nwilliam

Week 13 OLPC Post 18

Fri, 04 Apr 2008 03:12:00 GMT

I had a unique experience relative to my experiences with technology. I had the opportunity to experience first hand to explore the XO laptop. What made a lasting impression on me was the laptops durable design. The features are scaled down for child size hands and the keyboard does not hinder developing finger dexterity and fine motor coordination. The laptop is well protected in the frame and the components are well guarded. Often with children we encourage them to take so much care in handling modern devises that it impedes their need to fully experiment and gain full enjoyment and mastery over their learning. Like a child I had the liberty to open and close the unit, and poke and prod the casement and all of the ports. What was foreign to me was the screen presented to me when it came to life. Being used to a P.C. and its set icons the main screen was so different it confused me. Fortunately, I had someone to walk me through the steps and explain the set up that I was comfortable to freely explore and predict what would happen with every click. I reflected on a child in a third world country having no preset expectations of what a computer screen looks like and the icons then became more simplified than what I have experienced in my computer use here in P.C. land. I wish to share a video clip from 2005 as I feel it provides an excellent description of the XO laptop. The clip is also interesting as it describes the OLPC from it’s origin to it’s place in a child’s world. .

http://www.cbsnews.com/stories/2007/05/20/60minutes/main2830058.shtml

What resonated with me was the fact that the children took the laptop home to share with their family. The family, also having no previous experience with this type of technology indeed made it a family affair. If you could envision a family gathered around the computer as a means of expanding their horizons, it speaks volumes of the sharing in enjoyment and learning with parental or adult supervision. Unlike our frame of reference where children are set in front of a computer unattended and are at risk for inappropriate content, these villagers are engaged together. If education is the key to ending poverty, then this project is revolutionary, adding global perspective to the idea, “ if you teach a man to fish…”

Also interesting are Prof. Nicholas Negroponte’s insights into computer technology being a basis for children wanting to come to school. The underlying theme is meaningful learning in a global village. Through this initiative children have the opportunity to shape their own future that would not be possible if this technology was not made affordable.

Word Count 466

Addendum

C.B.S. Broadcasting Inc (2007.). what if every child had a laptop?. Retrieved April 3, 2008, from http://www.cbsnews.com/stories/2007/05/20/60minutes/main

2830058.shtml

Week 11 Post 17 This land is...

Sun, 23 Mar 2008 23:29:11 GMT

After I had listened to the podcast and reviewed the Song list representing Americas children’s folk heritage, not only could I name many in one note but could recite them verbatim as I reflected on many songs having memories, the one that never leave you like the smell of play dough or the crackle and tin sound of Woody Guthrie’s voice, on a worn out L.P. At home with a family of five children close in age with large extended family near by and an amalgamation of all the towns’ kids as friends, the house was always full of kids, with my folks, whom everyone called mom and dad, tag teaming as authoritarians. Music was the backdrop in each room of an oversized farmhouse. There were few radio stations in a rural Ontario town in the 60’s, so play lists were an eclectic of mostly Canadian Content. Folk Music, from Canadian artists mostly from out east had had a mainstay in our home via radio. Woody Guthrie and Peter, and Paul and Mary were reserved for sing alongs, as if they were kept underground. During this time early school experiences also had a music focus. Radios could be heard from each classroom, a direct reflection of the teachers’ cohort. For me grade one and two was headed by a wonderful teacher who had a strong resemblance to Mother Nature and the aura of 60’s as reflected in her mannerisms and clothing but especially in her music and dance. It was at school that I was first exposed to music equipment like the reel to reel, console stereos that played L.P.’s and 8 track players. It was only during the early 70’s that such high tech equipment found it’s way into our home. Review the section in our notes on folk music, and search Bob Dylans Last Thoughts on Woody Guthrie, http://www.youtube.com/watch?v=p3U1I-ELJ6g the rap of yesteryear will take you there.

