WEEK+2

WEEK 2 - Interactive Response System & Google Documents/Applications


 * The focus of the class this week was becoming familiar with the applications available through Google, such as Google documents, forms, presentation, etc.
 * I was introduced to Google docs last semester when taking the curriculum online course as it was a method for which our group could work on our group assignments. We were able to collaborate and turn in assignments that were complete and had the input of all group members. Using Google docs enabled us to work from the convenience of our home when time permitted - I think introducing Google docs into the secondary system would be good as students can work on group work from home at a time that suits them instead of trying to set a time to meet in person when many high school students have part-time jobs or other commitments - doing work online is convenient and doesn't require students to be online at the same time
 * An in-class assignment we had to complete was developing a 3-slide presentation about ourself, we had to insert photos, text, links - It was interesting to use a program similar to that of PowerPoint as that is the only slide-show program I have used. The other part of the in-class assignment was designing a form (questionnaire) about technology that targets high school students. I think this is an amazing application that I could use when teaching! I could create forms to check for understanding and to retrieve information that would help me learn more about my students in terms of interests and academics
 * We were introduced to an Interactive Response System which looks like a TV remote ("clicker") - we did our attendance using this clicker and were shown a variety of methods for which these clickers can be used. For instance, we got to do a quiz for Grade 9 Geography to see how it works - we can enter our answer and change it before time has expired; the teacher/administrator can change the amount of time given for each question; we can see the results for each question in terms of how many students selected each option and we can see individual results as well - I think the Interactive Response System will have a positive impact in the classroom as results can be retrieve instantly and it speaks to all of the digital natives in the classroom


 * As an aside, I learned how to make a podcast in PED4194, which is science/biology at the senior level. We had to create a podcast to introduce our group. I will upload the podcast to my wiki for your listening pleasure (I tried to upload it but apparently the file is too big so I need some help to troubleshoot this problem)



Key points from the reading "Understanding the Digital Generation II"


 * I have learned a lot from the past two readings about technology and education. I am starting to realize that integrating technology into everyday teaching is the way of the future. I am starting to think about how I can use various forms of technology for my second practicum so that I can try to reach the Digital Natives in my classroom.

In addition to thinking about how to apply technology in my practicum, I am giving a presentation on Thursday afternoon to a group of grade 7 and 8 students about sports, athletics, education, bringing in my background from Human Kinetics and my athletic background. I need to put together a presentation that will be engaging and will speak to the Digital Natives with whom I will be talking.**
 * There is a growing disconnect between the learning preferences of digital students and the teaching and assessment preferences of traditional teachers
 * Anyone who knows anything about learning knows that the secret to success in the classroom is not about being a good disciplinarain, but has everything to do with engagment and motivation. It's not just about getting them to learn, it's about getting them to WANT to learn. With motivation there is no learning.


 * 1) It's time for educators and education to catch up: educators must become learners themselves, and discover the digital worl; traditional curriculum is how we transmit culture from one generation to the next
 * 2) Teachers much teach to the whole mind: Students in the bottom 2/3 seen as needing to be "fixed" and require time, energy, new strategies and special attenion, because they don't respond to the traditional "one size fits all" teaching strategies; need to use key terms like identify, name, list, define, explain, describe, analyze, synthesize, apply, infer, interpolate
 * 3) Educators need to shift their instructional approach: problem with telling is that it takes the excitement of discovery out of learning; telling also eliminates the motivation for learning; out job as educators is to empower them to become independent thinkers, to be citizens who are capable of thinking outside the lines and doing creative things, not simply repeating what other generations have done before them
 * 4) We need to let students access information natively: cell phones, and social networking tools are just the latest trends to be thrown under the bus by education; social networks are communities of people who share interest and activities; social networking is primarily web based and provides a variety of ways for users to interact, such as chat rooms, instant messaging, video, voice chat, file sharing, blogging, or discussion groups; most school districts have created rules governing, or banning outright, the use of cell phones and other digital devices, and online activities such as chatting, instant messaging, bulletin boards, blogging, wikis, sned and receiving email at schools, etc.
 * 5) We must let student collaborate: we shouldn't be banning digital devices, we should be encouraging them to use them; companies today are using mass collaboration, open source and social networking tools such as wikis, blogs, prodcasts and virtual learning environments to be successfull
 * 6) We need to let students create real world digital products: allow them to reflect their understanding of both content and process; learning is about the content, but also about the context in which the content is used; leanring is not only about the tool that was used but also about how it was used to solve the task, and digital tools can help with the process of learning and producing the product of learning; digital tools enhance traditional learning; by letting them access information natively, we acknowledge their culture; our job is to show them how to be more effective with what they do, even when they take their products further than we can visualize or imagine
 * 7) We must re-evaluate assessment and evaluation: Learners need clear and realistic standards, expectations, and criteria to work toward; they need appropriate tools, technologies, and resources to work with; they need lots of modelling, coaching, and mentoring to establish a sense of what quality and success look like; they need lots of guided and independent practice; they need timely, targeted, non-judgmental feedback on their performances; they need opportunities to make mistakes as they learn and not be penalized for them; the need the encouragement to try and do things in all kinds of performance areas with all kinds of tools, technologies and techniques to create all kids of products that reflect their understanding of concepts; knowing content doesn't make you competent, competence is the ability to apply content in some useful way.