Tuesday, April 14, 2009
1. using the Promethean Board to teach math or science objectives (measuring, etc)
2. internet game for "Sink or Float" to get students actively involved in using the technology.
Friday, April 10, 2009
Wednesday, April 8, 2009
I chose to teach my mom about some of the things I learned about internet safety. I thought the information would be relevant and useful to her since I have two high-school age brothers living at home. The discussion went very well, and it actually lasted longer than I expected because we found that we had so much to discuss about the topic. Her perspective was really interesting because she grew up before the internet and all of the good and bad that came with it. We really are raising a different generation of kids, so it is important for parents and teachers of the "older generation" to be up to date on the realities that these kids face.
Monday, March 30, 2009
Monday, March 23, 2009
Monday, March 16, 2009
I was also interested to discover that many teachers consider something as simple as an overhead projector to be using technology in schools. Last week I was observed for one of the lessons I taught the second grade class, and one of the positive comments my instructors made to me after observing my lesson was my effective use of "technology"- and that technology being the overhead projector. This makes me realize that using technology to teach does not have to be an elaborate, over-the-top lesson. Technology should make teaching easier, not harder. If more teachers believed this and educated themselves about technology to make this true, I think more teachers would be eager to take advantage of the technological resources that are available to them through their schools.
Tuesday, February 24, 2009
|Location||Activity||Google Earth Content|
|1. Independence, MO||Answer Question: What would you pack if you were leaving on the Oregon Trail?||Terrain, Borders and Labels, Photo|
|2. Chimney Rock||Answer Question: How do you think Chimney Rock got its name?||Terrain, Borders and Labels, Photo|
|3. Fort Bridger||Math activity: trading post|
Terrain, Borders and Labels, Photo
|4. Oregon City||Journal entry in role||Terrain, Borders and Labels, Photo|
|Details of image overlay / path / polygon:||Path will connect Independence, MO (start), Chimney Rock, Fort Bridger, and Oregon City (finish). Each point will show photos of each location as they may have looked at the time of the Oregon Trail.|
The content of this lesson is based on the 5th Grade Utah Curriculum, Standard 4: "Students will understand that the 19th century was a time of incredible change for the United States, including geographic expansion, constitutional crisis, and economic growth". I am focusing on Objective 1c, which states "Investigate the significant events during America's expansion and the roles people played....Compare the trails that were important during westward expansion (e.g. Oregon, Mormon, Spanish, California)". This virtual tour will take students to 4 major points along the Oregon Trail, allowing them to see the landscape of each destination as well as the path that pioneers traveled to the west. Students will also engage in various activities at each location.
The technology used to create this virtual tour is Google Earth. Students will use computers to view each location with Google Earth, access other websites on the internet for more information, and if possible, type their responses and journal entries on Microsoft Word. Google Earth is a perfect fit for teaching about the Oregon Trail because students can see actual photos of each location and watch the program zoom in and out to see the whole path of the Oregon Trail on a map.
This activity will be especially effective for visual and hands-on learners. They will be able to see the places that we learn about as we discuss the Oregon Trail. The activities provided at each stop (journal writing, answering questions, getting more information, etc.) are also good pedagogy because they keep students actively involved and offer various ways for students to process and apply the content that is learned.
Tuesday, February 3, 2009
The pedagogy I am using in my presentation is to stimulate the students with a different form of media. This will create variety in my classroom because it is different than the usual reading from a book. I can teach the class as a whole using a presentation of this digital storybook, but I can also divide the class into small groups and teach them how to create one of their own. This is good pedagogy because it gets students directly involved and they can take ownership of their own learning. It fits well with the content of language arts because language is all about communicating with others, and part of the content standard I am trying to fulfill is allowing them to present their stories.
The technology I am using in this lesson is the technological process of creating the actual digital storybook. This involves taking digital pictures of the illustrations, loading them to a computer, collecting background music, recording my own voice reading the story, and then combining visual and audio elements to create the digital storybook. This is a perfect fit for teaching language arts because audio and visual elements are the main focus of a story read-aloud, except technology is used to make it more creative and engaging. I will also teach my students the basic steps for creating digital storybooks and invite them to practice using the technology to create their own presentations in small groups.