Here are two trivia questions for you. What are the little plastic things called that you inserted into 45’s and how many grooves are on an L.P. I was never fortunate enough to own a Mickey Mouse record player but I did have a transistor radio, a hammy down but to me, worth it’s weight in gold. To a little kid, holding it high in the middle of the night, metal bunk beds as the antenna, that radio was to me, worth more than gold. What some would perceive as an uneventful childhood was indeed unique and extraordinary and these experiences shaped, scaffolded, affirmatively altered, reorganized and re prioritized my musical direction in adult life. I am a big fan of allowing children to skip around and play with the radio, and encourage the listening of the same song over and over again. Radio has endless options but I have never felt the need to pay for extravagances, not when there is a goldmine to be found by turning the dial (I mean, scanning the airwaves). I encourage you friends to Google the schedule of local university radio stations, or C.B.C. radio to find something that may spark interest. It is through the smaller radio stations that one may find the music of the world, and perhaps reflect on how limited our common experience has been.

Word count 558

Addendum

C.B.S. Broadcasting Inc (2007.). what if every child had a laptop?. Retrieved April 3, 2008, from http://www.cbsnews.com/stories/2007/05/20/60minutes/main

2830058.shtml

Week 10 Chapter 10 Post 16

Wed, 19 Mar 2008 01:22:20 GMT

I pose a question to all my friends. Has anyone ever had experience using a clicker? Although the only thing resembling a clicker that I have seen are in game shows, wherein there is audience participation, I have never heard of it being in applied in a classroom. Perhaps it is our demographics, or my experience living in the great white north. If I lived in Silicone Valley would I be posing the same question? I agree with the text that an open form wherein all participate via clicker opens the doors for clarification among classmates. As everyone is anticipated to respond, the fear of asking a “dumb” question is perhaps alleviated. If you think back to our online quiz, it wasn’t just a case of scan..discard…and move on. The questions had critical thinking components, certainly not the “multiple guess” as many assume when thinking of multiple choice questions. I can reflect on the learning styles of many students, students with Central Auditory Processing Disorder who may need more time to decipher information presented, or the student with Attention Deficit Disorder who may take two steps forward and one step back as information is amalgamated . Each, through the use of a clicker would have an equal playing field as they interpret information through their individual learning styles. For a teacher it provides instant reflection as they can better grasp if each of their students are interpreting the content of the material in alignment with the learning objectives and with each other.( I have used a sentence builder program called Clicker, but it is not the same thing)

With regards to learning goals, the rubric has been adopted by our educational settings and from my experience has proven successful among students, parents and staff. A well planned rubric ensures that all objectives are addressed and often can extend the learning into other parts of the curriculum. Often an integrated unit of study gives teachers more flexibility that allows a student to show their gifts while appealing to a multi-modality approach to learning. In my experience, teachers seldom use a cookie cutter approach to program planning. Even the teacher who is coined “old school” as they have not had the experience to apply new technology in the classroom, have the ability to modify their rubrics in a true reflection of the group of students they are currently working with. If technology in the class room is to be a work in progress, and may follow many different paths than the one initially conceived, having a rubric that can meet those changes is essential. There is an abundance of teacher resources for creating rubrics on the internet, each as individual as the lesson plans and individual teachers that make them such a popular option. A well designed rubric will not only reflect to parents what there child is doing well, but provide parents, teachers and students a baseline for collaboration, as we encourage students to scaffold their existing knowledge and extend it, in a way that fosters individuality.

Word Count 485

Addendum

.References

Jonassen, J., Howland, J., Marra, R,. & Crismond, D. (2008). Meaningful Learning With Technology. Upper Saddle River, NJ: Pearson Education.

