I interviewed a few of my students about the technology they use inside and outside the classroom. I could not record their responses in the classroom so I had them hand write their responses. The students I compiled responses from are in my high school Geometry class.
The link for my Podcast:
http://jasongunderman1786.podomatic.com/entry/2011-07-26T13_32_28-07_00
Tuesday, July 26, 2011
Tuesday, July 19, 2011
Evaluating 21st Century Skills
Partnership for 21st Century Skills
--My reaction to the Web site
At first glance, I was trying to find the relevance of P21. It was short after that I realized how this website is correlated with our field of study. Lately, I have been reading and discussing how we as educators are suppose to prepare our students for their future in the 21st Century. Outcomes expected for the 21st Century student includes core subjects; life and career skills; learning and innovation skills such as critical thinking and communication; and information, media, and technology skills. Aligned with these outcomes is a support system that includes standards and assessments, curriculum and instruction, professional development, and learning environments. This framework consists of the skills and knowledge students should master to succeed in the 21st Century.
--Information on the site that surprised me
I was reading through the State Leadership Initiatives and New York State is not listed. This was interesting to me. To become a P21 Leadership State, the state must show commitment from the governor and chief state school officer along with submitting an application describing the state’s plan to combine the three R’s and four C’s (critical thinking and problem solving, communication, collaboration, and creativity and innovation). The plan must state all assessments, standards and professional development programs. I am surprised to see 16 schools on the list. This is more than I would have expected.
--I disagreed with....
I partially disagree with having to have written permission to use any of the framework for 21st Century Learning. I can understand why they might but with education being the main focus, I would think they would want educators to have easy access and use of their products. All requests are sent through email so depending on how quickly a response is given depends on whether I may feel differently about it.
--The implications for my students, and for me as a contemporary educator?
I believe the concepts of 21st Century Learning is extremely relevant to our students and myself as a contemporary educator. The competition in the job market today is very competitive. Our students are not only competing with each other, but with candidates from other countries as well. It is our job to educate our students and make them aware of the opportunities and challenges that await them.
--My reaction to the Web site
At first glance, I was trying to find the relevance of P21. It was short after that I realized how this website is correlated with our field of study. Lately, I have been reading and discussing how we as educators are suppose to prepare our students for their future in the 21st Century. Outcomes expected for the 21st Century student includes core subjects; life and career skills; learning and innovation skills such as critical thinking and communication; and information, media, and technology skills. Aligned with these outcomes is a support system that includes standards and assessments, curriculum and instruction, professional development, and learning environments. This framework consists of the skills and knowledge students should master to succeed in the 21st Century.
--Information on the site that surprised me
I was reading through the State Leadership Initiatives and New York State is not listed. This was interesting to me. To become a P21 Leadership State, the state must show commitment from the governor and chief state school officer along with submitting an application describing the state’s plan to combine the three R’s and four C’s (critical thinking and problem solving, communication, collaboration, and creativity and innovation). The plan must state all assessments, standards and professional development programs. I am surprised to see 16 schools on the list. This is more than I would have expected.
--I disagreed with....
I partially disagree with having to have written permission to use any of the framework for 21st Century Learning. I can understand why they might but with education being the main focus, I would think they would want educators to have easy access and use of their products. All requests are sent through email so depending on how quickly a response is given depends on whether I may feel differently about it.
--The implications for my students, and for me as a contemporary educator?
I believe the concepts of 21st Century Learning is extremely relevant to our students and myself as a contemporary educator. The competition in the job market today is very competitive. Our students are not only competing with each other, but with candidates from other countries as well. It is our job to educate our students and make them aware of the opportunities and challenges that await them.
Tuesday, July 5, 2011
Using a Blog in the Classroom
1. An idea for how you might use a blog in your classroom.
One method for using a blog in my classroom would be to use it as a discussion board for assignments and homework.
2. What purpose would the blog serve?
The purpose would be to serve as a place for the students to get together as a group to discuss and ask questions on any given assignment or homework. This way, before asking me the question, it gives the students a way to solve their own problems. If I see that everyone is having the same issue, then I can resolve it. Also on homework, students can get on to see if anyone else is having a similar issues or to ask a question on how to apply what was done in class to solve particular problems. This also works great for students that missed a given topic or might have gotten called out of the room.
3. Is it a place for students to interact about content? Is it a showcase for their work? Or?
This definitely gives students a common place to talk about recent content. This could potentially be a place for students to post their work. Instead of handing it in class, they can post it online. This could be more efficient for both the students and me. I believe grades should only be given for the particular student to see. Grades can be rather personal. It needs to be clear that no final answers are given. It will be discussed in class how important plagiarism is and the consequences of it.
