Just had this site emailed to me and considering our conversation about schools killing creativity last night, I thought the comment by the author about "obligation or opportunity" really applies.
By the way, the link to the free software page has lots of great materials...
Wednesday, March 11, 2009
Tuesday, March 10, 2009
Addendum to Kids and Cadavers...
OK so I finally got away from the evil filters at school that were blocking the streaming of the video and I watched the Computer Microscope Project. It was OK. To be honest with you, the video best helped me to see the methodology of the teaching rather then how the technology drives the project. All in all, the video didn't provide much more than the associated materials that were available...so I'll leave my original post about Intime as it stands!
Week Four - Kids and Cadavers
Well, to be honest I was really interested in some of the Intime video clips but had many troubles accessing them from the school computers as well as my laptop at home. I did review the associated materials for the lesson titled, QX3 Computer Microscope Project. The project revolves around using computer microscope hardware from Intel to learn about a chosen biology topic and then prepare a powerpoint to demonstrate the knowledge gained. Just cruising the site, I found the ideas helpful but would probably "tweak" most of them to fit my style. In addition, some of the links were outdated and didn't work (the Intel link for example) and I tend to like more concrete examples and ideas, rather than vague descriptions like "students will explore new areas of biology in which they are interested". Now I do need to take a step back - maybe the video itself gives those concrete answers and the links can easily be found with a little more searching. For now, I think that Intime would be useful when I'm not feeling the most creative and I need a little impetus to try something different. At that point I might go to Intime lessons for some new ideas.
On another completely unrelated note, I had great success in class when I was gone at the Wisconsin Society of Science Teachers Convention this past week. I was out of the classroom Thursday and Friday and utilized SlideShare to present notes that my students needed to take from a powerpoint of mine. I didn't want to leave my passwords out there for the sub to access my files and I also didn't want to have every slide of the powerpoint available to the students. With SlideShare, I copied only the targeted slides for each day and then in the sub notes left a URL for each day's notetaking session. When I returned on Monday, my students only needed a little redirection and focus on the notes and I didn't have to labor over giving a whole block of notes in one sitting. In addition, they were being productive while I was gone! (This was a big relief as my current biology students are a little squirrely to say the least...)
The convention itself was a great jumping off point as I found out about many new and not so new technologies and tools. For example, there is a site called Teacher's Domain, hosted by the Educational Communications Board for the state. It is set up to search all public access information (mostly in science, but expanding to other disciplines) and from there a teacher can create lessons and groups. In the groups you can save certain sites and objects to file and post student instructions for each item. The beauty of the site is that teachers, students and parents can all access the information for free, there is no software to download and all of the resources are public domain. It was an awesome learning experience for me and another tool I can add to my expanding kit of technology. There were many other tools taught at the convention as well. If a teacher out there doensn't already know about it, visit the Jason Project - it's geared towards middle school science but has great potential for cross-curricular integration.
The absolute highlight for me was a visit to the Marquette University Human Gross Anatomy Lab for a 3 hour lecture/lab combo. (For anyone with a queasy stomach, you may want to navigate away from my blog at this point, because I'm going to describe what I did...) With all of the positive applications of technology in teaching, I had the opportunity to do the old fashioned hand's on version. We had a brief lecture before heading into the lab where I had the chance to see and investigate a number of bodies with the grad and undergrad students facilitating. I held a human heart in my hands and watched a craniotomy. It was astounding (and humbling) to think of what a perfect machine the human body is. The experience also served to remind me of two things. The first is that the human specimens I was privledged to see and learn from benefitted from technology - I saw brain shunts, pacemakers and artificial joints. The second was that in some instances there is no technology that can replace or substitute for an actual experience with all of the external stimuli (sights, sounds, smells) and the internal emotional reaction.
On another completely unrelated note, I had great success in class when I was gone at the Wisconsin Society of Science Teachers Convention this past week. I was out of the classroom Thursday and Friday and utilized SlideShare to present notes that my students needed to take from a powerpoint of mine. I didn't want to leave my passwords out there for the sub to access my files and I also didn't want to have every slide of the powerpoint available to the students. With SlideShare, I copied only the targeted slides for each day and then in the sub notes left a URL for each day's notetaking session. When I returned on Monday, my students only needed a little redirection and focus on the notes and I didn't have to labor over giving a whole block of notes in one sitting. In addition, they were being productive while I was gone! (This was a big relief as my current biology students are a little squirrely to say the least...)
