Overview:
This article outlines how computers are not being utilized to their full potential to advance student learning, the causes of this under-utilization and proceeds to offer two strategies to transform computer use in the classroom.
An important key point made in the article explains how computers are being utilized for lower-order thinking applications rather than tapping into higher-order thinking. Burns argues that this is caused by four common behavior patterns of districts and educators. She explains one major reason for this trend in lower-order application use is due to the commonly used “show-and-tell” applications in classrooms such as Word, PowerPoint, Publisher, etc… and an under-utilization of more advanced conceptual applications such as, spreadsheets, databases, and GIS systems.
Two strategies are offered by Burns to correct the unbalanced computer use between lower-order and higher-order thinking. To begin the balancing process, educators must focus on teaching critical thinking first and technology later. Students must be able to evaluate information for its relevance and credibility in order to apply the information available through technology. She also offers five questions for educators to reflect on before incorporating technology into the classroom, such as; “What kinds of software should I use in the classroom, and why?” and “ Does the current technology use in my classroom support the curriculum and deepen content? How?”
The second strategy offered is to focus on curriculum, instruction, and assessment. The focus should be on technology’s ability to help educators achieve educational goals not just the mere use of technology. Burns believes this can only be accomplished through well-designed and ongoing professional development and she outlines four criteria in which professional development should be designed in order for educators to learn how to integrate computers to engage higher order thinking processes.
Reference Points:
1. “Many educators believe in the “exceptionality” of computers, viewing them as instructional talismans that can do for the student learning what other reforms and tools cannot.”
2. “Four common behavior patterns reinforce this notion of exceptionality and simultaneously handicap the potential of computers to promote higher-order thinking”
a. “First, many districts have concentrated on professional development that trains teachers in the skills instead of teaching them how computers can enhance
student learning.”
b. “Second, many district have not made the kinds of accommodations necessary to
allow for the full capitalization of classroom technology”
c. “Third, schools have conflated technology use with instructional quality and
student engagement with improved learning and higher-order thinking.”
d. “Fourth, we often classify all software applications as cognitively and
instructionally equal.”
3. “Technology alone cannot move students to higher-order thinking skills, but some
applications are more suited for this task than others….. experience in classrooms
indicates that students generally use lower-order applications that offer few opportunities
for problem solving, analysis, and evaluation.”
4. “Most commonly used applications are what I call show-and-tell applications –
PowerPoint, Word, Publisher, and Front Page – with the Internet the most commonly
used non-show-and-tell application in terms of frequency of classroom use.”
5. “More developmentally appropriate and challenging tools, such as spread-sheets and
databases, offer richer opportunities to practice analytical and critical thinking skills.”
6. “Students and teachers must become creators of information and ideas, not simply users
of technology.”
7. “To use and integrate computers in higher-order ways, teachers must engage in intensive
and ongoing professional development that responds to a number of needs.”
a. “First, the program should model good instruction and take teacher through the
learning press so that they experience learning from the learner’s point of view and
reflect on it as a practitioner”
b. “Second, professional development should help teachers understand the
conceptual reasoning behind such higher-order software as geographic information
systems and databases.”
c. “Third professional development should model technology use that is deliberately
matched t a particular learning outcome so that teachers can see how activity
design, tool use, and learning connect.”
d. “Last, professional development should focus on core areas of teaching—content
knowledge, curriculum, instruction, and assessment.”
8. “… schools must take measures to ensure that they are using computers to their fullest
instructional potential.”
Reflection:
Prior to reading this article I had not put much thought into the differences in lower-order thinking applications and higher-order thinking applications of computers and different software. PowerPoint may be a good way for students to organize and assimilate the main points of a reading or research however it does not necessarily promote critical thinking. I agree with Burns strategy in that critical thinking must be taught first and technology second. No matter how much technology students are familiar with, unless they are able to critically digest content and evaluate information, its credibility, and its relevance, technology cannot do much in the way of advancing cognitive skills. When students have this ability they can create a better evidence or research-based report and use a PowerPoint to enhance their presentation and understanding of the content, instead of using a PowerPoint to restate the outline of information.
Additionally, I agree with the criteria set forth for the organization of professional development. Limited awareness of software available inhibits educators ability to utilize quality software to engage higher order thinking. I find it more frustrating than helpful to be told that I should use a certain software or application to assist with a lesson with the absence of a model for how to use it or how the software should be applied. In reading this portion of the article I reflected on this particular MAT technology class and how helpful it was to be taught the spreadsheet skills and led through the utilization of spreadsheets in our energy conservation project. This presented the model of how to use spreadsheet applications to analyze and project data instead of just telling us “you should be using this in your classroom.”
