What knowledge or skills would students need to use the software?
A base knowledge of spreadsheets would be necessary to use this application with students. Even if you provide a spreadsheet for the students to fill in, they may need to know the basics in order to change cell sizes, combine cells or whatever else they may need to do as they go along. A teacher could walk the students through the basics of a spreadsheet or there are several tutorials online by Google docs as well as individuals which I found very helpful.
How can you share the products you create with this application?
Students working together can invite each other or e-mail projects using their Google accounts. Assignments completed in Google Spreadsheets could be shared whole groups via the Smartboard, e-mailed, or printed out.
How could you see the application being used to teach a particular subject matter?
I like the idea of a collaborative book report. Partners would be able to add to the report individually or together in class. The report could contain section headers such as “setting” or “characters” for younger grades. For older grades it could be more of a Literature circle format. Certain chapters or sections of the book could be discussed by each group member.
What are some things a teacher could do to help students collaborate using this application?
A teacher could insert writing prompts or questions for students to answer or discuss. He or she could participate in the discussion or leave notes for the students about what they need to fix or elaborate on.
What sort of organization or managerial considerations will a teacher have to take into account?
Students would need computers and time to use them. In my classroom we have four computers (which we share with a connected classroom. I would need to schedule times when each of the students/groups could use the computers. Also, each student would need a Google account and I’m not sure that the logistics of that would be possible.
Sunday, February 21, 2010
Sunday, February 14, 2010
Instructional Strategies
What instructional strategies would fit well with using blogs in the classroom? Why?
I believe the most useful use for blogs in my class would be in the area of literature. I would like to have the students use the blog as they do their journals to respond to what they read. They could practice summarizing parts of the story, discussing the characters, and predicting what will come next.
What instructional strategies would not fit well with using blogs in the classroom? Why?Blogs can help with reflection in any subject but cannot take the place of instruction. While they work well for getting information out, actual lessons should be face to face .
How could you see Blogs being used in your classroom with your subject matter?
In writers workshop we are in the wondering/questioning unit. It might be fun to have the students post their wonderings in a blog and have the opportunity to respond to each other’s posts. We could even incorporate a wiki to serve as chart paper.
How could you adapt a Web 2.0 technology to support an instructional strategy that you feel it doesn't easily support?
Perhaps the students could be asked to explain a math strategy in their own words. The different ways that each student explains could even help another student to ubderstand.
I believe the most useful use for blogs in my class would be in the area of literature. I would like to have the students use the blog as they do their journals to respond to what they read. They could practice summarizing parts of the story, discussing the characters, and predicting what will come next.
What instructional strategies would not fit well with using blogs in the classroom? Why?Blogs can help with reflection in any subject but cannot take the place of instruction. While they work well for getting information out, actual lessons should be face to face .
How could you see Blogs being used in your classroom with your subject matter?
In writers workshop we are in the wondering/questioning unit. It might be fun to have the students post their wonderings in a blog and have the opportunity to respond to each other’s posts. We could even incorporate a wiki to serve as chart paper.
How could you adapt a Web 2.0 technology to support an instructional strategy that you feel it doesn't easily support?
Perhaps the students could be asked to explain a math strategy in their own words. The different ways that each student explains could even help another student to ubderstand.
Wednesday, February 10, 2010
Wikis
This week I looked for my school, Country Oaks Elementary on Wikipedia. There was an entry for the district and a link for the school, but when I clicked on it there was no information. I added a small amount of information and linked a few relevant entries from within Wikipedia.
Next I created an account on Wikispaces. I started a wiki and invited four people to collaborate. I have not yet had any of them edit, but I will keep watching. My wiki is at: tingley.wikispaces.com/Tingley+Times
Next I created an account on Wikispaces. I started a wiki and invited four people to collaborate. I have not yet had any of them edit, but I will keep watching. My wiki is at: tingley.wikispaces.com/Tingley+Times
Sunday, January 31, 2010
Integrating Computer-Based Instructional Objects
This week we are exploring computer-based instructional models. I have explored some very well-developed WebQuests and StAIR projects. It took a fair amount of searching to find content ares that are relevant to my grade level and curriculum, but now that I have I will be able to call upon them, adapt them and come back to them time and time again. Using WebQuests means that students are engaged and feel like a part of the journey.
While I was searching I kept these features in mind:
Is it age appropriate? As a third grade teacher I usually fell at the bottom of the age range. Projects designed for grades 3-5 might have to be modified. There are tasks that fifth graders could do independently that my third graders might not be ready for.
Is the reading level appropriate? Some of the WebQuests I looked at were listed for grades 3-5, but has reading levels of grades 6-8. If I were to choose one of these projects for my class I would have to start by teaching some vocabulary and laying some ground work .
What does the WebQuest leave out? I will need to tie in material the my students are expected to know but is not covered by the webquest. I was looking for flexibility that would allow me to supplement as I needed.
Some of the WebQuests I really enjoyed were:
http://questgarden.com/94/24/4/100107152721/t-index.htm
What could be more fun than traveling in outer space? This WebQuest makes you feel like a scientist.
http://www.tenafly.k12.nj.us/~teisenberg2/worldcultures/
This WebQuest allows students to “travel” the world through safe sites.
http://questgarden.com/76/64/0/100118104615/
This site was beautifully done and incorporates other content areas.
While I was searching I kept these features in mind:
Is it age appropriate? As a third grade teacher I usually fell at the bottom of the age range. Projects designed for grades 3-5 might have to be modified. There are tasks that fifth graders could do independently that my third graders might not be ready for.
Is the reading level appropriate? Some of the WebQuests I looked at were listed for grades 3-5, but has reading levels of grades 6-8. If I were to choose one of these projects for my class I would have to start by teaching some vocabulary and laying some ground work .
What does the WebQuest leave out? I will need to tie in material the my students are expected to know but is not covered by the webquest. I was looking for flexibility that would allow me to supplement as I needed.
Some of the WebQuests I really enjoyed were:
http://questgarden.com/94/24/4/100107152721/t-index.htm
What could be more fun than traveling in outer space? This WebQuest makes you feel like a scientist.
http://www.tenafly.k12.nj.us/~teisenberg2/worldcultures/
This WebQuest allows students to “travel” the world through safe sites.
http://questgarden.com/76/64/0/100118104615/
This site was beautifully done and incorporates other content areas.
Blogs Over Traditional Websites
As an undergraduate at MSU I was required to create a website. I believe it is still out there somewhere, but I have not maintained it. While I'm sure websites are easier to maintain now than they were in the mid-nineties, blogs have many advantages. The most obvious advantage is speed. A blog can be updated within minutes. I can change my theme, create a new post, upload a picture, or add a link easily and quickly. I can also control who has access to my blog and what comments they can make on it.
In my opinion a website would be appropriate for a business which had a certain amount of information that would remain static (products or services). In this case the information could be updated every so often. As an educator, however, I want to be able to interact. I would like the ability to post as things come up and to respond to comments as necessary.
For me, it's a blog!
In my opinion a website would be appropriate for a business which had a certain amount of information that would remain static (products or services). In this case the information could be updated every so often. As an educator, however, I want to be able to interact. I would like the ability to post as things come up and to respond to comments as necessary.
For me, it's a blog!
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