This was an interesting, albeit short, article that reported that women are falling further behind in information technology (“IT”), and computer science. It was written in November 2007, and paints a bleak picture of the situation in the United States. It says that girls, as well as women working professionals, are not pursuing careers or majors in information sciences. Although girls have an advantage over boys in coursework, in math (algebra, trig, pre-calc, and other math courses), they tied with boys in calculus and were behind in “computer math.” The article stated that there was a possible lack of awareness, combined with misconceptions about the field. It said that in one study only 2 percent of girls could accurately described what a computer science major studied.
I would have liked to have seen links to the studies that were reported on, as well as information and links that show how to use IT professionally, in the classroom. I would also have liked to know more about what a computer science major studied.
This article was of particular interest to me because I am not the most technically savvy person. In my Instructional Technology class, I probably have the least experience with computers and what they can do. Because of this, I will probably continue to take classes in IT to gain more understanding of how to apply technology in my classroom. IT is the wave of the future, so it’s best to get on this particular bandwagon!
Monday, June 8, 2009
What Does An ‘Inclusive’ School Look Like?
This article, published in “Education World,” was written on May 18, 2000. It discusses “Inclusive” schools, and that an inclusive school embraces the idea that diversity is the reality, and that each child is a unique learner. Within this online article is a link that takes you to a booklet that helps you better understand what an inclusive school looks like. The booklet, entitled: Improving Education: The Promise of Inclusive Schooling, enables educators and advocates in evaluating and improving a school’s ability to meet the needs of a diverse student population. You can access this article, and its link to the booklet, by entering http://www.educationworld.com/a_curr/curr225.shtml. The following is a brief description of what you will find in the booklet:
The section entitled “Is Inclusion the Same as Mainstreaming” is a good source if you aren’t sure what the differences are between the two concepts. There is a section entitled “A Story About Inclusive Support,” which discusses where to look, and who to look toward for support for a child with special educational needs. “General Education Support for Inclusive Practices” emphasizes how to make a general education class compatible to SPED students. There is a great section in the handbook entitled “What Makes a School Inclusive?” It contains many examples of how to teach inclusively. The most useful thing I found is a Visit Guide, which shows a parent or educator how to evaluate a school for a SPED student. Part 1 specifically deals with how to evaluate and record the physical layout of the school, and lists specific factors to address regarding the school, its practices, missions, activities, evaluation practices, etc. It includes a Classroom Evaluation Sheet, which can be printed out and used to set up a classroom (teacher) or what to observe (parent/student) when choosing a school. It also includes a School Portrait (Part 2), which explains what to look for in a school after reviewing the notes you took to complete Part 1 Your Visit. This handbook helps to get a good picture of what an inclusive school is. It also lists many sources for reading for more information on inclusive education.
This was a good article, because it included the “Improving Education” booklet, which I printed out, and intend to keep for future use.
The section entitled “Is Inclusion the Same as Mainstreaming” is a good source if you aren’t sure what the differences are between the two concepts. There is a section entitled “A Story About Inclusive Support,” which discusses where to look, and who to look toward for support for a child with special educational needs. “General Education Support for Inclusive Practices” emphasizes how to make a general education class compatible to SPED students. There is a great section in the handbook entitled “What Makes a School Inclusive?” It contains many examples of how to teach inclusively. The most useful thing I found is a Visit Guide, which shows a parent or educator how to evaluate a school for a SPED student. Part 1 specifically deals with how to evaluate and record the physical layout of the school, and lists specific factors to address regarding the school, its practices, missions, activities, evaluation practices, etc. It includes a Classroom Evaluation Sheet, which can be printed out and used to set up a classroom (teacher) or what to observe (parent/student) when choosing a school. It also includes a School Portrait (Part 2), which explains what to look for in a school after reviewing the notes you took to complete Part 1 Your Visit. This handbook helps to get a good picture of what an inclusive school is. It also lists many sources for reading for more information on inclusive education.
