Technology Notes
Sunday, October 24, 2010
Self Interest Activity
I spent some time familiarizing myself with the program and tried to use it to make part of a handout for a research paper project.
I began by running through the demo and signed up for an account. Jing offers a limited service for free.
I then decided to try to add some images to my blog as I went through the process. This is where I ran into a bit of trouble. I was able to easily add the images I was capturing to a word document, but to add one to a website required me to embed the image. After working through another tutorial, I was able to do so.
I decided using Jing for a research paper packet would be useful in that it would allow me to walk the students through each step with a picture. I could take samples of papers to show what the heading and parenthetical citation would actually look like in a paper.
One step of this writing process that often confuses students is citing references. The website http://citationmachine.net/ lets students plug in the information from their sources; the page will then generate the correct format based on the style of the paper. The homepage can seem overwhelming, so I thought it might be easier to capture the images of the sections of the page that would be needed for each step of the citation process.
The student would first pick which format was required for the paper.
The next step would be to note what type of material was being used.
Let's say the student had to cite a book. He/she would then fill in all the information asked for.
If this step was completed properly, the citation for the source should appear like this.
I can use Jing to guide students through any resource I might need to direct them to, as well as navigating through materials and links on a class website.
Sunday, October 17, 2010
Chapter 15 - Technology in Special Education
- How can students learn something with the aid of technology that they might have struggled with using conventional ways of teaching/instruction?
- Legal and Policies - passed to provide students with devices to help and be included in IEP's
- Implications of NCLB - how do we get everyone to achieve
- Training professionals - how to integrate and communicate with staff from all departments
- Shift to mainstreaming - what is required for students to succeed in an inclusion classroom
- Universal Design - provide students with options in how the material is represented, how the students can express themselves, and how they will be engaged in the material.
- Web accessibility - designing websites so that people with disabilities are able to use them easily
Strategies based on Integrating for Different Types of Disabilities
Cognitive Disabilities
- Use software programs to help students work on building certain skills:
- Reading skills - Reader Rabbit, Quictionary Reading Pen (text to speech)
- Writing skills - Voice recognition programs Dragon Naturally Speaking, WYNN, Project Poster and Hollywood High
- Video instruction for those with low reading skills
- Alternative Keyboards built to meet the child's needs
Physical Disabilities
- Joystick for their wheel chair
- Switches and special keyboards
Sensory Disabilities
- Screen readers for the blind
- Magnification tools (CCTV)
- FM amplification system - teacher wears mic
Gifted and Talented
- Internet allows access to electronic communities and the ability to greater research areas of interest
Chapter 9 - Technology in English and Language Arts Instruction
Issues & Problems for ELA
- Changing definition of literacy - important for students to learn how to learn new technologies to remain literate and achieving literacy is continual process
- Some skills needed now by students - finding credible sources, hardware and software function, presenting projects and papers with word processing and image displaying programs, etc.
- Should we teach keyboarding or just expect them to type up their papers?
- Diverse Learners - cultures, disabilities, ELL
- Motivating students!
- IRA (International Reading Association) - set up standards for students but to fulfill them, we need teacher education and funding
Strategies for ELA Instruction:
Language skills
- Decoding skills, phonetics software
- Fluency resources - Imagination Station, Balanced Literacy, FOCIS
- Talking word processors
Literacy Development
- Projects that include Internet - story starter + email
- Interactive story books
- AR
- Video Projects - iMovie - have students create a story using software to put it in a different format
- Blogs
- Online Book Club
Writing as a Process
- Pre-writing - electronic outlines and mapping - http://www.readthinkwrite.org/, Inspiration
- Drafting - electronic note cards
- Revising and Editing - Track Changes and highlighting to show peer reviews
- Publishing - put projects up online to share with other students or teachers
Sunday, October 10, 2010
Chapter 8 - Intergrating the Internet into Curriculum
- Determine if students are skilled enough to work on projects or activities using the Internet, etc.
- Examples - keypals, mentoring, virtual field trips, group projects, PBL - investigate and resolve problems
- Table 8.2 - resources for web-based lesson plans
- Websites can provide tutorials, info, summaries, show other student's work
Website Development
- Software programs write the code for you
- Table 8.4 - rubric for evaluating webquests
- Tools
- HTML - format pages
- Java - create animations and objects on pages
- VRML - 3-D images
- PERL - Common Gateway Interface (CGI)
- Image formats- BMP, EPS, PDF, PICT, TIF, GIF, JPEG
- Plug-ins allow sound and images to be displayed in multimedia aspects on pages
- Streamlined video - sends little at a time so no downloading is necessary
- Attach docs with FTP or attachment in email
Developing Pages
- What's needed?
