Very Cool Tool...for a classroom with a web cam...and a student with a little bit of ingenuity...these two could go a long way (hopefully in the right direction!)
Tuesday, May 29, 2007
Thursday, May 10, 2007
Windows Live
I think there might be some real value in Microsoft's Live Writer, not just from a blogger's perspective, but from the perspective of a classroom teacher wanting to utilize blogging in the classroom.
Teachers will be able to set up classrooms blogs which have been created and hosted by Blogger (or other services). Kids will then just use the desktop application to compose their post being able to utilize an environment they are familiar with. It really simplifies the art of blogging, especially for younger students. I encourage you to take a look. I think you'll be pleasantly surprised.
Scrapblog...What Can We Use this For?
Always on the lookout for new tools...check out this one...Scrapblog. Kind of a combination between Adobe Photoshop on steroids, Movie Maker, and PhotoStory...
Wednesday, May 9, 2007
Closing OUR Gap
Each year, we look back reflectively at what we may have accomplished during the course of the year. We cross off our list those things at which we have been successful, and rearrange the priorities of other things that we, through reflective practice, declared in need of additional effort to achieve completion.
When responsible for the implementation of technology, whether at a district level or within the classroom, we need to take a brave look at where we are in the continuum of this endeavor. In making a plan of action toward applying good use of our aggregate impact on technology within our classrooms and our schools, recognizing the power and potential for learning should be apparent. Negating a lack of action with platitudes will not allow new strides to be made, therefore perhaps catapulting us into creating measurable action items for next year’s completion.
Current research recently conducted by Forrester on how adult consumers use and adapt to new technologies, suggest that we as users operate on a technology use continuum which categorizes patterns of use based on Internet activities. At the bottom of the continuum is the Inactives, which makes up 52% of all computer users according to this survey. This group does not participate or use RSS, blogs, social networking, or have any sort of web presence on the Internet. However, at the top of the scale are the Creators. Creators are those that may participate in the other levels of use, but have moved beyond utilizing and collecting information towards publishing information in a collaborative medium. Only 13% of adult computer users fall into this group.
What would this incremental scale look like if the respondents to the survey were children between 8 and 18? Would the percentage of use in each group mirror those for adults? It is doubtful. Furthermore, would these same children answer each question identically if the question was asked what their Internet usage habits were at home versus at school? A recent Pew study found that 56 per cent of young people in America use computers for creative activities, writing and posting on the internet, mixing and constructing multimedia and developing their own content.
Why does the collaborative computer use of children far outweigh that of adults? If nothing else, this research represents a strong challenge to adult educators. Educators must begin to make strides in increasing patterns of use, making our usage patterns mirror more closely those whom we teach.
As we do this, the power of collaborative intelligence will emerge out of increased usage patterns. Educators will take their collective intelligence and move from the passive to the active; from follower to leader, from Inactive to Creator, not alone, but in tandem with the students we teach everyday. What a powerful metaphor this could be for educating students in the 21st century.
When responsible for the implementation of technology, whether at a district level or within the classroom, we need to take a brave look at where we are in the continuum of this endeavor. In making a plan of action toward applying good use of our aggregate impact on technology within our classrooms and our schools, recognizing the power and potential for learning should be apparent. Negating a lack of action with platitudes will not allow new strides to be made, therefore perhaps catapulting us into creating measurable action items for next year’s completion.
Current research recently conducted by Forrester on how adult consumers use and adapt to new technologies, suggest that we as users operate on a technology use continuum which categorizes patterns of use based on Internet activities. At the bottom of the continuum is the Inactives, which makes up 52% of all computer users according to this survey. This group does not participate or use RSS, blogs, social networking, or have any sort of web presence on the Internet. However, at the top of the scale are the Creators. Creators are those that may participate in the other levels of use, but have moved beyond utilizing and collecting information towards publishing information in a collaborative medium. Only 13% of adult computer users fall into this group.