This was a good article, because it included the “Improving Education” booklet, which I printed out, and intend to keep for future use.
Technology Integration: Ideas That Work
In schools today, technology is a tool used for instruction, not just a subject of instruction. This article discusses many different aspects of technology, and how it is used to enhance teaching.
The internet has many sites that can be integrated into the classroom, not only by students, but by teachers and administrators as well. Refdesk.com is a website that contains much information, from a thought and word of the day, to links to newspapers, to dictionary and thesaurus links, as well as to many other activities. The article outlines how a teacher can use a website like Refdesk.com to teach subjects like science, and history. There are many ways to integrate technology into the classroom, and this article discusses some of them. One way that I found interesting was to use an internet scavenger hunt to integrate technology into almost any topic. I liked the idea of having younger students do an internet scavenger hunt as a way to become more familiar (and therefore more comfortable) with using the internet to find information. Betty Kistler, retired K-8 computer teacher/coordinator discusses how she found that at first most teachers felt more secure using the internet in the classroom lab when she was there, but after they had used it for a while, they became more comfortable with it. I related to this, not because of using the internet, but of using the technology itself. I don’t have a lot of experience using technologies other than word processing. I would have liked to read
The internet has many sites that can be integrated into the classroom, not only by students, but by teachers and administrators as well. Refdesk.com is a website that contains much information, from a thought and word of the day, to links to newspapers, to dictionary and thesaurus links, as well as to many other activities. The article outlines how a teacher can use a website like Refdesk.com to teach subjects like science, and history. There are many ways to integrate technology into the classroom, and this article discusses some of them. One way that I found interesting was to use an internet scavenger hunt to integrate technology into almost any topic. I liked the idea of having younger students do an internet scavenger hunt as a way to become more familiar (and therefore more comfortable) with using the internet to find information. Betty Kistler, retired K-8 computer teacher/coordinator discusses how she found that at first most teachers felt more secure using the internet in the classroom lab when she was there, but after they had used it for a while, they became more comfortable with it. I related to this, not because of using the internet, but of using the technology itself. I don’t have a lot of experience using technologies other than word processing. I would have liked to read
Creating a WebQuest: It’s Easier Than You Think
This article published in Education World, discusses what WebQuests are and what benefits they bring to classrooms. The answers in a WebQuest are not predefined, and students must use their own creative thinking and problem-solving skills to find solutions to problems. This keeps them interested and actively learning. When students work on a WebQuest, they are using critical thinking skills in communication, group work, problem solving. WebQuests allow students “to explore issues and find their own answers” (Education).
Some WebQuests are better planned than others, and it is important to carefully check out the WebQuest before you integrate it into your classroom activities. Make sure that any links on the WebQuest work. Look for the best WebQuests that ensure relevance by being specifically tailored to your curriculum and your students.
According to Bernie Dodge, who runs a thorough WebQuest, there are six building blocks of a good WebQuest:
1. The Introduction orients students and captures their interest.
2. The Task describes the activity’s end product.
3. The Process explains strategies students should use to complete the task.
4. The Resources are the Web sites students will use to complete the task.
5. The Evaluation measures the results of the activity.
6. The Conclusion sums up the activity and encourages students to reflect on its process and results.
This is a great article for anyone just learning how to set up a good WebQuest. In addition to the building blocks stated above, it takes you through the design process. It has links to each step, and it provides additional resources about WebQuests. I will keep this as one reference to use when setting up WebQuests for my future classes.
Some WebQuests are better planned than others, and it is important to carefully check out the WebQuest before you integrate it into your classroom activities. Make sure that any links on the WebQuest work. Look for the best WebQuests that ensure relevance by being specifically tailored to your curriculum and your students.