Sunday, November 30, 2008
Friday, November 21, 2008
Energy Consumption Presentation and Video
Perhaps the most difficult part of this presentation was deciding which class would be the most appropriate to share this information with based on how it would benefit the students and how I could fit it in among the regular curriculum. I chose to present to my biology class after they completed their unit test. The reasoning behind this was that I would not be interrupting a unit of study with a random lesson and I would not be taking up precious lesson time (the students travel so often for sports, activities, and vacations and this week I have all of my students present). In addition, the class will be starting their science fair projects soon and I felt this would give them a nice overview of the research process. I plan to refer back to the video and share particular portions for introductions to steps of the research process as we progress through the process in class.
I was posed with a challenge at the close of my lesson/presentation. I found myself with less time than I was hoping and it became a little rushed at the end. You can actually hear the bell ring if you listen closely while watching the video.
There was a plus side to running short on time as well. I was able to see how I operate when trying to bring closure to a lesson as the bell is about to ring which happens maybe more often than I would like. Overall, I kept my cool, but I did notice that the information presented at the end was not completely clear. If it was a classroom lesson, I would be sure to start the next class reviewing and clarifying the information that was rushed through and I plan to do this tomorrow with this class.
Watching the video of my lesson/presentation also brought to light some quirks in my body language that I have been aware of but have never actually seen myself. I find it very difficult to stand still. I often find myself rocking back and forth. For this presentation I was standing in one area, but it was rare when I would actually be putting equal weight on both feet. I also have a hard time figuring out what to do with my hands. I am a very animated speaker. This final self-analysis observation is one that some of my students are not afraid to point out at times. I misspeak every so often and when rushed, as I noticed I was in the video, it happens on a more regular basis. In order to correct this I feel I need to remember to slow down, speak confidently and clearly. In order to accomplish this I will have to make a conscious effort to not try to fit another example or question in the last few minutes of the class.
Reflecting on a video of my teaching has been a tremendous self-assessment tool for me. This research project has also prepared me with a teaching tool (the video) that I will use when guiding students through the research process for their research projects.
My Energy Consumption Presentation is posted on TeacherTube and can be viewed by clicking on the link below.
http://www.teachertube.com/view_video.php?viewkey=2797d3a746ed6a70624b
I was posed with a challenge at the close of my lesson/presentation. I found myself with less time than I was hoping and it became a little rushed at the end. You can actually hear the bell ring if you listen closely while watching the video.
There was a plus side to running short on time as well. I was able to see how I operate when trying to bring closure to a lesson as the bell is about to ring which happens maybe more often than I would like. Overall, I kept my cool, but I did notice that the information presented at the end was not completely clear. If it was a classroom lesson, I would be sure to start the next class reviewing and clarifying the information that was rushed through and I plan to do this tomorrow with this class.
Watching the video of my lesson/presentation also brought to light some quirks in my body language that I have been aware of but have never actually seen myself. I find it very difficult to stand still. I often find myself rocking back and forth. For this presentation I was standing in one area, but it was rare when I would actually be putting equal weight on both feet. I also have a hard time figuring out what to do with my hands. I am a very animated speaker. This final self-analysis observation is one that some of my students are not afraid to point out at times. I misspeak every so often and when rushed, as I noticed I was in the video, it happens on a more regular basis. In order to correct this I feel I need to remember to slow down, speak confidently and clearly. In order to accomplish this I will have to make a conscious effort to not try to fit another example or question in the last few minutes of the class.
Reflecting on a video of my teaching has been a tremendous self-assessment tool for me. This research project has also prepared me with a teaching tool (the video) that I will use when guiding students through the research process for their research projects.
My Energy Consumption Presentation is posted on TeacherTube and can be viewed by clicking on the link below.
http://www.teachertube.com/view_video.php?viewkey=2797d3a746ed6a70624b
Monday, November 17, 2008
Success Uploading Ener. Con. Power Point
My power point presentation about the results of my energy consumption research project is up and running on slideshare.net You can view it at http://www.slideshare.net/cjthole/energy-conservation-ppt-by-cthole-presentation/
Sunday, November 16, 2008
Ener. Consumption Research Project Update
I have successfully gathered the data cataloging the energy use involved with making hot beverages for one week at the school. I used my 1500 watt, electric water kettle for a total of 14 times for a total of 71 minutes of energy consumption. Then I calculated the total Kilowatt hours with the cost of this use. The going rate is 20.95 cents/Kwh.
While researching other brands of insulated electric kettles, I discovered a similar study to mine at deathbike.net : Electric Kettle Land. It offered some comparisons of a UK 3000 watt electric kettle, a similar kettle to mine, an electric range and gas range. The study compared the energy used to boil 4 cups of water by each heating source. Since my average consumption was near 4 cups per day, I was able to use the information from this study for comparative analysis.