What would this incremental scale look like if the respondents to the survey were children between 8 and 18? Would the percentage of use in each group mirror those for adults? It is doubtful. Furthermore, would these same children answer each question identically if the question was asked what their Internet usage habits were at home versus at school? A recent Pew study found that 56 per cent of young people in America use computers for creative activities, writing and posting on the internet, mixing and constructing multimedia and developing their own content.
Why does the collaborative computer use of children far outweigh that of adults? If nothing else, this research represents a strong challenge to adult educators. Educators must begin to make strides in increasing patterns of use, making our usage patterns mirror more closely those whom we teach.
As we do this, the power of collaborative intelligence will emerge out of increased usage patterns. Educators will take their collective intelligence and move from the passive to the active; from follower to leader, from Inactive to Creator, not alone, but in tandem with the students we teach everyday. What a powerful metaphor this could be for educating students in the 21st century.
Saturday, May 5, 2007
Hooking Teachers on Technology
More and more we are dealing with how to get our teachers involved in the integration of technology. I'm including a presentation that I gave to our 46 Instructional Technology Specialists. It's really about mentoring and coaching, rather than "teaching".
Making it Happen
Each day in the classroom, teachers are asked to do more and more, and the implementation of technology is just one in a list of many. As technology educators we are many times asked to implement a new piece of software, or encourage teachers to make use of the existing technology tools available to them on campus.
How do we do this effectively, and what results can we expect? There are a few rules that we can try in which to adhere when embarking on a technology implementation plan, whether large or small that can make the outcome more successful.
1.Teachers have to start with technology implementation in their own lives before they can ever be expected to integrate this into the classroom. Without allowing teachers to create their own “culture of use”, they will be unable to give to the students what they have yet to find as important and valuable in their own lives.
2.Show teachers how to create their own community of learners. This will allow them to talk about and learn from individuals much like themselves. They will be able to invite conversations with other educators that are as passionate about a topic as they are.
3.Implementing technology has to supersede the notion of “I have to learn this because my students are proficient at this”. Teachers can no longer be the expert in every area. They must understand the broad concepts surrounding the technology, but must not “do it” for the sake of saying they’ve done it. It must move technology from an experience to a live change.
The best thing we can do as we implement new technology is to nurture the appreciation in teachers for what technology can do. Showing them how it will help them and how it makes a positive impact on the classroom is a very powerful mentoring strategy toward successful technology implementation.
How do we do this effectively, and what results can we expect? There are a few rules that we can try in which to adhere when embarking on a technology implementation plan, whether large or small that can make the outcome more successful.
1.Teachers have to start with technology implementation in their own lives before they can ever be expected to integrate this into the classroom. Without allowing teachers to create their own “culture of use”, they will be unable to give to the students what they have yet to find as important and valuable in their own lives.
2.Show teachers how to create their own community of learners. This will allow them to talk about and learn from individuals much like themselves. They will be able to invite conversations with other educators that are as passionate about a topic as they are.
3.Implementing technology has to supersede the notion of “I have to learn this because my students are proficient at this”. Teachers can no longer be the expert in every area. They must understand the broad concepts surrounding the technology, but must not “do it” for the sake of saying they’ve done it. It must move technology from an experience to a live change.
The best thing we can do as we implement new technology is to nurture the appreciation in teachers for what technology can do. Showing them how it will help them and how it makes a positive impact on the classroom is a very powerful mentoring strategy toward successful technology implementation.
Friday, May 4, 2007
Classroom Practices that Work-Providing Homework and Practice
According to Robert Marzano’s Classroom Instruction that works, the fourth of the nine instructional strategies proven to increase student success is Homework and Practice.
With schooling only occupying 13% of the waking hours of the first 18 years of life, which is less than the time spent watching television, homework has become necessary for teachers in order to extend the school day, and to provide necessary practice opportunities for students.
Much research has been done on the effectiveness of homework. Homework assigned in high school achieves the most gain, approximately 24 percentage points, however, in middle school the gain is much less, coming in at 12 percentage points with elementary coming in with a debate over the percentage of effective gain in the elementary grades. Researchers go on to say, even though the correlation between homework and test scores is weak, elementary students should be asked to do some homework.
