(1) How do you currently use technology in the classroom, if at all? If so, what technologies? How many students have access to PCs at home?
I currently have an iMac with connections to a document camera and a projector, and a reasonable selection of software on the computer, as a staff computer. I also have about 10 older PC computers I had been awarded through a TLP grant back in 2001! They are wireless, and I have a networked printer to my computer. However, we don't have a networked (or otherwise)printer connected to the lab computers. In time I hope to have probeware hooked to those PCs.
As for student access, we have a computer lab with 24 stations - a mix of PCs and Macs. There are several other sites in the building that have Macs of PCs that are specific teacher's rooms but are accessable on occasion. Home access MAY be about 90% - it is hard to say. I certianly have many students who have amazing access, and there are others who claim that they can't do assignments that require the computer b/c they don't have access. My real concern at this point is the district policies regarding access. We currently have a filter called BESS that is used to block out much of the Web 2.0 activities. If this is as extensive as I think it may be, the new activities I have in mind may have to be homework from outside the building. I also would have to design my sites etc. away from the building as my access is just as limited as the students. Our system is built on Macs AND PCs, where every computer stands alone, rather than stations that feed back to a logged in access.
(2) Is your school leadership supportive of your individual use of technology in teaching and learning?
The principal is VERY tech minded and quite savy himself and therefore appears to be very supportive. My only concern is about access, which has been diminishing over time.
(3) Where did you get information about ICT in the classroom or about technology (before this PD, of course!)?
Most of my recent access has been through the Web itself as I explore. I use the Web constantly as a teaching resource for information, but not for new tools. I have not had much formal PD on technology since 2000, other than some exposure last summer through another grant. I am now far more equipped to find information and tools to assist me.
(4) Would you be interested in connecting online with other teachers from around the state/region/world with similar interests?
Absolutely!
Thursday, August 20, 2009
Thursday - Blog 3
Ideas for Next summer's PD
You know, I really don't know at the moment. I have so much to master at the moment that I can only think about what I am trying to accomplish/master at the moment. As I explore more of the web 2.0, I know that I will have lots of questions and ideas, but at the moment I don't know.
I personally want to see more on the brain research relating to learning digitally.
I also need to find out more about access to many of these sites in a school setting which specifically blocks the use of these very functions, cell phones, etc.
Maybe next year's funding might provide a CBR??? although I should be able to come up with at least one of my one.
You know, I really don't know at the moment. I have so much to master at the moment that I can only think about what I am trying to accomplish/master at the moment. As I explore more of the web 2.0, I know that I will have lots of questions and ideas, but at the moment I don't know.
I personally want to see more on the brain research relating to learning digitally.
I also need to find out more about access to many of these sites in a school setting which specifically blocks the use of these very functions, cell phones, etc.
Maybe next year's funding might provide a CBR??? although I should be able to come up with at least one of my one.
Thursday - Blog 2
Who do I want/expect/need from Robin as she observes or visits my school this year?
Robin's expertise is in the tech and relevance areas, which go hand in hand. I would like to lay a better groundwork of what I will really be facing in my classes (a new remedial approach), so that as I get in the thick of it, I can ask more specific questions about their needs. Sopem of my students will be borderline; others will have been placed in this class because of failure to pass the WASL, which more of a motivation than a skill issue. Until I see what the group looks like, I can't say a lot yet!
I WILL be able to provide more input on this as we get started in the classroom. I always love feedback, so I look forward to this process.
Perhaps as both PD and input from Robin and Keri throughout the year would be step through instructions posted on the wikispace that can show us the basics of how to set up a wiki page, blog, etc.
Robin's expertise is in the tech and relevance areas, which go hand in hand. I would like to lay a better groundwork of what I will really be facing in my classes (a new remedial approach), so that as I get in the thick of it, I can ask more specific questions about their needs. Sopem of my students will be borderline; others will have been placed in this class because of failure to pass the WASL, which more of a motivation than a skill issue. Until I see what the group looks like, I can't say a lot yet!
I WILL be able to provide more input on this as we get started in the classroom. I always love feedback, so I look forward to this process.
Perhaps as both PD and input from Robin and Keri throughout the year would be step through instructions posted on the wikispace that can show us the basics of how to set up a wiki page, blog, etc.