I used the information for the UK 3000 watt kettle and the time to boil 4 cups of water and plugged in the data I collected for my study. I also made the calculations as if the kettle were insulated and only had to be used once to heat water for the day. I then projected the difference in use for one year, 10 years, and for 1500 people over a 10 year period. The difference was near 1 million Kilowatt hours for the 1500 people over 10 years and a money savings of close to $200,000.
Some of the most interesting information I found in my research was how much energy could be saved if you don't already use an electric kettle instead of an electric or gas range. This is one of the questions I raised for further study. Another question I focused on was if you already have a functioning un-insulated electric kettle, is the energy conserved by buying a new insulated kettle equal to the amount of energy used to make the new kettle?
The results of this study and the comparison numbers are included in my power point presentation. Also, included in the power point are websites for high quality electric kettles and additional information on energy efficiencies of electric kettles.
Unfortunately I am experiencing some difficulty uploading my power point point presentation to Slideshare.net but I as soon as I am able to do so I will post the link to access it.
Cory
While researching other brands of insulated electric kettles, I discovered a similar study to mine at deathbike.net : Electric Kettle Land. It offered some comparisons of a UK 3000 watt electric kettle, a similar kettle to mine, an electric range and gas range. The study compared the energy used to boil 4 cups of water by each heating source. Since my average consumption was near 4 cups per day, I was able to use the information from this study for comparative analysis.
I used the information for the UK 3000 watt kettle and the time to boil 4 cups of water and plugged in the data I collected for my study. I also made the calculations as if the kettle were insulated and only had to be used once to heat water for the day. I then projected the difference in use for one year, 10 years, and for 1500 people over a 10 year period. The difference was near 1 million Kilowatt hours for the 1500 people over 10 years and a money savings of close to $200,000.
Some of the most interesting information I found in my research was how much energy could be saved if you don't already use an electric kettle instead of an electric or gas range. This is one of the questions I raised for further study. Another question I focused on was if you already have a functioning un-insulated electric kettle, is the energy conserved by buying a new insulated kettle equal to the amount of energy used to make the new kettle?
The results of this study and the comparison numbers are included in my power point presentation. Also, included in the power point are websites for high quality electric kettles and additional information on energy efficiencies of electric kettles.
Unfortunately I am experiencing some difficulty uploading my power point point presentation to Slideshare.net but I as soon as I am able to do so I will post the link to access it.
Cory
Sunday, November 2, 2008
Article Summary #2: "The Educators Guide to the Read/Write Web" by Will Richardson
Overview:
"The Educator's Guide to Read/Write Web" by Will Richardson introduces and outlines the recent evolutions of the web and how new tools can be utilized by teachers and students for class work. The author of this article explains how the internet is no longer a resource solely for the purpose of collecting information. The development of online tools such as weblogs, wikis, Really Simple Syndication (RSS) and podcasts also allow people to post ideas, ask questions, collaborate info and publish research to a much broader audience.
Collectively, these new tools make up the Read/Write Web and together they offer students new ways to access and share research results, collaborate with fellow students and professionals, and document class work. For teachers it offers new ways to deliver content and assess understanding. These new advancements may also mean that educators need to re-evaluate curriculums and redefine what it means to be literate.
There are, of course, some risks to consider when students are publishing personal works to such a broad, public audience and searching through content that has been freely published online. However, with proper oversight, instruction including appropriate use, and developing students' skills in recognizing legitimate information, results in the benefits outweighing the potential risks.
Reference Points:
1. "The internet is no longer simply a place where digital learners consume information. It is now also a forum through which users can publish and broadcast their own writing."
2. "Weblogs or Blogs enable anyone to create a personal or group Web site... publish text...hold online conversations...collaborate.... contact professional mentors."
3. "Wikis are an even more open and collaborative content creation tool....It is a Web site that anyone can edit at anytime....for the purposeful work of negotiating and creating this accurate online resource."
4. "Really Simple Syndication (RSS) enables people to subscribe to various feeds of information--data that are continually streamed and collected into a file. A student... can
create RSS feeds that will bring him or her the latest research on the topic almost as soon as
it is published."
5. "Now that anyone with an Internet connection can publish and disseminate content with no
editorial review process, consumers of Web content need to be editors as well as readers."
6. "Literate Internet users need strategies for sorting out, storing, and using relevant
information."
7. "As more content becomes available online, it becomes less appropriate to rely an
traditional curriculum delivery methods like text-books and handouts."
8. "Digital tools allow students to easily work together outside school--for example,
collaborating on projects through instant messaging or text messaging on phones--and to
share the results of that work with a broader audience."