Not all homework is equal. Homework that is assigned and not commented on by the teacher only has a percentile gain of 11 points; however, if a teacher provides feedback on the homework, the percentile grows to a 30 point gain.
There are many other aspects that Marzano discusses as it relates to homework, but one significant aspect we cannot ignore is the effect of practice on learning a new skill. His research tells us that students must have at least 24 opportunities for focused practice in order to achieve 80% competency with that skill.
So how does Marzano’s research on homework and practice relate to us as technology educators? This research has bearing on the teaching and learning of technology skills as well as academic ones. It also has potential when teaching fellow educators as well as students.
If we know that homework has a positive effect on learning a skill set, then we must provide this as a component to learning when training others in technology skills. The people we teach about technology should practice those skills independently in order to develop an adequate proficiency level. However, how often do we demonstrate and then disappear, with no further expectations for practice and follow-up?
Incorporating training that utilizes a practice component will improve personal computer use as well as have an impact on classroom instructional practices. Not only must we provide those opportunities for practice through mentoring, but we must provide the necessary feedback on student practice attempts. Using this research best practice through educational technology will allow those we teach to both extend their knowledge, but refine their technology skills.
With schooling only occupying 13% of the waking hours of the first 18 years of life, which is less than the time spent watching television, homework has become necessary for teachers in order to extend the school day, and to provide necessary practice opportunities for students.
Much research has been done on the effectiveness of homework. Homework assigned in high school achieves the most gain, approximately 24 percentage points, however, in middle school the gain is much less, coming in at 12 percentage points with elementary coming in with a debate over the percentage of effective gain in the elementary grades. Researchers go on to say, even though the correlation between homework and test scores is weak, elementary students should be asked to do some homework.
Not all homework is equal. Homework that is assigned and not commented on by the teacher only has a percentile gain of 11 points; however, if a teacher provides feedback on the homework, the percentile grows to a 30 point gain.
There are many other aspects that Marzano discusses as it relates to homework, but one significant aspect we cannot ignore is the effect of practice on learning a new skill. His research tells us that students must have at least 24 opportunities for focused practice in order to achieve 80% competency with that skill.
So how does Marzano’s research on homework and practice relate to us as technology educators? This research has bearing on the teaching and learning of technology skills as well as academic ones. It also has potential when teaching fellow educators as well as students.
If we know that homework has a positive effect on learning a skill set, then we must provide this as a component to learning when training others in technology skills. The people we teach about technology should practice those skills independently in order to develop an adequate proficiency level. However, how often do we demonstrate and then disappear, with no further expectations for practice and follow-up?
Incorporating training that utilizes a practice component will improve personal computer use as well as have an impact on classroom instructional practices. Not only must we provide those opportunities for practice through mentoring, but we must provide the necessary feedback on student practice attempts. Using this research best practice through educational technology will allow those we teach to both extend their knowledge, but refine their technology skills.
Thursday, May 3, 2007
Classroom Practices that Works-Nonlinguistic Representations
If we adhere to many psychologists’ postulation of the “dual-coding theory” of learning, we must take note of Robert Marzano’s fifth strategy, nonlinguistic representations, when teaching students.
The dual-coding theory of information storage suggests that humans store knowledge in two forms: linguistically and through imagery. This imagery, unlike the actual statements that would constitute a linguistic representation, may take the form of mental pictures, physical sensations, kinesthetic association or sound (Richardson, 1983).
Studies have shown that the more a learner uses both modes of coding, the better the ability to think about the information and recall it for use later. However, studies have also shown that the primary way teachers present new knowledge to students in the classroom is through linguistic means. Teachers often talk to students about the new content, or have them read about it in a textbook. This means that students are on their own in creating this vital connection between the linguistic and nonlinguistic representations.
There are a variety of activities that teachers can use in the development of nonlinguistic representations in students, ranging from creating graphic representations and drawing pictures to generating mental pictures and engaging in kinesthetic activity. Additionally, when using any of the activities that generate nonlinguistic representations, teachers should always elaborate on the knowledge, creating the likelihood that the student will not only understand the concept more in-depth, but will also be able to recall the information more easily.