4. How does using a blog enhance the lesson?
The blog would not necessarily enhance a specific lesson but it could benefit a whole unit or class. Students spent an ample amount of time on the internet communicating with others, therefore, why not set up a way for them to discuss class work. If they are absent from class, they can go into the blog and ask what they missed from that day and even get the homework so they can have it for the next day.
5. Include your grade level and content area.
The grade level this is intended for would be high school algebra and geometry. This is typically ninth, tenth, and eleventh grade.
6. Include your rationale as to why a blog is a good tool for the instructional context.
My rationale for why a blog is a good tool for the instructional context is because it adds the communication and discussion factor. Sometimes in class, students do not get to communicate as much as we would all like to in a forty minute class period. They might not have the time to ask the questions they might want to. With the use of the blog, they can get online and ask away. Some students might be afraid to ask another students or the teacher for that matter face to face. Communication is key to learning and being successful, a blog aids in accomplishing this goal.
One method for using a blog in my classroom would be to use it as a discussion board for assignments and homework.
2. What purpose would the blog serve?
The purpose would be to serve as a place for the students to get together as a group to discuss and ask questions on any given assignment or homework. This way, before asking me the question, it gives the students a way to solve their own problems. If I see that everyone is having the same issue, then I can resolve it. Also on homework, students can get on to see if anyone else is having a similar issues or to ask a question on how to apply what was done in class to solve particular problems. This also works great for students that missed a given topic or might have gotten called out of the room.
3. Is it a place for students to interact about content? Is it a showcase for their work? Or?
This definitely gives students a common place to talk about recent content. This could potentially be a place for students to post their work. Instead of handing it in class, they can post it online. This could be more efficient for both the students and me. I believe grades should only be given for the particular student to see. Grades can be rather personal. It needs to be clear that no final answers are given. It will be discussed in class how important plagiarism is and the consequences of it.
4. How does using a blog enhance the lesson?
The blog would not necessarily enhance a specific lesson but it could benefit a whole unit or class. Students spent an ample amount of time on the internet communicating with others, therefore, why not set up a way for them to discuss class work. If they are absent from class, they can go into the blog and ask what they missed from that day and even get the homework so they can have it for the next day.
5. Include your grade level and content area.
The grade level this is intended for would be high school algebra and geometry. This is typically ninth, tenth, and eleventh grade.
6. Include your rationale as to why a blog is a good tool for the instructional context.
My rationale for why a blog is a good tool for the instructional context is because it adds the communication and discussion factor. Sometimes in class, students do not get to communicate as much as we would all like to in a forty minute class period. They might not have the time to ask the questions they might want to. With the use of the blog, they can get online and ask away. Some students might be afraid to ask another students or the teacher for that matter face to face. Communication is key to learning and being successful, a blog aids in accomplishing this goal.
Friday, July 1, 2011
Should Calculators Be Used In Elementary School?
As a secondary math teacher, this question comes up quit often. A buddy of mine brought this up to me the other day, calculators are a great tool in mathematics and when used correctly they serve many purposes, especially in higher level mathematics. The use of them at the elementary level concerns me. This might vary from district and state, but I feel that calculators are too widely used at such a young age. I know part of the purpose of this is due to the curriculum that must be taught at a younger age. However, when it comes to simple arithmetic such as adding, subtracting, multiplying, and dividing, calculators should not even be on the student’s mind. It is sad when I have students in the high school that do not know there multiplication tables. They have such poor number sense and computational skills. I was not allowed to use a calculator until at least seventh or eighth grade, and this was just a basic scientific calculator. In fourth, fifth, and sixth grade we were made to memorize our multiplication tables. I feel education today frowns on making students memorize. Learning should be about exploring concepts, not memorization. I disagree and I believe there are some things that just need to be memorized and become second nature. This starts with simple arithmetic. Don’t get me wrong, the concepts of adding, subtracting, multiplying and dividing are very important in developing number sense and computation skills. The students, however, are not going to be able to do this by pushing buttons. Even at the high school level, I deny students the use of calculators on some topics. Unfortunately, I cannot say to them, “As you get older, you will not always carry a calculator around with you.” This is false because everyone today owns a cell phone and therefore will have a calculator on them. I feel this is the wrong way to look at the situation. Just because the technology is available to us now, such as cell phones and computers in the work place, does not mean these students should not learn basic mathematical skills. Students should not rely on a calculator or a computer to do basic math for them.
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