Thursday -Blog 1
Ideas for PD sessions during the year:
I want to learn how to set up a wiki site from scratch, how to set up rss feeds, how to set up blogs for my students.
I realize that some instruction is available on Friday but because I did not know of that option ahead of time, I have already committed that time.
I want to learn how to set up a wiki site from scratch, how to set up rss feeds, how to set up blogs for my students.
I realize that some instruction is available on Friday but because I did not know of that option ahead of time, I have already committed that time.
Wednesday, August 19, 2009
Wednesday
1. Describe something you learned.
Loads of Web 2.0. The formation, taking of, logging in of surveys for data collection onFathom, the use of the CBR with Fathom (awesome and far less equipment needed when you can hook it straight into the computer and skip the calculator interface) - worth the $95 or so - great contribution this morning.
2. What do you still have questions about or would still like to learn?
I will need to practice more of the various logging in and accessing of the different applications on line. The use of the Fathom features is becoming smoother, but still needs lots of practice.
3. What applications are there to classroom practice?
Much of the work this morning teaching lines, graphing, relationships are immediately transferrable. The sequence/learning progressions was a great model for me to follow with students who are less comfortable or new. The CBR work enhances the predictive and intuitive conceptual understanding of slope and intercept -- the REAL knowing, as opposed to the head-nodding knowing.
Creating surveys to collect personalized data will be VERY compelling in all the coursese, not just the math classes!
Loads of Web 2.0. The formation, taking of, logging in of surveys for data collection onFathom, the use of the CBR with Fathom (awesome and far less equipment needed when you can hook it straight into the computer and skip the calculator interface) - worth the $95 or so - great contribution this morning.
2. What do you still have questions about or would still like to learn?
I will need to practice more of the various logging in and accessing of the different applications on line. The use of the Fathom features is becoming smoother, but still needs lots of practice.
3. What applications are there to classroom practice?
Much of the work this morning teaching lines, graphing, relationships are immediately transferrable. The sequence/learning progressions was a great model for me to follow with students who are less comfortable or new. The CBR work enhances the predictive and intuitive conceptual understanding of slope and intercept -- the REAL knowing, as opposed to the head-nodding knowing.
Creating surveys to collect personalized data will be VERY compelling in all the coursese, not just the math classes!
Tuesday, August 18, 2009
Tuesday
1. Describe something you learned.
I have found that my background in linear modeling is fairly solid, but can definitely be far more effective using cell phones as a context for instruction. I learned how to owrk further in Fathom this morning as I downloaded a demo version and found the data file on DASL that Angie was using. That helped me in the afternoon with the Fathom TV scenario. Mary Ross gave me hope for bringing Oroville into the pack.
AND, I fear that I must be SOOO much of a digital immigrant that I feel very much of a fuddy-duddy in discussion about how students learn. I still don't know about HOW students learn better this way, other than it simply is because they WANT to.
2. What do you still have questions about or would still like to learn?
I would like to see the reserach about how the brain processes better this way. I have seen contrary evidence about how multitasking in fact is NOT more efficient. I have no evidence of retention, and I firmly believe that there is some physical memory that needs to be developed. I am struggling with the thought that texting, etc. can count as kinesthetic. I am not trying to be a nay-sayer, as I am one of the first to jump onto innovation, but....... I feel very discomfitted! I know that I can learn this material and apply it, but philosophically I am not sure of its "rightness" and am struglling with how to blend the best of all practices. Where is the best fit?
3. What applications are there to classroom practice?
The linear modeling examples from this afternoon are directly applicable and I can use immediately. Mary's information on learning progressions and formative assessments fit things I am already doing, but need to be more intentional.
Fathom will contiue to be a learning curve - and very applicable. I would like to see more about how to motivate pre-algebra learners with it - I have ideas, but will have to work on development. is there something already out there, as I would like not to have to re-invent the wheel.
I have found that my background in linear modeling is fairly solid, but can definitely be far more effective using cell phones as a context for instruction. I learned how to owrk further in Fathom this morning as I downloaded a demo version and found the data file on DASL that Angie was using. That helped me in the afternoon with the Fathom TV scenario. Mary Ross gave me hope for bringing Oroville into the pack.