How can technology play a role in the development of this strategy? The technology application that presents itself to teachers most frequently is the use of the graphic organizer. Whether utilizing Inspiration, Kidspiration, Gliffy or Microsoft drawing tools, this will allow students to create a variety of graphic organizers whether using standard models or a free creation strategy.
Although graphic organizers stand out in this area as a great technology connection to this strategy, we cannot overlook the other powerful applications that lead students into creating nonlinguistic representations.
Students can utilize graphic design software ranging from KidPix, ImageBlender, Gimp or Adobe Photoshop Elements to create great drawings and mental pictures. MovieMaker, iMovie, Adobe Premiere and Photo Story also aid students in creating video representing important concepts through nonlinguistic means.
Another great technology application is the use of online simulations. By engaging students in a simulated model making activity with the linguistic discussion that accompanies such interactions, cementing the linguistic with the mental created images.
Although technology cannot replace the large impact that the senses have on nonlinguistic representation, utilizing technology to apply this much underused strategy can help students understand and recall difficult concepts in a way which is second nature to them; leading toward greater student achievement, and success in the classroom.
The dual-coding theory of information storage suggests that humans store knowledge in two forms: linguistically and through imagery. This imagery, unlike the actual statements that would constitute a linguistic representation, may take the form of mental pictures, physical sensations, kinesthetic association or sound (Richardson, 1983).
Studies have shown that the more a learner uses both modes of coding, the better the ability to think about the information and recall it for use later. However, studies have also shown that the primary way teachers present new knowledge to students in the classroom is through linguistic means. Teachers often talk to students about the new content, or have them read about it in a textbook. This means that students are on their own in creating this vital connection between the linguistic and nonlinguistic representations.
There are a variety of activities that teachers can use in the development of nonlinguistic representations in students, ranging from creating graphic representations and drawing pictures to generating mental pictures and engaging in kinesthetic activity. Additionally, when using any of the activities that generate nonlinguistic representations, teachers should always elaborate on the knowledge, creating the likelihood that the student will not only understand the concept more in-depth, but will also be able to recall the information more easily.
How can technology play a role in the development of this strategy? The technology application that presents itself to teachers most frequently is the use of the graphic organizer. Whether utilizing Inspiration, Kidspiration, Gliffy or Microsoft drawing tools, this will allow students to create a variety of graphic organizers whether using standard models or a free creation strategy.
Although graphic organizers stand out in this area as a great technology connection to this strategy, we cannot overlook the other powerful applications that lead students into creating nonlinguistic representations.
Students can utilize graphic design software ranging from KidPix, ImageBlender, Gimp or Adobe Photoshop Elements to create great drawings and mental pictures. MovieMaker, iMovie, Adobe Premiere and Photo Story also aid students in creating video representing important concepts through nonlinguistic means.
Another great technology application is the use of online simulations. By engaging students in a simulated model making activity with the linguistic discussion that accompanies such interactions, cementing the linguistic with the mental created images.
Although technology cannot replace the large impact that the senses have on nonlinguistic representation, utilizing technology to apply this much underused strategy can help students understand and recall difficult concepts in a way which is second nature to them; leading toward greater student achievement, and success in the classroom.
Wednesday, May 2, 2007
Classroom Practices that Work-Reinforcing Effort and Providing Recognition
According to Robert Marzano’s Classroom Instruction that works, the third of the nine instructional strategies proven to increase student success is Reinforcing Effort and Providing Recognition.
What technology do we equate most often to the concept of reinforcing effort? None other than the Computer Aided Instruction, better known as the “kill and drill” software so prevalent in previous years; it provides immediate response, right? This implementation of technology is a direct application of the behaviorist approach to learning; using software in this way provides the stimulus, response and reward so well, yet research has proven this is not the most effective way to educate students and prepare them for the 21st century.
