"Reflections on communication and collaboration"

This group of articles all utilized technology in an effort to encourage and promote excellence within the classroom. Educational Pod casting, Hooked on Classroom Blogging, Tracking Collaboration and Writing for Real Purpose all focused on integrating technology within specified curriculum's to stimulate communication and collaboration in classrooms. The articles sought out to get the students actively engaged in day to day activities through the incorporation of varied technologies. Ms Peters was determined to get her students to do more than just mediocre responses. She wanted to encourage them to elevate their minds to think critically by putting thought into their responses. I think inviting her students to share in her many experiences in Vietnam allowed them to explore areas no textbook could have ever provided them. Anytime students are made to give their opinions, viewpoints, and ideas I think we open up for discussion of various views when students feel as if their voice matter. Stressing the importance of providing students with that voice the articles presented various ways of achieving effective communication. Whether students are discussing in blackboard, communicating using wiki, pod casting, Google Docs, or through e-mailing/chatting this experience is instrumental to their exposure of new and emerging technologies.

Utilization of the Three Thinking Tools.

I can truly say that this assignment is definitely feasible for incorporation into the science classroom. The thinking tools available through Intel education are great for allowing students the opportunity to create, assimilate, and evaluate specific content. I can see utilization of all three tools across the curriculum within the middle/high school environment. First, the showing evidence tool help assist students at all levels with establishing and supporting good arguments. I like the fact that there is a simplified and standard version which teachers can cater as an extension of the lesson. This tool promotes argument and supportive details for the arguments which add dialogue within groups. Often times arguments allow a variety of conversations to emerge providing students with different viewpoints and the possibility of exploring new areas. Secondly, the seeing reason tool provide students with the opportunity to discuss the cause/effect of identified phenomena. For example, students can discuss their reasons and the effects of the civil war. Within this assignment they are asked to provide details for the possible cause/effect of the civil war. Last, the visual ranking tool encourages improving communication, thinking, and technological skills within individual students. Students are allowed to brain storm about specific content to develop reasoning patterns for discussing why ideas or reasons are important. This will eventually lead to the students developing a list for ranking according to the identified prompt. All three tools provide students with innovative and challenging opportunities that will encourage dialogue among students transforming classroom discussions provoking stimulating conversation.

Second Life and its Implications for Education

The second life experience for me is one that is truly "outside of the box". I say this because I do not consider myself a technology guru and Second Life offers many facets within the program. The program would definitely appeal to the age group that I teach on a daily basis. I could see numerous possibilities for incorporation due to the many options of the program that I am sure would appeal to the typical teenagers of today. I believe the program could be utilized within certain disciplines depending upon content area and outlined goals /objectives. I could easily see where the programs could be used within the science/social studies curriculum. For example, both content areas deals with calculations and conversions relative to specific geographical locations and the students could use this program to explore specific areas. They may also gain knowledge of specific habitats or environments. This program to me offers opportunities for students to enhance problem-solving and critical thinking skills. I can recall while traveling through a few of the areas I was actually thinking of how I would react if or when something totally unsuspected would happen to me. The program defintely keeps you engaged from the moment of entry. I do not feel as if the program would be as effective with younger learners. However, I am sure that if I spent more time inside Second Life maybe I would change my mind about exposing younger children to this program. Overall, I do feel that Second Life does offer varied instructional opportunties for educations. Subsequently, just as with any incorporation of new technology it will require proper planning and implementation.

What is Meaningful Learning?

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What is Meaningful Learning?

The job of an educator is one that is filled with numerous tasks. Many educators enter into the profession expecting to stimulate students minds to process specific pieces of information. However, our job often times range from managing, counseling, disciplining, and in some cases even parenting. Unfortunately, for many teachers and students the learning process becomes entangled among other things deemed more essential to the day to day functions of school. Teachers must incorporate a variety of strategies to encourage classroom interaction that should spark the learning process. The idea of meaningful learning seems to be embedded within the premise of enhancing students learning by giving them the most support as they initially start a task and withdrawal of the support gradually as they advance towards levels of mastery. The ability to provide support when and where it is needed is a powerful tool. Helping students to achieve meaningful learning requires educators to acquire new ways of interacting with students. This interaction should provide an opportunity for students to explore new innovative ways of processing information. Meaningful learning transpires when students build the knowledge and cognitive processes required for successful problem solving. The focus of meaningful learning seems to be consistent with the view of learning as knowledge construction through which students seek to make sense of their experiences. In constructivist learning, students engage in active cognitive processing such as paying attention to relevant incoming information, mentally processing in coming facts into coherent representation, and mentally integrating incoming information with existing knowledge (Mayer, 1999). When meaningful learning is incorporated effectively and students are allowed to tap into experiences or areas unknown resulting in the transformation of classroom instruction.

How can students speak their minds through video?

Allowing a child to tell their story utilizing multimedia can be a powerful tool. Many times students feel as if we stifle their voice or do not understand ideas they are trying to convey. Telling their story through varied forms of multimedia is one way students can channel feelings of compassion, concern, and sometimes even frustration that will capture an intended audience attention. For example, the video presented by Consuelo Molina was a touching and sensitive issue. However, it is an area of great concern for many individuals and certainly informative enough to capture national attention. I feel that sometimes our students feel as if their voice is silenced and their thoughts, ideas, and concerns do not matter. Multimedia is just one way students can stimulate and captivate their audience while sharing informative information.

My reflections on the understanding of technology and the framework.

The idea of integrating technology into the content-related learning process is almost inevitable within classrooms of today. Teachers should definitely seek varieties of instruction in order to stimulate the learning process. Technology offers a wealth of knowledge and variations for content-based instructional strategies. Technology, pedagogy, and content knowledge (TPACK) offers students an opportunity to receive innovative and challenging varied instructions. In order for TPACK to impact student achievement teachers have to spend planning time developing activities that promote effective instruction in which educational technologies will be simultaneously integrated into activity focused and curriculum specific material. The article offers several helpful taxonomic learning activities that teachers may utilize and incorporate into daily lesson plans and even brief descriptions of how implementation might occur. When choosing to implement technology into the learning process it is incumbent upon teachers to elect methods that will challenge and engage students in effective and meaningful instruction.