Week 9 Meaningful Learning post 15

Sun, 09 Mar 2008 05:07:55 GMT

The season of standardized testing is upon us, and soon staffroom tables will be full of newspaper articles rating our schools, and in effect, our skills as teachers. But this machine goes beyond the school walls, as community funding models will be based on the results and real estate agents will show perspective clients just how viable the community is. A constructivist teaching approach will disregard this season and focus on meaningful learning as it applies to a child’s wholeness. A constructivist teaching approach will foster skills within a child that will extend outside the classroom walls as they navigate their world as young adults and find they are able to meet the challenges in a world driven by technology. I may make my teaching practices more responsive to meaningful learning by enhancing my ability to facilitate a small group activity, asking open ended questions and being able to spend precise, uninterrupted time with a small group listening to their ideas as a means to access their individual knowledge (both formally or informally) Engineering and maintaining an environment to encourage exploration in a least restrictive and student controlled atmosphere. Such an environment will build upon skills of independence that promotes respect of others, helping not hindering the learning of others. I can give children an awareness of their own expectations which will help them navigate a sense freedom within limits and work toward independence (self starting, self pacing and self correcting) that will foster their intrinsic self gratification. When students are at the reins they have more control and will better internalize and put forth more effort in their own learning.

As I read through chapter 1, on the heels of learning so much about technology as a tool that students learn with, I have gained better insight to the methodologies and purpose of constructionism and the ways in which children use computers for realization. Through this we will be turning out a new generation of thinkers and doers. I have seen this in the short time I have been conscious of the underlying principles of how technology fosters learning. I am excited to see a spark in a student’s eye and no longer feel chastising for saying “show your work.” Although being a novice I am aware of the value in a child voicing all that they have learned. The idea of who’s teaching who is interesting as what better way to define internalized learning than by teaching it. Before we set off for March break I showed a student Scratch. He experimented with it for quite some time before the day wore out. It will be interesting to see how far he runs with it over the break. Although I did express interest in seeing any creations he may make over the break, I believe he intrinsically wants me to see his creations. That, my friend is meaningful.

Word Count 460

Addendum

References

Jonassen, J., Howland, J., Marra, R,. & Crismond, D. (2008). Meaningful Learning With Technology. Upper Saddle River, NJ: Pearson Education.

Week 8 Visualizing with technology post # 13

Mon, 03 Mar 2008 01:00:42 GMT

When presented with this Research Data I challenged myself to keep it in it’s original media deliverance and reviewed it on the computer screen. Typically I would have assessed it’s relevance through the abstract and briefly reviewed its contents to before deciding to print. When reviewing research articles I flip through hard copies to compare and contrast objectives, variables, and analysis, as a way of clarifying the author’s intent. Having a hard copy affords me the opportunity to make notes in the margin and scan forward and backward within the constructs of good science, which would for me include a side by side evaluation of plots to help interpret comparisons the author is making. In reflection of the content and intention coding (pg 13) I saw an instantaneous analogous to a collective of my studies in Early Childhood Studies to provide me with parallels with Piaget, Vygotsky and Bruner as a personal interpretation of the data. This was especially exemplified in 11b and 12 b as children move away from the family and a focus to friends and a marked change from personal frames of reference to a more worldly perspective. The introduction of Parsons (1987) 5 stages of aesthetic development has shed a new light on how I will now internalize children’s photography. In the conclusion of the article it was stated that “we may be entering an era when photography…is fashioned by and for children.”(pg 23) While shopping for a digital camera for a child it is evident how studies like this are translated into our society. There was a vast selection of camera in various toy stores marketed to various stages of childhood. From bulky, with handles and large buttons manufactured to accommodate developing of finger dexterity, to action cameras wherein a child can rein alongside their favorite super hero, to teen social star and sports pro cameras where friends are the focus and group shots are exemplified in the printing software. Perhaps Parsons insights are integrated into children’s photography contests as they are often judged by age groups.

I found the article Very Young Children’s Development in Movie Making fascinating in its approach in its outcomes. The two year study involving toddlers and preschoolers proved to be not only good science but fun to read about. In my quest for a new camera for school, it is my intent to replace the charger for the old one. Not unlike the children who have had two years to master the functions of the camera in this study, “The Dude” has had two years to master the video features with “the dinosaur Sony”. With great joy I watch him interpret his world for all to see through the lens whether it is a panoramic view of “marshmallow clouds” or a zoom in of a sparkle on the floor or the bark on a tree. Yes, I must get the charger for the Sony.

Word count 485

Addendum

References

Jonassen, J., Howland, J., Marra, R,. & Crismond, D. (2008). Meaningful Learning With Technology. Upper Saddle River, NJ: Pearson Education.