We must be careful as technology educators to understand how the strategy of Reinforcing effort and Providing Recognition was meant to be utilized outside behaviorist connections to technology of the past.
When teachers want to utilize technology in the implementation of this best practice; the practice of teaching students the connection between effort and achievement, there are several ways technology can play a role.
Begin by asking the essential question, “What does effort look like?” Have students generate a list of behaviors that they believe directly relates to increased achievement. Then using a spreadsheet program, have kids create an effort versus achievement chart. Have students track their progress on the chart using the effort rubric score in one column and academic grades for the assignment in another. In this way, students will begin to make the correlation between the amount of effort exerted and their academic grades.
The other part of reinforcing effort is providing recognition for that effort. Knowing that rewards are most effective when contingent upon the attainment of some standard of performance, and that symbolic recognition is much more effective than tangible rewards, technology can still play a role.
Rewards can be symbolic or concrete. Teachers, who use concrete symbols of recognition, often turn to technology for assistance. Technology can create highly personalized stickers, awards, coupons and tokens. Research shows the more personalized the reward, the more meaningful to the student.
Showing students the correlation between effort and accomplishment is one of the most important lessons a student can learn. The harder you try, the more successful you are. Furthermore, receiving recognition for the attainment of goals not only enhances student achievement, it becomes a motivator as well.
What technology do we equate most often to the concept of reinforcing effort? None other than the Computer Aided Instruction, better known as the “kill and drill” software so prevalent in previous years; it provides immediate response, right? This implementation of technology is a direct application of the behaviorist approach to learning; using software in this way provides the stimulus, response and reward so well, yet research has proven this is not the most effective way to educate students and prepare them for the 21st century.
We must be careful as technology educators to understand how the strategy of Reinforcing effort and Providing Recognition was meant to be utilized outside behaviorist connections to technology of the past.
When teachers want to utilize technology in the implementation of this best practice; the practice of teaching students the connection between effort and achievement, there are several ways technology can play a role.
Begin by asking the essential question, “What does effort look like?” Have students generate a list of behaviors that they believe directly relates to increased achievement. Then using a spreadsheet program, have kids create an effort versus achievement chart. Have students track their progress on the chart using the effort rubric score in one column and academic grades for the assignment in another. In this way, students will begin to make the correlation between the amount of effort exerted and their academic grades.
The other part of reinforcing effort is providing recognition for that effort. Knowing that rewards are most effective when contingent upon the attainment of some standard of performance, and that symbolic recognition is much more effective than tangible rewards, technology can still play a role.
Rewards can be symbolic or concrete. Teachers, who use concrete symbols of recognition, often turn to technology for assistance. Technology can create highly personalized stickers, awards, coupons and tokens. Research shows the more personalized the reward, the more meaningful to the student.
Showing students the correlation between effort and accomplishment is one of the most important lessons a student can learn. The harder you try, the more successful you are. Furthermore, receiving recognition for the attainment of goals not only enhances student achievement, it becomes a motivator as well.
Tuesday, May 1, 2007
Classroom Practices that Work-Identifying Similarities and Differences
As principal’s work toward finding strong research based practices to improve student learning, the work of Marzano, Pickering and Pollock is at the forefront. Robert Marzano conducted a meta-analysis of more than 100 research reports on instruction. His goal was to identify instructional strategies proven most effective in enhancing and improving student achievement within the classroom.
The culmination of this analysis is outlined in the book, Classroom Instruction that Works; Research-Based Strategies for Increasing Student Achievement. In this book, Marzano, Pickering and Pollock review the nine categories of instructional strategies that are most likely to influence student achievement.
As teachers are being asked to implement these research based instructional strategies within their classroom by instructional leaders, teachers are looking toward technology to help them in the implementation process.
How does technology support the nine identified areas outlined by Marzano? There are several ways that technology can be integrated with these strategies to both improve student learning, and to integrate technology as a tool for learning. In this article we will be focusing on the first of Marzano’s identified instructional strategies, and the one shown to have the highest percentile gain in student achievement.