Story: "Father Grumble"
Monday, February 2, 2009
2. The pedagogy used in this lesson involved several good teaching practices. Allowing students to work in small groups gave students the chance to collaborate and build ideas with their peers. It is a good match for the content taught because students can share their understanding with each other, thus benefitting both students. It is also good for promoting the correct use of the technology used in this lesson because students can teach and learn from each other. Using this activity as an assessment tool is also a great pedagogical choice because a teacher can quickly assess the students' understanding of Utah's geography by the pictures they found to exemplify each geographical feature. Presenting the pictures to the class not only helps students develop their presentation skills, but also gives students extra exposure to the content taught.
3. The technology used in this lesson is the program Google Earth and simple screen capturing technology. Google Earth is a natural match to a lesson about geography content because it gives the students the feeling of exploring the world as they use Google Earth to find real-life pictures of geography either in their own local area or somewhere far across the world. This program allows students to see a window to places beyond their classroom walls. Google Earth is also a great match to the pedagogical aspect of group working because it is a great way for students to work together and they will naturally want to share and talk about the pictures and places they find with their peers. Depending on the classroom, limited resources may also require working in small groups at computers instead of individually. Screen capturing technology is vatal to the content and pedagogy involved in this lesson because it allows images to be captured and saved, so that they may later be presented to the class and referred to as examples.
Tuesday, January 27, 2009
Technology can be a great aid to teachers in all content areas, however often teachers do not know how to apply technology in the content they want to teach. Science, in particular, is a content area that lends itself to using technology to enhance student learning. Recently in my classroom, I discovered a fun and engaging way to teach a 4th grade science standard using Google Earth and screen capturing technology.
Content Knowledge. The curriculum standard was to apply their knowledge to locate examples of wetlands, forests and deserts in Utah. During the weeks prior to this activity, students learned about characteristics of Utah’s geography, including wetlands, forests, and deserts. The day of the activity, I used a projector to give a brief review to the class of how to use Google Earth. I then distributed a list of geographic features that I had prepared for a scavenger hunt activity. Then, in small groups, the students worked together to search for the scavenger hunt items, which included forests, wetlands, and deserts in Utah. For this activity they were limited to only searching in Utah, but for other activities they search multiple countries.
Technological Knowledge. Aside from using Google Earth, students also used other technology skills in this project. After locating each geographic feature on the list, the students used previously taught skills to capture the image on their screen and save it on their computer. These images were shown to the entire class later as examples of the geography that was found. This allowed students to see multiple examples of these geographic features in Utah, without leaving the classroom.
Pedagogical Knowledge. This activity allowed for great teaching methods. Students were working hands on with computers and collaborating in small groups. Students had the opportunity to be creative, and were not restricted to only one right answer. I created a non-competitive environment and gave them sufficient time so they did not rush through the activity, but were able fully participate at their own pace. When they were done finding all the features, I was able to assess their knowledge and understanding of the features by viewing the pictures they captured on Google Earth. The students also were able to share their images with other students at the end to show what they found, and provide more examples of the features to their peers.
Screen capturing technology was used to present the photos students found on Google Earth.
By using technology to teach this science standard, my students were able to become active learners and see a variety of features they were learning about, all in their own state. Incorporating Google Earth and screen capturing in my lesson allowed me to include content, technological, and pedagogical knowledge.
Utah Core Curriculum
4th Grade Science
Standard 5: Students will understand the physical characteristics of Utah's wetlands, forests, and deserts and identify common organisms for each environment.
Objective 1: Describe the physical characteristics of Utah's wetlands, forests, and deserts.
C. Locate examples of areas that have characteristics of wetlands, forests, or deserts in Utah.
Technology Used: Google Earth, Screen Capturing
Monday, January 26, 2009
After learning about TPACK, we had the opportunity in class to start thinking about a science lesson that we could teach to elementary students using the TPACK method. We explored several different science and math technologies including programs such as Stellarium, Google Earth, temperature technology, etc. I really liked the Google Earth program and I think it could be a great way to teach geography and landforms since it is unrealistic to travel around the world to see the sites in person. My plan is to create an elementary lesson on world geography using some kind of scavenger hunt on Google Earth. I think it will be fun for kids to use this technology to actually see the places with the types of landforms they are looking for, and they will have more fun and remember it better than just reading from a textbook or something.