The convention itself was a great jumping off point as I found out about many new and not so new technologies and tools. For example, there is a site called Teacher's Domain, hosted by the Educational Communications Board for the state. It is set up to search all public access information (mostly in science, but expanding to other disciplines) and from there a teacher can create lessons and groups. In the groups you can save certain sites and objects to file and post student instructions for each item. The beauty of the site is that teachers, students and parents can all access the information for free, there is no software to download and all of the resources are public domain. It was an awesome learning experience for me and another tool I can add to my expanding kit of technology. There were many other tools taught at the convention as well. If a teacher out there doensn't already know about it, visit the Jason Project - it's geared towards middle school science but has great potential for cross-curricular integration.
The absolute highlight for me was a visit to the Marquette University Human Gross Anatomy Lab for a 3 hour lecture/lab combo. (For anyone with a queasy stomach, you may want to navigate away from my blog at this point, because I'm going to describe what I did...) With all of the positive applications of technology in teaching, I had the opportunity to do the old fashioned hand's on version. We had a brief lecture before heading into the lab where I had the chance to see and investigate a number of bodies with the grad and undergrad students facilitating. I held a human heart in my hands and watched a craniotomy. It was astounding (and humbling) to think of what a perfect machine the human body is. The experience also served to remind me of two things. The first is that the human specimens I was privledged to see and learn from benefitted from technology - I saw brain shunts, pacemakers and artificial joints. The second was that in some instances there is no technology that can replace or substitute for an actual experience with all of the external stimuli (sights, sounds, smells) and the internal emotional reaction.
Saturday, February 28, 2009
Week 3 - NetTrekker, Spreadsheets and More
So I was a little concerned with the spreadsheet assignment that involved Net Trekker. I've used Net Trekker before and have really found it useful as a place to find great resources or to spark new ideas. My concern came when I searched for a science lesson that involved a spreadsheet and all I came up with were chemistry titration experiments. And then I found a template for Jeopardy of all things. And I thought - what does Jeopardy have to do with spreadsheets?
Well, as I found out, this template uses a spreadsheet with hyperlinks to the different sheets that have the answers and associated questions. Pretty cool, something I had never seen before and very easy to set up - the template can be found here.
As far as using spreadsheets in the classroom, I do quite a bit of data management in classes when students are compiling group data, figuring class averages etc. I guess that's why the Jeopardy surprised me - I had never considered using a spreadsheet to that end. So I ended up downloading the template, creating a review of Simple Invertebrate Biology, and using it in class on Friday morning to help my students review for Monday's Quest.
It became more of a learning experience for both the students and myself then I had intended or planned on. When an answer appeared on the screen that I had created, the students started to create potential questions. We found that there was more than one possible question for the answer provided and so the very stuffy, "canned" review I had planned to simply reinforce some of the content became a much better experience as the students evaluated my answers and questions. In the end, I couldn't have created a better review as they initiated conversation and tried to guess the question word for word and then come up with other possible (and I must admit, much better) questions so the time was spent more on conversation than on regurgitating content and definitions. I think that next time around, I'll have the students working together in groups to create the answer and question combinations for a Jeopardy category. If I can get them working in GoogleDocs spreadsheet (still some issues with figuring out the hyperlinks to go to a different sheet and not a URL in the online format - any hints?) the class groups could create the whole game and then analyze each others categories and assess them as the review for one of my assessments.
Well, as I found out, this template uses a spreadsheet with hyperlinks to the different sheets that have the answers and associated questions. Pretty cool, something I had never seen before and very easy to set up - the template can be found here.
As far as using spreadsheets in the classroom, I do quite a bit of data management in classes when students are compiling group data, figuring class averages etc. I guess that's why the Jeopardy surprised me - I had never considered using a spreadsheet to that end. So I ended up downloading the template, creating a review of Simple Invertebrate Biology, and using it in class on Friday morning to help my students review for Monday's Quest.