9. Teachers employing these tools must monitor student use and teach students how to use
the tools safely to enhance learning. We must also show students how to deal with
inappropriate content..."
Reflection:
Although I am familiar with blogs and wikis, I found the additional information about how these tools could be utilized in the classroom. I especially like the point made by the author on how a blog can serve as students portfolio of school work, allowing the student to reflect on past work and see the progression of their learning. The information on RSS that was presented in this article is also very useful. This is a new tool for me and I look forward to using its research potential in my science classes.
Not being very technological savvy myself, any advice I can get on how to incorporate technological tools into my classroom is very welcome. Upon reading this article I have come to various conclusions on how I can do this. For example, Blogs may be an excellent way for students to report on long term research projects, such as science fair projects. It also allows me to comment on their work and offer suggestions one on one when time to do this during class can be very limited. Students can also use the RSS in order to help sort through the vast amount of information on the Web and maximize their research time.
I found the most important points of this article to be the need for students to understand how to be skeptical of posted information and how to determine what information is legitimate and relevant to what they are researching. One of the most important skills for a scientist, or anybody for that matter, is to be able to identify bias and misinformation. By teaching students how to weed through the content on the web in this manner, it can only raise the quality of their work and in turn make their results, trustworthy and legitimate.
"The Educator's Guide to Read/Write Web" by Will Richardson introduces and outlines the recent evolutions of the web and how new tools can be utilized by teachers and students for class work. The author of this article explains how the internet is no longer a resource solely for the purpose of collecting information. The development of online tools such as weblogs, wikis, Really Simple Syndication (RSS) and podcasts also allow people to post ideas, ask questions, collaborate info and publish research to a much broader audience.
Collectively, these new tools make up the Read/Write Web and together they offer students new ways to access and share research results, collaborate with fellow students and professionals, and document class work. For teachers it offers new ways to deliver content and assess understanding. These new advancements may also mean that educators need to re-evaluate curriculums and redefine what it means to be literate.
There are, of course, some risks to consider when students are publishing personal works to such a broad, public audience and searching through content that has been freely published online. However, with proper oversight, instruction including appropriate use, and developing students' skills in recognizing legitimate information, results in the benefits outweighing the potential risks.
Reference Points:
1. "The internet is no longer simply a place where digital learners consume information. It is now also a forum through which users can publish and broadcast their own writing."
2. "Weblogs or Blogs enable anyone to create a personal or group Web site... publish text...hold online conversations...collaborate.... contact professional mentors."
3. "Wikis are an even more open and collaborative content creation tool....It is a Web site that anyone can edit at anytime....for the purposeful work of negotiating and creating this accurate online resource."
4. "Really Simple Syndication (RSS) enables people to subscribe to various feeds of information--data that are continually streamed and collected into a file. A student... can
create RSS feeds that will bring him or her the latest research on the topic almost as soon as
it is published."
5. "Now that anyone with an Internet connection can publish and disseminate content with no
editorial review process, consumers of Web content need to be editors as well as readers."
6. "Literate Internet users need strategies for sorting out, storing, and using relevant
information."
7. "As more content becomes available online, it becomes less appropriate to rely an
traditional curriculum delivery methods like text-books and handouts."
8. "Digital tools allow students to easily work together outside school--for example,
collaborating on projects through instant messaging or text messaging on phones--and to
share the results of that work with a broader audience."
9. Teachers employing these tools must monitor student use and teach students how to use
the tools safely to enhance learning. We must also show students how to deal with
inappropriate content..."
Reflection:
Although I am familiar with blogs and wikis, I found the additional information about how these tools could be utilized in the classroom. I especially like the point made by the author on how a blog can serve as students portfolio of school work, allowing the student to reflect on past work and see the progression of their learning. The information on RSS that was presented in this article is also very useful. This is a new tool for me and I look forward to using its research potential in my science classes.
Not being very technological savvy myself, any advice I can get on how to incorporate technological tools into my classroom is very welcome. Upon reading this article I have come to various conclusions on how I can do this. For example, Blogs may be an excellent way for students to report on long term research projects, such as science fair projects. It also allows me to comment on their work and offer suggestions one on one when time to do this during class can be very limited. Students can also use the RSS in order to help sort through the vast amount of information on the Web and maximize their research time.
I found the most important points of this article to be the need for students to understand how to be skeptical of posted information and how to determine what information is legitimate and relevant to what they are researching. One of the most important skills for a scientist, or anybody for that matter, is to be able to identify bias and misinformation. By teaching students how to weed through the content on the web in this manner, it can only raise the quality of their work and in turn make their results, trustworthy and legitimate.
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