Week 7 have camera will learn Post # 12

Sat, 23 Feb 2008 20:13:58 GMT

So, I have a major dilemma. For the last 2 years I have been using a digital camera with a student with P.D.D. He has limited language but “the Dude” took to using the camera very quickly in relative terms. At the beginning of grade two we practiced his portrait skills on a contact sheet (if it’s still called that) wherein he would circle the nice face no oops and mastered the art of still photo’s for the schools character counts board. The camera also opened doors to him distinguishing the days of the week as he had the camera for free exploration every Wednesday. He would tell me on Monday “two more sleeps I get the camera” (cognitive skills and language enrichment have also blossomed in relation to his camera activities) This camera has been used for everything from social skills, the dude is so popular, especially with the girls, integration as he is invited to take pictures at other class events in all the grades and recently in PowerPoint slideshows of his sight word list and emerging reading skills. The most important thing this camera has brought is the home/school communication as we can use photo’s to document his day. “How was your day” is a simple question his parents never take for granted.

The camera, a sony is a dinosaur. It is bigger and bulkier than most V.C.R’s But it serves him well as it was so durable. Herein is the dilemma IT’S BROKEN. Or rather, the charging pac does not work anymore. I have been trying to source it but to no avail. Even the manufacturer does not have any.

I am left with a few options, get a cheap camera that he will break. (He has gone through 3 at home) surf E Bay and Hock shops for a similar durable dinosaur or petition for more money through his I.S.A claim to get more money to buy a more durable camera. (A meeting on Tuesday will determine the need, can’t they just say yes without having to waste hours but take minutes) I was excited to explore things mentioned in chapter 9 and apply them to his I.E.P. I begged (with cake) to my I.T. friend to let us download flicker and he said he would get back to me. I can download on a stand alone but every time I log off I will lose it. I think I have a shoe in though as my school want to start it’s own web site. This will be a long process but I will sure use the things I have learned in this course as I help get it up and running. So…any suggestions where I can get a cheap dinosaur under $30.00?

Word Count 458

Week 6 Visualizing With Technology Post # 11

Sun, 17 Feb 2008 02:50:03 GMT

In addition to the chapter readings I have always found it helpful to see the examples via google video. In searching, I have come across many videos wherein children commentate their design challenges and apply problem solving techniques. What stands out in their descriptions is the “I messages” showing ownership within the context of their design and the problems and solutions. Of special interest was several Logo programming projects that clearly showed a constructionist and the metacognitive capacity that our children can build upon. I searched Logo, turtle, within the context of children and classroom and viewed many clips. They provided me with wonderful insight from the perspectives of children as they gave examples of programming methods and terminology like “short button procedure and sliders” I also observed the children’s learning from a teachers perspective and viewed many clips where children were out in the schoolyard, working collaboratively in small groups, walking through the steps using full body range of motion as they tested their design implications. The children guided their own learning, one acting out, one recording the data, and yet another giving and evaluating instruction but the underlying theme is that they were all working together as a collaborative team. (not unlike the Primary Learners first attempts a Wiki as we collaborated the steps as if we were landing a jumbo jet.) I reflected on the practices within the Reggio Amelia approach with an underling theme of Piaget’s learning by doing. Also evident as I viewed the clips was a freedom of stress that would perhaps lead to a feeling of failure.

I was completely blown away by scratch. I wish for you to save time if you choose to see this amazing video, and scroll past D.J’s, rock stars, and cats gone wild. You must view video on Scratch

It had me laughing, bewildered not only that the short clip was brilliant in it’s composure but in amazement, questioning; had I somehow Jaunted into the future? Or have I been leaving in a box. So this is the gotta have it! And I have a plan: to stop the block of this program at my school, submit ticket for teck support, rates urgency, wait for confirmation, validate confirmation, check calendar to correlate schedules of I. T. support, check off tentative dates, wait for confirmation…..-OR- Ambush overworked I.T. guy (anonymous to protect the innocent) present hot coffee, practice new words like interface, rely on old stand by’s, please! Please! PLEASE! I can’t wait for the responses when I say those dreaded words, SHOW YOUR WORK.