It became more of a learning experience for both the students and myself then I had intended or planned on. When an answer appeared on the screen that I had created, the students started to create potential questions. We found that there was more than one possible question for the answer provided and so the very stuffy, "canned" review I had planned to simply reinforce some of the content became a much better experience as the students evaluated my answers and questions. In the end, I couldn't have created a better review as they initiated conversation and tried to guess the question word for word and then come up with other possible (and I must admit, much better) questions so the time was spent more on conversation than on regurgitating content and definitions. I think that next time around, I'll have the students working together in groups to create the answer and question combinations for a Jeopardy category. If I can get them working in GoogleDocs spreadsheet (still some issues with figuring out the hyperlinks to go to a different sheet and not a URL in the online format - any hints?) the class groups could create the whole game and then analyze each others categories and assess them as the review for one of my assessments.
Monday, February 23, 2009
Response to CEd0515 Week Two Posts
Response to Michele's Feb 15th Post:
I also liked the idea of using the differing search engines to find more information and was amazed at how much of the web is left out if you don't check a few engines. I created a custom search and can really see using that in classes for various topics and projects that I already have done the legwork for and know the best sites. This will hopefully avoid lost time as the students are searching for specific information. As far as collaboration and online word processing, I'm really excited to begin to implement a program like WriteWith or GoogleDocs in my classes. I'm going to take a day in May to learn the Moodle program and then add my classes to it slowly over the course of the summer and next fall. I'm hoping to be able to use some of these technologies within Moodle and in addition to it.
Response to Danelle's Feb 21st Post:
Isn't it funny how some parents are so concerned to see their students participating in collaborative projects that seem to normal to those of us in the educational field? I wonder if the parent that contacted you was a traditional learner and just may not understand that her son is learning in a different manner. It's great that the class readings gave you the extra bit of credibility and support!
I also liked the idea of using the differing search engines to find more information and was amazed at how much of the web is left out if you don't check a few engines. I created a custom search and can really see using that in classes for various topics and projects that I already have done the legwork for and know the best sites. This will hopefully avoid lost time as the students are searching for specific information. As far as collaboration and online word processing, I'm really excited to begin to implement a program like WriteWith or GoogleDocs in my classes. I'm going to take a day in May to learn the Moodle program and then add my classes to it slowly over the course of the summer and next fall. I'm hoping to be able to use some of these technologies within Moodle and in addition to it.
Response to Danelle's Feb 21st Post:
Isn't it funny how some parents are so concerned to see their students participating in collaborative projects that seem to normal to those of us in the educational field? I wonder if the parent that contacted you was a traditional learner and just may not understand that her son is learning in a different manner. It's great that the class readings gave you the extra bit of credibility and support!
Friday, February 20, 2009
Searching in the Spotlight
So I've searched plenty of times, in fact I really like to search and I think that I'm pretty good at it. I have always liked Ask.com because of the format that the results and related searches are presented. I've also been a fan of Google because it seems like the universal search engine. So needless to say, I was very surprised at the statistics from class that discussed how many of the engines don't search the same sites or areas of the web and that one engine really isn't enough. When researching the search engines I tool a little walk back in time with Lycos. I remember the adds with the dog as their icon going to "fetch" information from the internet.
Keeping these things in mind, I was having students word process some activities in class and many of them were searching for additional information. Not one of the students deviated from Google so I took the opportunity to mention the statistics from our class and then offered up some alternative search engines. All of my students enthusiatically attempted other engines and then compared their results page with other engines on their neighbor's computers. It took no time at all to incorporate this little bit of technology and caused me to once again focus on the fact that technology doesn't always have to take hours of prep and teaching to get the point across. The students are so much more adept at changing "lanes" and trying something new. This willingness to attempt the new and unknown on their part is also a good model for teachers that are "stuck" in a mold - not necessarily afraid to attempt new things and making mistakes, but maybe very comfortable with the way things are working... (if it ain't broke, don't fix it!)
This mentality and openness on the part of my students in all classes makes me more inclined to include some online collaboration. I really like GoogleDocs because it works for me but in researching other options, I'm intrigued by WriteWith. It includes setting a deadline for the collaborators and allows the writers to compare the original document with the revisions made. I think that in teaching any content area, we are all responsible for teaching writing and editing skills and I believe that using an online collaboration tool like WriteWith can be an effective method. Not only can a group or pair of students work together and work on peer editing, but a teacher can also collaborate with students in this more productive way instead of with the red pen to the final paper that's turned in.
