Web Quest Articles:
http://webct6.csusm.edu/webct/RelativeResourceManager/Template/webquests.pdf
http://webct6.csusm.edu/webct/RelativeResourceManager/Template/webquest20.pdf
http://www.educationworld.com/a_tech/tech073.shtml and http://school.discovery.com/schrockguide/webquest/webquest.html
Filamentality:
http://www.kn.att.com/cgi-bin/fil3.pl
A Web Quest is an inquiery-oriented activity where all the sources are used from the web. It is geared toward using information provided rather than finding information which allows the learner to focus more on the activity rather than finding bits of information to actually do the activity. It is designed to use learners' time most productively and engage learners in thinking in levels of analysis, synthesis and evaluation. Bernie Dodge who first developed Web Quest created a FOCUS diagram to aide anyone in creating a great rather than good Web Quest. (F)stands for "Finding Great Websites". The key to creating a Web Quest with great sites is to search the "deep web" and use search engines that students would otherwise not use. (O) stands for "Orchestrate Learners and Resources". There are two facets to this area. First, Organizing resources is important in making a great Web Quest. In many cases there will not be enough computers per student. The solution to this is to create a Web Quest where students can work both online and offline. Organizing people in an effective and interactive manner will make a Web Quest most efficient. Creating a setting where each student will be accountable yet depend on each other while helping and applauding each other will be very effective; reflection on working most effectively should be built into the Web Quest. When creating a Web Quest these characteristics should be kept in mind. (C) represents "Challenge Your Learners to Think. The challenge here is to get students to successfully analyze and synthesize information. This can be done by having our students go beyond retelling and paraphrasing and engaging them in problem solving, creativity, design and judgement. (U) stands for "Use the Medium". This represents ways in which tasks can be designed to elicit higher level thinking and motivation. Beside just having text, a teacher may bring in voices either in person or through an email link. Also, having a link that is made specifically for students to contribute their thoughts can be highly effective in motivation and eliciting higher thinking. (S) stands for "Scaffold High Expectations". Scaffolding is a temporary structure used to help students act more skilled than they actually are. Three types of scaffolding are reception, transformation and production. "
"A reception scaffold provides guidance in learning from a given resource and retaining what was learned". The transformation scaffold asks learners to think of what hey just read but in another form such as a pattern diagram, brainstorm or, compare and contrast. The production scaffold asks learners to create some kind of form based on what they just read, such as a diagram or pattern. In the article "A Productive and Thought Provoking Use of the Internet" discusses ways of using the web as a motivational force while appeasing parental concerns meanwhile holding students' attention away from other interesting and sometimes inappropriate sites. Some examples given that are geared toward creating engaging and safe Web Quests are to incorporate non computer activities, relate to real world issues, create a product, etc... Both of the above articles regard the many aspects that should be included in a great Web Quest. The last two websites shown above are articles about teachers who actually used Web Quest to it's potential. One example is in Greece, New York, students had a choice of specific historical events to write as short story on as if they were an actual soldier.
The Filamentality website was very appealing to me. I found it to be a very useful tool for a prospective teacher to be introduced to. It is just one example of how many resources the web has to give teachers and students access to interactive and fun lesson planning and lessons while achieving efficiency and productive outcomes for both teacher and student.
Sunday, October 21, 2007
Saturday, October 13, 2007
Blog #7: Wikispaces
Definition: "Any collaborative website that users can easily modify via the web, typically without restriction. A wiki allows anyone, using a web browser, to edit, delete or modify content that has been placed on the site, including the work of other authors. This has been found to work surprisingly well since contributors tend to be more numerous and persistent than vandals and old versions of pages are always available. Text is entered using a simple mark-up language which is then rendered as HTML. A feature common to many of the different implementations is that any word in mixed case LikeThis is automatically turned into a link to a page of that name, which may or may not exist (similar to the linking in this dictionary). In contrast, a web log, (blog) typically authored by an individual, does not allow visitors to change the original posted material, only add comments. Wiki wiki means "quick" in Hawaiian. The first wiki was created by Ward Cunningham in 1995" (www.dictionary.reference.com/browse/wiki). In using the website www.wikispaces.com , I am a participating in the creation of a website where two of my fellow classmates and I can enter the website individually and make our own edits. Through wiki spaces we are able to have online discussions and add content to the website individually. This is a very convenient tool for teachers to use in the classroom because it allows students to participate mutually in the creation of a website thus, engaging students in utilizing this type of technology. As a teacher, one can create their own website through this website that can be accessed by anyone if posted as public. Other options can be chosen such as protected and private; these options allow you to control who you allow to view your site.