I read chapter 9 with great interest as I use a digital camera on an ongoing basis at school for personalized and meaningful social stories and visual schedules for the children I work with. First hand I have witnessed the wonders of a child’s social status being uplifted as our school photographer is a child with Autism. The process was just as exhilarating as he was focused and engaged on evaluating his work on contact sheets (if their still called that) “nice face, no oops” as he circled our test subject, the face of a doll. Not only does he actively participate in all special functions but has the job of taking and posting the student of the month photos.

Addendum
Word count 556

Addendum

References

Jonassen, J., Howland, J., Marra, R,. & Crismond, D. (2008). Meaningful Learning With Technology. Upper Saddle River, NJ: Pearson Education.

Week 5 continued Task anaylsis and self correction Post # 10

Wed, 13 Feb 2008 00:24:01 GMT

The Primary Learners have been busily engaged in collaboritive learning. I needed extra practice with the linking of free images so here is a simple story. (what's up with the pop ups)

I found it useful to make simple jot notes of the process so I could easily back track and error correct, with aid of wiki sheet from lab.

Addendum

Word Count 59

Week 5 continued Something Wiki this way comes Post # 9

Sun, 10 Feb 2008 15:03:03 GMT

O.K., if time is money, I have spent a fortune on wiki. But I’m not beaten yet. I will borrow from my friends (collaborated learning) and learn by example (google video)

And trial and ERROR! I perhaps put the horse before the cart as I viewed some children’s pages and classroom pages (google videos) and seen all the neat things that can be done (think bling – now think of the meaningful learning our kids go through trying to achieve that Level 4 in a teachers marking scheme). But being a “blank slate” how could I possibly compete with the fine tuned pages on the first try? I tried the children’s story as suggested in Wiki Part 2 and picked bitmap photos, but silly me, I needed jpg. So on this day I have a new action plan. As I ensure that the learning of my students scaffolds in succession with one skill being build upon the other, so will my own learning. In celebration of task analysis I will break the skills down into small steps and set sort term goals and long term goals. As time is ticking, effective executive and time management skills are becoming more and more important. A wise professor advised me not to pray to the false gods of procrastination, but looking at the calendar how can one not get nervous. (think grade 12 students cramming to get it all in before postsecondary application deadline) So I will focus on balance, and even if I take baby steps, I’ll get there

Addendum

Word Count 256

From a ripple to a wave Post # 8

Fri, 08 Feb 2008 02:41:54 GMT

Every once and a while you find words so powerful you wait to exhale, only to find your tears rushing out before your breath http://www.our-kids.org/Archives/Where_parents.html

Addendum

Stuyvesant, S. (1996.) where are the parents. Retrieved February 7, 2008 from

http://www.our-kids.org/Archives/where_parents.hmtl

Week 5 Experimenting With Technology Reflections in Readings Post #7

Tue, 05 Feb 2008 22:24:40 GMT

As I read through Chapter 3 of our text, what resonated with me was the focus of learning to reason causally. The use of technology as a stimulating mental activity that coincides with a constructivists approach to education helps as we prepare our children to be competitive in a global technological society. After reading the chapter I reflected on learning inquiries requiring a scientific method. (Think way back to high school science or biology experiments; the enquiries involving prediction, hypothesizing and cause and effect relationships.)

I related the fostering of cognitive development through technology in relation to the text’s example of the program for interactive physics with a preschool child in a sand box. In both instances learning to reason casually is fostered, exploration, task analysis, self correction, scaffolding, and mastery. Also with this specific example, the language of sand (coarse, dump, dig,) and the language of physics (vectors, axes, center of mass) are not so delineated, but the process of discovery translates to the power of “learning by doing”.

Microworlds also provided unlimited opportunity for errorless learning free from the constraints of time. After the investigation of SimCalc, the thing that resonated with me was the power of self correcting as a means to self discovery. Experimenting with simulations provide children with goal orientated, self directed engagement and one that I will definitely explore as we begin our unit on Medieval times. If a suitable, accessible website or program is found I will review the learning principles to help direct long and short term goals when selecting learning activities.