- Web development software
- FTP software
- Server for website
- Steps to take
- Plan a design or storyboard
- Make some pages - basic, anchors (places to link to), frames - webpage withina page
- Add media
- Insert links
- Make it interactive
- Test
- Publish
- Get feedback and change
Saturday, October 2, 2010
Chapter 7 - Distance Learning and the Role of the Internet
- Started as project by Department of Defense (DOD)
- www is subset of Internet
- URL's - Uniform Resource Locators - Internet addresses
Internet
- Search engines + Metacrawlers - which use more than one at a time (ex. - www.dogpile.com)
- Website evaluation sheet - pg 216
Troubleshooting
- Check URL type, server or domain down, firewalls
- Use firewalls/filtering software to keep content in check.
- Avoid viruses by using protection software, not downloading or opening emails from unfamiliar sites or people
- Review the rules and Check plagiarism with sites like www.turnitin.com
Communication
- netiquette - etiquette for Internet
- Types include listservs (discussion groups), bulletin boards, blogs
- MUDs + MOOs - (multi user dungeons and object-oriented)- real time interaction via avatars
Distance Learning
- Originally used postal system to transfer tapes and documents
- Now uses videoconferencing
- Activities could include - student research, virtual courses
- Current Issues - economic divides, socialization issues, accreditation, higher rate of drop outs
- The more interaction and support - the better students learn
- Costs - need equipment, maintenance, support staff
Courses & Programs
- Course Management Systems - collection of web course design
- Site Capturing software - allows you to store web page on computer to use without Internet connection
- Intranet - internal network can increase speed
- Require participation, structured activities, easy to use sites, learning communities, students are responsible for their own work.
Saturday, September 25, 2010
Chapter 6 - Teaching with Multimedia and Hypermedia
Multimedia
- multiple ways or combinations of media
Hypermedia
- media that is linked - getting from one media to another
- impacts - increasing motivation, flexible for multiple intelligences, critical thinking skills, creates multidimensional thinking in story development
- interaction design - discipline for making things attractive to the learner through utility, usability and aesthetics
Commercial Hypermedia Software Packages
- Instructional Software - tutorials, drills, practices, simulations, problem solving
- Interactive books and ebooks
- Reference materials
- must be able to evaluate materials before purchasing based on support, design, content, navigation
Design and Development
- average person has ability and access to create multimedia and hypermedia
- hardware requirements - computer, digital camera, scanner, video digitizers, camcorder, microphones
- Sequence of Development should follow:
1. Review what's out there 2. Research topic 3. Create a storyboard 4. Develop frames 5. Add links and text 6. Test the product
Types of Multimedia Authoring Tools
1. Presentation Software - electronic slide shows (Power Point) used for getting student attention, assessments, tutorials, lecture support, student created presentations
2. Video Production and Editing - digital video moved to a computer and then inserted into presentations or the Internet
- used to demonstrate procedures, presentations, documenting school activities, real time communication
3. Hypermedia Development Software - Adobe Flash - students can design their own websites and games, presentations or interactive storybooks
4. Virtual Environment and Immersion Tools - Virtual Reality - avatars (graphic icons) to represent themselves in a virtual environment
- Geospatial technologies (Google Earth)
- QuickTime VR - connecting photos to make 3-d models
- used for virtual field trips, 3-d models
5. Web 2.0 Authoring Tools - free, easy to use tools to create social networks and online content sharing
- examples are blogs, wikis, podcasts, e-portfolios, social
networks, video and photo sharing
Chapter 5 - Teaching with Software Tools
Developments in Support Tools
- PDA's and cell phones make software tools portable and more accessible
- Can now connect items/links from the web to documents and presentations
- Sold in suites or packages for convenience
- Materials Generators
- Data Collection
- Graphic Tools
- Planning and Organizing
- Research and Reference
- Content-area Tools
1. Material Generators - Table 5.2 for examples
- desktop publishing - control over form an appearance of printed page
- difference btwn word processing and desktop publishing - 1 flows pages in continuous stream and 2 pages viewed as separate units
- use word processing unless teaching students about newspaper or book formatting
- in class applications - practice with grammar and communication, different ways of reporting, creativity
- Generators for: tests, rubrics, worksheets, puzzles, IEP's, graphic organizers
2. Data Collection - help collect and organize student info
- include electronic grade books, student information systems
- computer adaptive testing - taking tests on the computer
- student response systems - students answer questions all at once with clickers
- CMI - computer managed instruction - keep track of student progress, see weaknesses
3. Graphic Tools - manipulating images image editing tools - modify photos
- charts and graphs - draw and print charts from data collected
- clip art, videos, fonts, sounds - all used to enhance final product
4. Planning and Organizing Tools
- outline tools - help writers with outlines using prompts and questions
- concept mapping - visual learners
- schedule makers - generate daily and monthly schedules for teachers (electronic planner)
5. Research and Reference Tools
- electronic encyclopedias - ex. Encarta,
- electronic atlases
- electronic dictionaries
6. Tools for Content Areas
- CAD - computer assisted design - drawing and morphing
- Music Editors - MIDI - musical instrument digital interface, sequencers
- Reading tools - AR, CD-Rom versions, Cloze programs - fill in the blanks while reading
- Microcomputer Based Labs - probewares - hardware with sensors to use with software for labs
- Graphing Calculators
- Geographic Information Systems and GPS - global positioning systems