In reading "Building the Digital Divide A Building Block for Teachers" By Colleen Swain and Tamara Pearson, I learned about the digital divide problem of the " significant difference in the access to and equity of technology experience based on categories such as income, race, gender, location and education." The digital divide problem is rooted in "the need for more funding and the creation of ideal learning environments". This article discusses the initial steps all teachers can make toward finding solutions for this problem; self evaluation. The first step toward a solution calls for teachers to recognize issues of technology such as location, teacher training, resource availability, etc... within their classrooms and schools. Regarding the issue of placement and how classrooms are used within the classroom concerns primarily the teacher. It is up to the teacher to allow student access to computers throughout the day to create technology as a seemingly natural part of the learning process. In a classroom where computers are limited, this can be done successfully by creating "computer station" where each computer is surrounded by a few chairs so more than just one student may have access at a time. It is important for school administrators to recognize the importance and significance of providing students access to school computers before, during and, after school, as opposed to locking computer labs up except when specific use is authorized. This can be possible through Parent volunteer supervision and the issue of funding can be addressed through grants, vending machine sales, Parent-Teacher Organizations, and the like. Another way teachers can address the digital divide is through software inspection. Software is often used in a limited manner for the student. Where one software will be introduced by a teacher for all student, different types of software will reach more students than just one type (different learning preferences). Also, utilizing only one software does not give the student the opportunity to learn the many types and usages of software. Software Resources may be found on the web, which may help teachers broaden the choices of software by not having to purchase them. In order to begin the process as discussed above, teachers need to start with self reflection of how technology is being used in their classroom and how it can be use more productively toward diminishing the digital divide.
In reading "Building the Digital Divide A Building Block for Teachers" By Colleen Swain and Tamara Pearson, I learned about the digital divide problem of the " significant difference in the access to and equity of technology experience based on categories such as income, race, gender, location and education." The digital divide problem is rooted in "the need for more funding and the creation of ideal learning environments". This article discusses the initial steps all teachers can make toward finding solutions for this problem; self evaluation. The first step toward a solution calls for teachers to recognize issues of technology such as location, teacher training, resource availability, etc... within their classrooms and schools. Regarding the issue of placement and how classrooms are used within the classroom concerns primarily the teacher. It is up to the teacher to allow student access to computers throughout the day to create technology as a seemingly natural part of the learning process. In a classroom where computers are limited, this can be done successfully by creating "computer station" where each computer is surrounded by a few chairs so more than just one student may have access at a time. It is important for school administrators to recognize the importance and significance of providing students access to school computers before, during and, after school, as opposed to locking computer labs up except when specific use is authorized. This can be possible through Parent volunteer supervision and the issue of funding can be addressed through grants, vending machine sales, Parent-Teacher Organizations, and the like. Another way teachers can address the digital divide is through software inspection. Software is often used in a limited manner for the student. Where one software will be introduced by a teacher for all student, different types of software will reach more students than just one type (different learning preferences). Also, utilizing only one software does not give the student the opportunity to learn the many types and usages of software. Software Resources may be found on the web, which may help teachers broaden the choices of software by not having to purchase them. In order to begin the process as discussed above, teachers need to start with self reflection of how technology is being used in their classroom and how it can be use more productively toward diminishing the digital divide.
Sunday, October 7, 2007
Blog 6: Spreadsheets
Excel and the use of spreadsheets can organize one's life in just minutes. Excel can be especially useful for a teacher in the classroom as well. For example, a teacher can create a grade book for each class and make changes that will automatically update the rest of the information that would be mathematically affected by the change. Lets take a look at what constitutes a spreadsheet. A spread sheet is made up of columns, rows and cells. Within each cell such data as text (labels, names), number data (constants), and formulas (equations), can be inserted. The COLUMN is the vertical space that is up and down the window and designated by capital letters located along the top of the spreadsheet. The horizontal space that is going across the window is a ROW designated with numbers along the left side of the spreadsheet. Throughout the spreadsheet are intersections where the rows and columns meet; these intersections are called CELLS. The cell is designated by it's column letter and row number. Three different types of data that can be entered into a cell are labels, constants and formulas. LABELS are text values with no numerical information and are typically used for identifying what is being talked about so that we know the topical information of the column or row. CONSTANTS are fixed number information with a fixed value. FORMULAS are entries that consist of an equation that calculates the value of given information. Upon the change of number data, the value will be updated based on the formula when referenced by the cell number and not the actual data number. All formulas begin with an equal sign and, a list of functions are provided in excel under the insert menu. When using functions it is best to reference the cells as much as possible as opposed to typing data in equations. This is so that you don't have to type the information in again and if information changes you don't have to change the equation. There are many different functions that can be used in excel. Some examples are max, min, sum, average, count, IF, etc... Once you have your information into the spreadsheet it can look pretty boring. To "dress" it up a bit you can go to the format menu and format the text and numbers to your liking. As things change or mistakes happen, there are many adjustments that may be made into a spreadsheet without having to start over. Excel is a useful tool for anyone who knows how to use it. Because it is flexible, fast and accurate it can appeal to both teacher and student.
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