It was on the heels of reading chapter 6 “Community Building with Technologies” that I investigated a web site (posted Feb 5- accessed though Jason’s friends page-Hurray for collaborated learning). The site compliments the other video’s suggested for investigation within this course and provides an excellent example of a collaborated classroom blog. While viewing the pages, confidentiality and anonymous input was at the forefront of my mind, in the interest of protecting children’s interests and potential risks that this technology can harbor. This poses the question; Will children be able to differentiate between privileged information and what information can safely be posted. Being new to the Blog and Wiki I had to remind myself of the fine line of vulnerability.

Within the context of this chapter the idea of the world being a global village is evident in the global communities. For me, the project summaries listed in the chapter are instrumental in providing the visual experience and by visiting the websites in the chapter in addition to the explanations in the chapter I get a sense of how vast the world really is for students and teachers alike. STRATEGY: As with previous chapters I have listed the web addresses on a word document and can access them at my leisure.

Addendum

Our course text is unique in that it provides us with links to educational web sights that we may access as long as they are available. The possibility that they will become redundant is there but they give us the opportunity to explore and extend the learning with our students. I believe our younger students are getting a trickle down of higher learning (or what in the past would be considered higher learning) or perhaps this a taken for granted assumption of meaningful learning.

Word Count 458

References

Jonassen, J., Howland, J., Marra, R,. & Crismond, D. (2008). Meaningful Learning With
Technology. Upper Saddle River, NJ: Pearson Education

Week 3 Communicating with Technology A new light on Google Post # 6

Wed, 30 Jan 2008 23:48:52 GMT

After exploring all the aspects of Google I had the opportunity to sit with neighbors and a small group of their children. Not being one to let an opportunity slip me by I challenged the small which ranged in age from 9 to 12 years to show us the most interesting thing they know about Google. By example I showed them the Elmer Fudd language to set the pace as a fun activity. Under the watchful eye their parents they set forth to show their stuff. The activities were influenced by the Game De Jour, Runescape. (The same game that was being played by our guest at Ryerson when we met; other than the brilliant comment from her “Why don’t you get the kids to teach the teachers”, she remained hyper focused on that game.) In alignment with our discussions surrounding the gap of knowledge that exists between student and teacher, another underling theme was parents having a mistrust of the things that their kids can have free range to unless closely supervised.

Previously my knowledge of Google was limited to a search wherein I would scan, discard and move on, repeating the process in succession. In much the same way as working through the Google lab highlighting OLPC we explored Runescape. Although interesting, it did reiterate the old saying “ä little bit of knowledge is dangerous.” Education, being the key - whether it be Google or any other world wide web wonder that individuals seek.

Just for fun I got caught up in Google Video, and although “Fire Farts” was both distracting and disturbing for me I reflected on the late nights of laughter among my two twenty something nephews before they crashed my computer. The videos about the history of Google were interesting but with each click of the mouse I could have swayed from my goal of watching videos about Google history. Again this reiterated the importance of following a model of search as outlined in our text encouraging goal orientated searches that fosters executive planning skills. If I myself was tempted to spend valuable time in unstructured activities it is easy to see how endless hours of the using the computer to study can easily become an escape/avoidance behavior to the task at hand.

In comparison to what I’ve used Google for in the past and what I have recently used it for I can say that I have expanded my horizons. Just today I used Video Google to view clips on fractions. Before showing to a student I reviewed several clips that were a few minutes long. Upon viewing I asked the student to paraphrase and clarify what was presented in the clips and they appeared to grasp the fractions concept at a new level. What was nice to see was the student rewinding and reviewing a few selections of the video clip and pausing, cross referencing the freeze frame to the text. It appeared that the learning was self directed, and consistent with the underlying theme of the last chapters around internalized, meaningful learning.

Addendum

Google can be instrumental for parents, children and teachers as we strive to bridge the gap between homes to school. Especially in the higher grades, parents often feel helpless in assisting their children with homework or assignments, as the new curriculum goes beyond their ability to guide in a meaningful way. If teachers extend their teachings beyond the classroom into the home by incorporating Googles learning platforms it may strengthen a parent’s capacity to co-construct their children knowledge. I know it may strengthen mine as high school algebra is just around the corner.

