Thursday, March 28, 2013
I recently constructed and implemented a lesson that was designed to teach students about the formation of fossil fuels, how to use a digital microscope, and the nature of plancton. I tend to align my personal philosophy in education with inquiry based models that allow students to form their own personal understandings by exploring materials that I provide to them. This style of teaching is most affective in science lessons.
Aside from the sixth grade content standards that suppose students will have an understanding of the formation of oil, be able to use technology to measure an observable aspect of the natural world, and to reflect upon how globalization of scientific understandings have affected culture I wanted students to construct their own theories as to how these scientific processes affect them on a daily basis. To do this I primed them with a few essential questions. Unfortunately it is very common for students to feel the need for specific guided instruction, perhaps this is due to the fact that most students in the nited States have received a very scripted education and have trouble constructing personal enduring understandings when given the freedom to experiment.
The lesson consisted of four centers that could be approached in any order. This allowed me to optimize my time insured that every student was engaged continuously. Each station also incorporated some form of technology. At one station students watched this video which describes the life cycle of plancton: http://ed.ted.com/lessons/the-secret-life-of-plankton. Another station allowed students to work through an animation that demonstrated the process by which plancton are turned into fossil fuels over the span of millions of years. A station that implemented the use of a digital microscope and a smart board allowed students to attain view plancton that they prepared from a collection that I attained at a local pond. Photos and videos of them can be viewed later in this blog.
As a means to access student understanding I discussed, saved their pictures, and requested that they write two short entries. One entry requested that students describe the physical makeup of their plancton. The other entry requested that students critically consider how fossil fuels are used in our society and how they use them on a daily basis. Most students were able to give very thoughtful responses. after applying a survey I received good feedback. Students responded by saying that they enjoyed working through centers and using the microscope. One criticism was that the lesson was kind of unclear and that they were unsure of what they were suppose to be learning. I deliberately abstained from announcing any learning goals to students in hopes that they would form their own. This can be confusing at first though people usually jump in and start to explore. I included two digital artifacts in this blog consisting of students videos and the TED - ED lesson they viewed.
Aside from the sixth grade content standards that suppose students will have an understanding of the formation of oil, be able to use technology to measure an observable aspect of the natural world, and to reflect upon how globalization of scientific understandings have affected culture I wanted students to construct their own theories as to how these scientific processes affect them on a daily basis. To do this I primed them with a few essential questions. Unfortunately it is very common for students to feel the need for specific guided instruction, perhaps this is due to the fact that most students in the nited States have received a very scripted education and have trouble constructing personal enduring understandings when given the freedom to experiment.
The lesson consisted of four centers that could be approached in any order. This allowed me to optimize my time insured that every student was engaged continuously. Each station also incorporated some form of technology. At one station students watched this video which describes the life cycle of plancton: http://ed.ted.com/lessons/the-secret-life-of-plankton. Another station allowed students to work through an animation that demonstrated the process by which plancton are turned into fossil fuels over the span of millions of years. A station that implemented the use of a digital microscope and a smart board allowed students to attain view plancton that they prepared from a collection that I attained at a local pond. Photos and videos of them can be viewed later in this blog.
As a means to access student understanding I discussed, saved their pictures, and requested that they write two short entries. One entry requested that students describe the physical makeup of their plancton. The other entry requested that students critically consider how fossil fuels are used in our society and how they use them on a daily basis. Most students were able to give very thoughtful responses. after applying a survey I received good feedback. Students responded by saying that they enjoyed working through centers and using the microscope. One criticism was that the lesson was kind of unclear and that they were unsure of what they were suppose to be learning. I deliberately abstained from announcing any learning goals to students in hopes that they would form their own. This can be confusing at first though people usually jump in and start to explore. I included two digital artifacts in this blog consisting of students videos and the TED - ED lesson they viewed.
Sunday, February 24, 2013
Sugata Mitra: The child-driven education
http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html
Thursday, February 14, 2013
Safe, legal and ethical use of digital information
We all have differing experience levels with the use of technology, and we all have different ideas of how technology can and should be used responsibly. Considering ethical usages of technology is paramount in schools. Teachers need to inform students of the implications involved in being open to the world via the internet.
The internet is vast. It could be said that all of man's accumulated knowledge is there and ready to be accessed. Given this though it is very important for teachers and parents to know what information their student's are accessing and how it may influence their development.
Student's often utilize technology as a means to communicate and share their experiences. Given the separation of one to one human interaction, the computer can be a shield between the individual producing a communication and the recipient. Due to this dissonance trends such as cyber bullying and "trolling" have become quite popular. These unethical uses of technology often affect individuals in profound was that may be unknown by those who produce such communications. Teachers must inform students on the impact their remarks may have on others while communicating through technology.
One of the simplest ways to abuse technology is to use it commit crimes. Torrenting/pirating data has become very popular and is vary illegal. Students face huge fines and possible jail time every time they illegally download a file. Although this is an easy way to attain pretty much any type of digital information you can think of, the consequences always outweigh the benefits.
With all of man's accumulated knowledge at their fingertips, it is very tempting for students to use technology to cheat. There are hundreds of resources available to pretty much everyone that enable cheating. Some sites offer already written essays, others offer answers to specific test and quizes. With this resource available teachers must mount a defensive. Unfortunately teachers are often forced to use software that can detect plagiarism. Informing students that such counter measures are present may prevent them from cheating and spare them the embarrassment of facing failure due to their breach of academic integrity.
The internet is vast. It could be said that all of man's accumulated knowledge is there and ready to be accessed. Given this though it is very important for teachers and parents to know what information their student's are accessing and how it may influence their development.
Student's often utilize technology as a means to communicate and share their experiences. Given the separation of one to one human interaction, the computer can be a shield between the individual producing a communication and the recipient. Due to this dissonance trends such as cyber bullying and "trolling" have become quite popular. These unethical uses of technology often affect individuals in profound was that may be unknown by those who produce such communications. Teachers must inform students on the impact their remarks may have on others while communicating through technology.
One of the simplest ways to abuse technology is to use it commit crimes. Torrenting/pirating data has become very popular and is vary illegal. Students face huge fines and possible jail time every time they illegally download a file. Although this is an easy way to attain pretty much any type of digital information you can think of, the consequences always outweigh the benefits.
With all of man's accumulated knowledge at their fingertips, it is very tempting for students to use technology to cheat. There are hundreds of resources available to pretty much everyone that enable cheating. Some sites offer already written essays, others offer answers to specific test and quizes. With this resource available teachers must mount a defensive. Unfortunately teachers are often forced to use software that can detect plagiarism. Informing students that such counter measures are present may prevent them from cheating and spare them the embarrassment of facing failure due to their breach of academic integrity.
Monday, February 11, 2013
Sunday, February 10, 2013
After reviewing several articles on technology in the special education classroom my partner and I have begun construction on a website that will provide information, practical applications, and resources for individuals who are seeking to better understand how special education and technology can merge. I will post the url to our site as soon as it is finished.
Subscribe to:
Posts (Atom)