AND, I fear that I must be SOOO much of a digital immigrant that I feel very much of a fuddy-duddy in discussion about how students learn. I still don't know about HOW students learn better this way, other than it simply is because they WANT to.
2. What do you still have questions about or would still like to learn?
I would like to see the reserach about how the brain processes better this way. I have seen contrary evidence about how multitasking in fact is NOT more efficient. I have no evidence of retention, and I firmly believe that there is some physical memory that needs to be developed. I am struggling with the thought that texting, etc. can count as kinesthetic. I am not trying to be a nay-sayer, as I am one of the first to jump onto innovation, but....... I feel very discomfitted! I know that I can learn this material and apply it, but philosophically I am not sure of its "rightness" and am struglling with how to blend the best of all practices. Where is the best fit?
3. What applications are there to classroom practice?
The linear modeling examples from this afternoon are directly applicable and I can use immediately. Mary's information on learning progressions and formative assessments fit things I am already doing, but need to be more intentional.
Fathom will contiue to be a learning curve - and very applicable. I would like to see more about how to motivate pre-algebra learners with it - I have ideas, but will have to work on development. is there something already out there, as I would like not to have to re-invent the wheel.
Monday, August 17, 2009
1. Describe something you learned.
WOW! How much I could say!!!
1) The refresher this morning on the stats was great - the other ways to explain what the various measures represent or how they are determined make sense to me and clearly come from experience from those who have already had to convey them to perhaps "reluctant" students.
2) The three groupings of measures made sooooooo much sense to me and again provide hooks I could use myself with students to relate to.
3) The applications this morning are very helpful and certainly of interest to my students.
4) As for this afternoon, almost everything was new - the wikispaces, rss feeds, blogging, and of course Fathom! All new, but with enough connection to what I already know that I can follow - the stretch is not tooooo much, but then again how much will I retain????
2. What do you still have questions about or would still like to learn?
I have tons I want to learn about connecting with students in "relevant" ways. I haven't read the homework article yet, but I realize I have a little reluctance about totally meeting kids with the digital approach. Yes, I know that this is how they relate, but I have begun to be a little concerned about students who live in a virtual world but don't conenct very well in the pratical, connected physical world. They seem to have so little live on-hands experinces. I can see already before even starting to meet them half way on these tools that our education has to shift to address the losses as well!
3. What applications are there to classroom practice?
I want to be able to communciate professionally and in a digital way. I have groups of "math challenged" students I will be working with this year and am looking for ways to bring them to the table in a compelling way. Today's intro to math analysis and the data from DASL is stuff I would have used in my biology classes, but will use in the into algrebra classes.
I want more hooks and ideas, because I am shifting from having just taught calculus and am headed to the other end.
WOW! How much I could say!!!
1) The refresher this morning on the stats was great - the other ways to explain what the various measures represent or how they are determined make sense to me and clearly come from experience from those who have already had to convey them to perhaps "reluctant" students.
2) The three groupings of measures made sooooooo much sense to me and again provide hooks I could use myself with students to relate to.
3) The applications this morning are very helpful and certainly of interest to my students.
4) As for this afternoon, almost everything was new - the wikispaces, rss feeds, blogging, and of course Fathom! All new, but with enough connection to what I already know that I can follow - the stretch is not tooooo much, but then again how much will I retain????
2. What do you still have questions about or would still like to learn?
I have tons I want to learn about connecting with students in "relevant" ways. I haven't read the homework article yet, but I realize I have a little reluctance about totally meeting kids with the digital approach. Yes, I know that this is how they relate, but I have begun to be a little concerned about students who live in a virtual world but don't conenct very well in the pratical, connected physical world. They seem to have so little live on-hands experinces. I can see already before even starting to meet them half way on these tools that our education has to shift to address the losses as well!
3. What applications are there to classroom practice?
I want to be able to communciate professionally and in a digital way. I have groups of "math challenged" students I will be working with this year and am looking for ways to bring them to the table in a compelling way. Today's intro to math analysis and the data from DASL is stuff I would have used in my biology classes, but will use in the into algrebra classes.
I want more hooks and ideas, because I am shifting from having just taught calculus and am headed to the other end.
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