Word Count 493

Week 5 continued old school gathers dust Post # 5

Thu, 24 Jan 2008 21:33:54 GMT

Hi Friends

Although I have made great strides in dusting off some curriculum C.D’s and explored hyperlinks within I am appealing to you to make sense of the dust that has gathered on the Promethean Board that I have access to. See www.prometheanworld.com/us/server/show/ConWebDoc.4286 if you get a chance and perhaps we can discuss making the most of what we have access to. It’s a crying shame. “Old school” needs a new light. Also for chapter 4 I itemized the websites that were of interest to refer to in the future. Perhaps of particular interest to us may be Kidspiration for Pre K and primary grades who often think in pictures www.inspiration.com has a free 30 day trial. I have it on my laptop (from free disk as I don’t have internet on it) so we can check it out Sun. Just for fun check out some special needs technology. I got to see amazing technology at a conference and was ready to trade my car and hammock for some.

Week 2 continued Old school Post #5

Addendum

Word count 163

Promenethan Inc. (2007.) promenethan. Retrieved January 24, 2008. from

http://www.proetheanworld.com/us/server/show/ConWebDoc.4286

Inspiration Software Company (n.d.) download free trial. Retrieved January 24, 2008

From http://insprition.com/.

Week 4 continued old school Post # 4

Thu, 24 Jan 2008 01:13:26 GMT

In reflection of chapter 2 of our readings and witnessing the “old school” (see t2hanson - Meaningful to Me) attitude aligned with the idea, as teachers we must facilitate our students quest for knowledge by seeking and using new innovative knowledge ourselves. The first portion of chapter 2 assisted me in differentiating between the goals of search engines and directories as a means of individualizing and organizing searches, in effect making them more meaningful. As I look forward to the google lab I realize that by avoiding Yahoo and Looksmart, again I am limiting myself. Recently I attended a research seminar offered by Ryerson’s library and learned of the invisible web for doing research.(see guiding and treatment questions on page 22) I took some of those ideas and applied them to my class but again only with the familiar ) eg. google: medieval times AND songs.) I look forward to the google lab as I know once again that I have only scratched the surface. In reading the section on WebQuests I made an interesting discovery. The rows of C.D.’s in our library are licensed programs purchased by our school board set up in the WebQuest format using some of the models outlined in the text. So using medieval times as an example, a teacher can plan an integrated unit and have students use the disks on classroom computers and sign out and take the disks home for extension activities. The teacher, being well versed in its contexts (through practice) can assist in the learning process through scaffolding as they are assured disk offers freedom within limits. Again in reference to old school, it is just now that I am confident in my own technological skill to apply it in the class. In fact I tour Future Shop, textbook in hand and asked the Manager about some of the items presented in the chapter. If I can be confident in my own ability it perhaps would mean the difference in communicating the technological goals with encouragement www.mnsu.edu/comdis/kuster/gjohnson/101ways.html vs. uncertain directives.

Addendum

Word count 338

References

Chaner Hospital of Dallas. (1998) 101 ways to praise a child. Retrieved January 8, 2008,

from http://www.msnu.edu/comdis/kuster/gjohnson/101ways.hmtl.

Week 2 Friends How do we co-construct knowledge Post # 3

Wed, 23 Jan 2008 01:45:36 GMT

Hi Friends

Within my classroom when I encourage critical reflection and narrative, and set forth to co-construct knowledge, there are a few things I wish to resonate with the students I support. I encourage children to ask themselves “What do I already know,” and encourage them to take pride in this predetermined knowledge. I encourage them to use any predetermined knowledge as a baseline to scaffold or build upon. “What do I want to know” is a key for this scaffolding and provides self direction that enhances self discovery. It has been my experience that children better internalize their learning if they are presented with the opportunities of self direction to explore materials, (and technology, for the benefit of CCLD 419) in an errorless fashion, free from restraints of time and limited materials in a sharing community. “What is the best way to acquire this knowledge” is the focus of a collective community, whether it is in the classroom or here within the blogging kinship. As I worked through Module 1a, I was met with many novel opportunities for learning. I was also met with a cooperative spirit among us. Hats off to us, Primary Learners, for encouraging an environment balanced between independence and reliance while validating and promoting respect for each others individual goals and experiences. As we meet this Sunday I look forward to engaging and reflecting on our self starting, self pacing and self correcting. None of this self exploration, however could have accomplished, if not for the collective efforts of our group.