According to Bernie Dodge, who runs a thorough WebQuest, there are six building blocks of a good WebQuest:
1. The Introduction orients students and captures their interest.
2. The Task describes the activity’s end product.
3. The Process explains strategies students should use to complete the task.
4. The Resources are the Web sites students will use to complete the task.
5. The Evaluation measures the results of the activity.
6. The Conclusion sums up the activity and encourages students to reflect on its process and results.
This is a great article for anyone just learning how to set up a good WebQuest. In addition to the building blocks stated above, it takes you through the design process. It has links to each step, and it provides additional resources about WebQuests. I will keep this as one reference to use when setting up WebQuests for my future classes.
Talking to Students About Cyber-Ethics
This article discusses what software is, who makes it and why, and what happens when someone illegally copies it. It says that software is more than just the “brains” behind games, design programs, word-processing tools, and virtual bookkeepers. It’s a “real thing;” and copying it without permission from the creator or manufacturers is like stealing. Even worse is the risk of bringing in viruses and worms into your computer, which are harmful hidden programs that can destroy files or damage entire computer systems. Parents and educators need to bring this message to children, because if they illegally copy software from a friend, they can be bringing harmful viruses and worms that could infect their computer, or even an entire network.
This is a good article to have because it explains what is wrong with illegal copying of software and gives a discussion that a teacher or parent can use as a way to open up a classroom discussion (or discussion with your own child) about software theft.
This article provides a free educational curriculum that you have their permission to download – legally! It also provides exercises that you can do with children in Grades 3 – 5. It also provides helpful statistics and facts that you can use for a classroom discussion about software piracy, as well as other useful information about computer and internet usage.
This is a good article to have because it explains what is wrong with illegal copying of software and gives a discussion that a teacher or parent can use as a way to open up a classroom discussion (or discussion with your own child) about software theft.
This article provides a free educational curriculum that you have their permission to download – legally! It also provides exercises that you can do with children in Grades 3 – 5. It also provides helpful statistics and facts that you can use for a classroom discussion about software piracy, as well as other useful information about computer and internet usage.
Monster Mash: Learning Real-World Skills in a Creature-Creating Art Class
When I read this article, it made me wonder what talent I had that I could bring to the classroom as an incentive for my students. The article discusses the Berea High School Visual Effects and Design class, in Berea, Ohio. This is a class where students learn how to collaborate to create masks, props, characters, and sculptures for independent films, trade shows, city spaces, businesses and private collectors.
Jim Bycznski, the creator of the program, wanted to take the emphasis off art, and make the class into something real-world based and exciting for his students. He looked at the curriculum and noted that his students would still be painting, drawing, making 3-D objects, and mixing, but instead of the class focusing on just art, it would focus on moviemaking.
Instead of focusing on art, which is low man on the totem pole in the world of budgeting, students would focus on learning problem-solving. They would be asked to figure out how they can fix problems. Bycznski’s goal is to make his students creative problem solvers. He asks “Can you solve problems for yourself? Can you think your way out of a problem? Can you think of solutions to things that are thrown to you?” His goals appeal to his students because, by asking students to solve problems by themselves, they enjoy the freedom in which to do just that. Funding still comes largely from grants, donations, and a basic $30 yearly fee for student participants. But, the more the students’ work show, the better with regarding to obtaining donations, etc.
Running a program this way appeals to me because, by the time most students get to high school, they are burned out and tired of jumping through hoops. The high school kids I have talked to really want what is required of them to be real-world based. They need something they can relate to in order to spur them on. By making your class relate to the lives of students, you can show them how the real world works. If you can do this, you’re more likely to have students who feel like they are more successful and prepared for the world beyond school.
Jim Bycznski, the creator of the program, wanted to take the emphasis off art, and make the class into something real-world based and exciting for his students. He looked at the curriculum and noted that his students would still be painting, drawing, making 3-D objects, and mixing, but instead of the class focusing on just art, it would focus on moviemaking.