The strategy of identifying similarities and differences is the first of Marzano’s identified strategies. When utilizing this strategy within the classroom, the teacher might ask students to compare, classify or use a metaphor or analogy. Technology can play a vital role in the implementation process and effective use of this strategy for teachers. Whether utilizing the built in features of Word to allow comparisons or employ the graphical capabilities of Inspiration as a software tool toward allowing students to make these connections, technology makes the connection much easier for students. In addition to graphical organizers, there are three tools available from Intel that addresses this instructional strategy.
Visual Ranking Tool:http://www.intel.com/education/visualranking/index.htm. This tool allows students to use reasoning and logic to rank and classify groups of objects in a collaborative environment.
Seeing Reason Tool:http://www.intel.com/education/seeingreason/index.htmThe Seeing Reason Tool promotes cause-and-effect thinking through visual mapping.
Showing Evidence Tool:http://www.intel.com/education/showingevidence/index.htm
Showing Evidence gives students a visual framework for constructing an argument or hypothesis that is supported by evidence.
Each of the nine instructional strategies outlined by Marzano is most effective when students learn to apply them consistently by themselves. As teachers create lesson plans, focus on the strategies should come first in planning. Following the strategy focus, looking at the available technology should be the next step. This doesn’t mean that the technology should come first; but should be used in the lesson planning process. Finally, the teacher should combine the strategy and the technology into the unit lesson planning.
When teachers build lesson plans on solid, research based methodology which incorporate effective instructional strategies, technology will become a clear tool toward achieving that goal. It’s not just having technology available to students, but also providing the guidance in how that technology can be used effectively that will promote the integration of technology into effective classroom practice, and consequently, increased student achievement.
The culmination of this analysis is outlined in the book, Classroom Instruction that Works; Research-Based Strategies for Increasing Student Achievement. In this book, Marzano, Pickering and Pollock review the nine categories of instructional strategies that are most likely to influence student achievement.
As teachers are being asked to implement these research based instructional strategies within their classroom by instructional leaders, teachers are looking toward technology to help them in the implementation process.
How does technology support the nine identified areas outlined by Marzano? There are several ways that technology can be integrated with these strategies to both improve student learning, and to integrate technology as a tool for learning. In this article we will be focusing on the first of Marzano’s identified instructional strategies, and the one shown to have the highest percentile gain in student achievement.
The strategy of identifying similarities and differences is the first of Marzano’s identified strategies. When utilizing this strategy within the classroom, the teacher might ask students to compare, classify or use a metaphor or analogy. Technology can play a vital role in the implementation process and effective use of this strategy for teachers. Whether utilizing the built in features of Word to allow comparisons or employ the graphical capabilities of Inspiration as a software tool toward allowing students to make these connections, technology makes the connection much easier for students. In addition to graphical organizers, there are three tools available from Intel that addresses this instructional strategy.
Visual Ranking Tool:http://www.intel.com/education/visualranking/index.htm. This tool allows students to use reasoning and logic to rank and classify groups of objects in a collaborative environment.
Seeing Reason Tool:http://www.intel.com/education/seeingreason/index.htmThe Seeing Reason Tool promotes cause-and-effect thinking through visual mapping.
Showing Evidence Tool:http://www.intel.com/education/showingevidence/index.htm
Showing Evidence gives students a visual framework for constructing an argument or hypothesis that is supported by evidence.
Each of the nine instructional strategies outlined by Marzano is most effective when students learn to apply them consistently by themselves. As teachers create lesson plans, focus on the strategies should come first in planning. Following the strategy focus, looking at the available technology should be the next step. This doesn’t mean that the technology should come first; but should be used in the lesson planning process. Finally, the teacher should combine the strategy and the technology into the unit lesson planning.
When teachers build lesson plans on solid, research based methodology which incorporate effective instructional strategies, technology will become a clear tool toward achieving that goal. It’s not just having technology available to students, but also providing the guidance in how that technology can be used effectively that will promote the integration of technology into effective classroom practice, and consequently, increased student achievement.
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