Keeping these things in mind, I was having students word process some activities in class and many of them were searching for additional information. Not one of the students deviated from Google so I took the opportunity to mention the statistics from our class and then offered up some alternative search engines. All of my students enthusiatically attempted other engines and then compared their results page with other engines on their neighbor's computers. It took no time at all to incorporate this little bit of technology and caused me to once again focus on the fact that technology doesn't always have to take hours of prep and teaching to get the point across. The students are so much more adept at changing "lanes" and trying something new. This willingness to attempt the new and unknown on their part is also a good model for teachers that are "stuck" in a mold - not necessarily afraid to attempt new things and making mistakes, but maybe very comfortable with the way things are working... (if it ain't broke, don't fix it!)
This mentality and openness on the part of my students in all classes makes me more inclined to include some online collaboration. I really like GoogleDocs because it works for me but in researching other options, I'm intrigued by WriteWith. It includes setting a deadline for the collaborators and allows the writers to compare the original document with the revisions made. I think that in teaching any content area, we are all responsible for teaching writing and editing skills and I believe that using an online collaboration tool like WriteWith can be an effective method. Not only can a group or pair of students work together and work on peer editing, but a teacher can also collaborate with students in this more productive way instead of with the red pen to the final paper that's turned in.
Friday, February 6, 2009
Forward?!?
OK, so just when I think I have a handle on things and am on the straight and narrow and catching up... I find that for each step forward I'm drawn two or three back. So I get myself organized and socially bookmarked for the first time (entering tags for no less than 300 bookmarks!). I get all of the sites I need at school cleared in our filtering program and can access all the sites I need for class. I get DropBox for my online file storage and download it on my school computer so I can organize all of my duplicate files. I figure out a way to get my cell phone tethered to my computer as a modem so I can get online while I'm at home.
Then I find out that my school computer dumped my files and DropBox, I'm now limited to 15 minutes on the social networking sites at school, and my cell phone just won't support the speed I need to be able to handle class. I think ARGGGGGG! This is the most common complaint I hear about integration of technology - it's great when it works. I feel that I'm a day late and a dollar short when it comes to being able to keep up with it all. Yet I know that if I don't try I'll just keep getting farther and farther behind which is why I'm taking this class. And thus, the cycle continues and I decide to plug away and keep moving forward regardless of the drag.
And with that I started in on Chapter One and checking out graphics sites and presentation sites. I couldn't help but wonder where I would use the graphics and presentation sites and I realized that it's not only about me but where I could see my students using these programs. I honestly don't think that I'll be uploading my current powerpoints to the web unless it's simply for student access but I can see my students' creating presentations for class and having access to them online. The graphics programs would be a fun way for them to create small comic strips that teach a concept or lesson and I can even see using them to draw something like the stages of mitosis... as I begin to let my imagination run, I'm reminded of the notation in Chapter One that discusses not using the technology just because it's there but to choose to be sure that the technology is relevant to and supportive of the content.
Then I find out that my school computer dumped my files and DropBox, I'm now limited to 15 minutes on the social networking sites at school, and my cell phone just won't support the speed I need to be able to handle class. I think ARGGGGGG! This is the most common complaint I hear about integration of technology - it's great when it works. I feel that I'm a day late and a dollar short when it comes to being able to keep up with it all. Yet I know that if I don't try I'll just keep getting farther and farther behind which is why I'm taking this class. And thus, the cycle continues and I decide to plug away and keep moving forward regardless of the drag.
And with that I started in on Chapter One and checking out graphics sites and presentation sites. I couldn't help but wonder where I would use the graphics and presentation sites and I realized that it's not only about me but where I could see my students using these programs. I honestly don't think that I'll be uploading my current powerpoints to the web unless it's simply for student access but I can see my students' creating presentations for class and having access to them online. The graphics programs would be a fun way for them to create small comic strips that teach a concept or lesson and I can even see using them to draw something like the stages of mitosis... as I begin to let my imagination run, I'm reminded of the notation in Chapter One that discusses not using the technology just because it's there but to choose to be sure that the technology is relevant to and supportive of the content.
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