Instead of focusing on art, which is low man on the totem pole in the world of budgeting, students would focus on learning problem-solving. They would be asked to figure out how they can fix problems. Bycznski’s goal is to make his students creative problem solvers. He asks “Can you solve problems for yourself? Can you think your way out of a problem? Can you think of solutions to things that are thrown to you?” His goals appeal to his students because, by asking students to solve problems by themselves, they enjoy the freedom in which to do just that. Funding still comes largely from grants, donations, and a basic $30 yearly fee for student participants. But, the more the students’ work show, the better with regarding to obtaining donations, etc.
Running a program this way appeals to me because, by the time most students get to high school, they are burned out and tired of jumping through hoops. The high school kids I have talked to really want what is required of them to be real-world based. They need something they can relate to in order to spur them on. By making your class relate to the lives of students, you can show them how the real world works. If you can do this, you’re more likely to have students who feel like they are more successful and prepared for the world beyond school.
Why Wikis?
This article discusses how Wiki tools can be used in the collaborative writing process. Author Ruth Reynard says that students must “not only understand what they hear, read, experience, or do in a class, but must also incorporate that into their own structures of knowing so that it is recalled and applied in relevant situations.”
She says that, in collaborative writing, students who participate in a Wiki, experience maximized writing that depends on the participation of several for its completion or success. When they participate in a Wiki, they learn about the benefits and how to manage the efforts of multiple authors. They learn skills which include establishing an agenda or goal, identifying writing tasks and dividing those tasks among group members, tracking individual ideas, and defining rules for document management by identifying roles for group members.
This is a good article to gain an understanding of how to use a Wiki in an educational writing situation. Reynard talks about how the collaborative writing process teaches students about task division, brainstorming, editing, revising and goal setting. This article can be accessed by typing: http://campustechnology.com/Articles/2009/02/04Why-Wikis.aspx?p=1. Ruth Reynard is the dean of faculty services for Career Education Corp. and can be reached at: rreynard@careered.com.
She says that, in collaborative writing, students who participate in a Wiki, experience maximized writing that depends on the participation of several for its completion or success. When they participate in a Wiki, they learn about the benefits and how to manage the efforts of multiple authors. They learn skills which include establishing an agenda or goal, identifying writing tasks and dividing those tasks among group members, tracking individual ideas, and defining rules for document management by identifying roles for group members.
This is a good article to gain an understanding of how to use a Wiki in an educational writing situation. Reynard talks about how the collaborative writing process teaches students about task division, brainstorming, editing, revising and goal setting. This article can be accessed by typing: http://campustechnology.com/Articles/2009/02/04Why-Wikis.aspx?p=1. Ruth Reynard is the dean of faculty services for Career Education Corp. and can be reached at: rreynard@careered.com.
Why Integrate Technology into the Curriculum?: The Reasons Are Many
This article discusses how technology is just beginning to become established within our schools. It says that technology touches almost every aspect of our everyday lives, but is just beginning to be used regularly within our schools. The article proposes that, when properly used, technology will help students acquire the skills that are necessary for them to function and survive in a complex, highly technical knowledge-based economy.
It says that effective tech integration must happen across the curriculum, and in particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. The article states that students learn through projects, and being equipped with technology allows them to be intellectually challenged while providing them with what a real-world, modern office looks like. It talks about the benefits of the web (it connects students to experts in their various fields). Technology is a great way to keep students actively engaged and learning, while reducing behavioral issues.
The article posts numerous reader responses and opinions, and directs you to where within the magazine your can go to learn more about technology. You can access this article by going to: http://www.edutopia.org/technology-integration-introduction
It says that effective tech integration must happen across the curriculum, and in particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. The article states that students learn through projects, and being equipped with technology allows them to be intellectually challenged while providing them with what a real-world, modern office looks like. It talks about the benefits of the web (it connects students to experts in their various fields). Technology is a great way to keep students actively engaged and learning, while reducing behavioral issues.
The article posts numerous reader responses and opinions, and directs you to where within the magazine your can go to learn more about technology. You can access this article by going to: http://www.edutopia.org/technology-integration-introduction
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