, because in technology, you can sit down and plan out a lesson which you think will be just marvelous, and then you are stopped dead in your tracks by some minutia which you have not thought about ahead of time, such as a school filter that blocks out sites students want to access. I guess at the end of the day I approach technology with an open mind, but I am always ready to be burned by it. It's always good to have a Plan B when teaching, but when teaching with technology, you need a Plan C and D too, because you never know what surprises may pop up.
Wednesday, February 16, 2011
RSS Feeds
I think RSS feeds will be very valuable to me in my future. It is a very useful tool to aggregate data from the internet. In addition, if there are documents which students can email to me (especially homework), then I can easily collect homework via RSS feeds in a folder. Currently, several of my students have very poor handwriting and prefer to type their assignments, which some print and a few send via email. In the future, I will encourage as many students as I can to type and email their assignments to me.
The current feeds which I subscribe to mirror my interests. For fun, I subscribe to the Huffington Post, to sample a wide array of unpaid journalists. I also take a look at Google News and Digg. I also subscribe to In The Pipeline, a blog written by a pharmaceutical chemist, Derek Lowe, it is by far my favorite. I also am also receiving a blog about teaching, called the Fischbowl. Also, since I am interested in the biotechnology business sectors in San Diego and SF, I subscribe to the business times news from each of those areas. I also look at SF Gate.
I also subscribe to Physics and Astronomy sites, hoping to come up for ideas for lectures in Physical Science.
In summary, the RSS system certainly saves time, and I am certain that I will continue using this technology in the future.
The current feeds which I subscribe to mirror my interests. For fun, I subscribe to the Huffington Post, to sample a wide array of unpaid journalists. I also take a look at Google News and Digg. I also subscribe to In The Pipeline, a blog written by a pharmaceutical chemist, Derek Lowe, it is by far my favorite. I also am also receiving a blog about teaching, called the Fischbowl. Also, since I am interested in the biotechnology business sectors in San Diego and SF, I subscribe to the business times news from each of those areas. I also look at SF Gate.
I also subscribe to Physics and Astronomy sites, hoping to come up for ideas for lectures in Physical Science.
In summary, the RSS system certainly saves time, and I am certain that I will continue using this technology in the future.
Final Project-Summary
My final project consists of an in class lecture on Motion combined with showing YouTube clips demonstrating Motion Fundamentals for 8th grade physical science. Students will be assessed via their ability to construct Position versus Time and Speed versus Time graphs from stories describing motion. As an extra credit project, they will create a video demonstrating motion concepts and construct graphs from data they have collected via a motion activity.
For further information, please click on the links below.
For further information, please click on the links below.
Technology Usage in Final Project
The technology used will consist of students watching youtube clips to enhance the concepts of Motion. There are several Motion clips on youtube that are very informative and show the concepts of Position versus Time and Speed versus Time graphs. As an extra credit project students will create their own video demonstrating Motion concepts and will post the video to a class website.
The reason to use technology for the Motion unit is to allow students to visualize and experience the concepts first hand, rather than statically. It is not always feasible to have lessons outside, so watching videos or creating them as homework assignments can allow students to further explore scientific concepts in their everyday lives.
The reason to use technology for the Motion unit is to allow students to visualize and experience the concepts first hand, rather than statically. It is not always feasible to have lessons outside, so watching videos or creating them as homework assignments can allow students to further explore scientific concepts in their everyday lives.
Assessment for Final Project
Students will be assessed by completion of a worksheet with narratives that students must translate into Position versus Time and Speed versus Time graphs. For extra credit, students can create their own video demonstrating Motion that can be converted into graphs. Some ideas for them would be to mark off evenly spaced divisions outside and they run a short distance with timers who can calculate the rate of speed.
This data can then be converted into Position versus Time and Speed versus Time graphs.
This data can then be converted into Position versus Time and Speed versus Time graphs.
Tuesday, February 15, 2011
Lesson Stucture for Final Project
The logistics of the lesson are a combination of examples presented in Power Point mixed in with embedded YouTube videos describing motion graphs. The videos will be pre-downloaded and parsed for inappropriate comments. After the lecture, we will go over some examples and students will be given their totally awesome assignment. The lesson should take only 1 class period.
Content Instruction for Final Project
The goal of the lesson is for students to be able to interpret position vs. time and speed vs. time graphs.