Addendum

We have an exciting opportunity to use are blogs to bounce our ideas upon one another in a way that draws from our personal experiences and builds from the knowledge of others as we co-construct knowledge. In reading your blogs I am gaining understanding of our diverse backgrounds. By drawing from that I wish to gain insight into teaching practices that are different from my own, and incorporate ideas shared into my own career. Getting caught up with daily work, school and home duties does not afford me the opportunity to attend workshops and conferences that are abundant in this city. Often, the thought of missing work, then having to play catch up detours me from seeking any opportunity that may be presented to me. Through our blogging and comments I feel that I can benefit from such knowledge from the comfort of my home and benefit from your expertise at my leisure. With the internet at my workplace, I am sure I will also be sharing your links with others within our field. I am in awe of the new technology and how it can assist in creating personal narratives as a tool for reflection and better practice. We certainly have a niche as we each have a goal of sharing and building upon our own narratives and seek the co-construction that will enhance our daily lives.

Word Count 484

Week 1 Getting the hang of it Personal Experience with Technology Post # 2

Fri, 18 Jan 2008 23:57:47 GMT

My experience with technology has not been parallel with my exposure and I tend not to seek that in which I don’t understand. If it is mandated that I must conform to a particular technology, I tend to master only the minimum amount of knowledge, just enough to get me by. In reflection, perhaps I am passing this onto my students. Although I have evolved enough that I no longer write checks, I stand in line to do all my banking; I do not remain on the line to talk to an operator, I can press 0 as navigating the menu is too cumbersome; and my limited budget for necessities takes precedence over entitlement as the newest gadget becomes available. Recently I was advised by Rogers to upgrade my old cell phone for a newer model, as my old one was soon to be redundant. I chose the basic model, inactivated the internet and have yet to chance any default settings. With this middle of the road attitude I feel that I am limiting the opportunity to expand myself on both a personal and professional level by not utilizing technological enhancement and advancements available to me. I do not want this for my students.

As I explore the question “what is technology” I resist the urge to run to Webster’s and internalize that technology is the scaffolding and novel advancements within a society, relative to the needs. It is individualized for me as a Teacher in Toronto, in relation to an Engineer in Tokyo, or to a sustainable Farmer in Tanzania. Technology has given me many things; things that I am eager to share. The opportunity to engage in an online community with fellow CCLD419 students, the privilege to connect with individuals and witness proud moments www.soundbeam.co.uk/special-needs-music-therapy/video-clips.html also the ability to marvel, or scrutinize our global village.

Addendum

The children I work with can certainly teach me a thing or two about computer use. I had the opportunity to develop a social skills movie clip at the request of a parent. She wished for her husband to see some of the great things that were happening in our school. Using the beat up old son camera I was confident enough to capture movie clips and transfer them to media player, the clips were delineated. I called for collaboration from a student in grade 8. After explaining the basics and showing the clips I left it with him. On the good graces of his teacher who allowed him a day and a half of tinkering, trial and error he produced a 2 1/2 minute summary of “ Day with the Dude” and imported a song that along with the best clips showing social play, engagement and turn-taking. It is truly delightful and the parents were so grateful. Grade 8’s graduate but my opportunity to learn from him did not

Word Count 455

References

Soundbeam. (n.d.) special needs music therapy. Retrieved Januaury 18, 2008, from

http://soundbeam.co.uk./special-needs-music-therapy/video-clips.hmtl.

stumblin in :)

Sun, 13 Jan 2008 00:13:36 GMT

Perhaps if there is a chronological peak of pessimism to all things blog - I am at the top of the slide but enjoying the ride