The measureable objectives will be a quiz have to interpret the two types of graphs, convert one type of graph into another, create graphs from a given narrative, and for extra credit, create their own narratives with graphs and post a video showing how the motion in their narrative is acted out. You tube videos will also be used to introduce the concepts of Motion Graphs during lecture in class.
The measureable objectives will be a quiz have to interpret the two types of graphs, convert one type of graph into another, create graphs from a given narrative, and for extra credit, create their own narratives with graphs and post a video showing how the motion in their narrative is acted out. You tube videos will also be used to introduce the concepts of Motion Graphs during lecture in class.
Standards for Final Project
The standards for my final project are:
State Adopted Standards 8th grade Physical Science:
Motion Unit:
Students know how to interpret graphs of position versus time and graphs of speed versus time
for motion in a single direction.
The ISTE standards are:
State Adopted Standards 8th grade Physical Science:
Motion Unit:
Students know how to interpret graphs of position versus time and graphs of speed versus time
for motion in a single direction.
The ISTE standards are:
Design and Develop Digital-Age Learning Experiences and Assessments
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
Thursday, February 3, 2011
Gummy Bear Exothermic Death
This is an example of an exothermic reaction using gummy bears which
combust when energy is added (a flame).
Wednesday, February 2, 2011
Facebook and Privacy
As far as using Facebook in an educational setting, I think it would be acceptable for use when students are assigned research projects where they need to work in a group. They could access each other's ideas and progress when working at home. This could help parents out if they can avoid having to chauffer their children to various meeting places to work on projects.
In terms of using Facebook in during the regular school day, I don't think it is a good idea simply based on the fact that I cannot see how it would be integrated in a meaningful way. If group work time is allotted in class, then classmates can simply discuss their project face to face. Another reason I don't think Facebook works in the classroom is the fact that the teacher would have to spend a lot of time figuring out if students are on task or not, and that may be difficult within the Facebook application. It may also be a breach of privacy since one of the tools we use at school to make sure students are on task is a computer program whereby the teacher can individually monitor every student's computer and see what they are doing. The last thing I want to do at school is to have to figure out if the students on Facebook are working or not, and having the possibility of seeing something of a very personal nature. It just is not going to happen.
Now that I've determined Facebook could be useful to students working on group projects, would I actually incorporate their use of Facebook as part of an assessment tool? The answer is no. If I assign a group project, I will leave it up to the students to figure out what tools they would like to use from home. No reason for me to monitor or even look at any of their work within Facebook.
Regarding the issue of whether teachers should allow students access to a teacher's Facebook page, I know many teachers who are okay with having students as connections on Facebook. That's fine with me if the teacher wants to utilize Facebook in that fashion. For me, though, my Facebook page is more personal and is for my friends and family, so I like to limit the people I connect with to reflect more of my social and family life and less of my work life. However, I use Linked In for my professional life. So if a student wanted to friend me on Facebook, I would likely say no but offer the more uncool alternative of Linked In as a way for the student to connect with me on a social media site that I consider to be more professional than Facebook.
In terms of using Facebook in during the regular school day, I don't think it is a good idea simply based on the fact that I cannot see how it would be integrated in a meaningful way. If group work time is allotted in class, then classmates can simply discuss their project face to face. Another reason I don't think Facebook works in the classroom is the fact that the teacher would have to spend a lot of time figuring out if students are on task or not, and that may be difficult within the Facebook application. It may also be a breach of privacy since one of the tools we use at school to make sure students are on task is a computer program whereby the teacher can individually monitor every student's computer and see what they are doing. The last thing I want to do at school is to have to figure out if the students on Facebook are working or not, and having the possibility of seeing something of a very personal nature. It just is not going to happen.
Now that I've determined Facebook could be useful to students working on group projects, would I actually incorporate their use of Facebook as part of an assessment tool? The answer is no. If I assign a group project, I will leave it up to the students to figure out what tools they would like to use from home. No reason for me to monitor or even look at any of their work within Facebook.
Regarding the issue of whether teachers should allow students access to a teacher's Facebook page, I know many teachers who are okay with having students as connections on Facebook. That's fine with me if the teacher wants to utilize Facebook in that fashion. For me, though, my Facebook page is more personal and is for my friends and family, so I like to limit the people I connect with to reflect more of my social and family life and less of my work life. However, I use Linked In for my professional life. So if a student wanted to friend me on Facebook, I would likely say no but offer the more uncool alternative of Linked In as a way for the student to connect with me on a social media site that I consider to be more professional than Facebook.
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