One

Chen, P., & McGrath, D. (2004). Visualize, visualize, visualize: Designing projects for higher- order thinking. Learning & L

1. Based on your experiences, what are some ways in which you might apply ideas presented by the authors in this article?
Visualizing the idea is a great concept when it comes to trying to grab a students’ attention so that they can imagine what they are doing or by allowing their mind to walk through the process of the idea, concept or problem. One way to do this would be to have an example on an overhead start from the beginning and work it all the way out showing each step and thought process. Although I recall this being used by many of my teachers there are also other ways that this can be utilized so that the student can see. There are times when this process will not be enough when that is the case other methods should be included. Simply reviewing the assignment from the book is not enough. Actively engaging the students to come up with some of their own examples and then try to solve the problem by that means may also be a method that can help draw them into the lesson.

2. What is project-based learning and how does it affect the classroom and the way you will teach?
Project-based learning is giving the students a method to discover how to become actively engaged in an assignment. They are no longer simply reading or hearing what it is that is intended, they are now asked to actively engage in a physical domain. Having hands on experimentation allows for real life involvement; seeing, feeling, smelling. This type of learning helps the students to ask the question of why they are doing what they are doing.


3. What is an example of higher-order thinking?
One example of higher-order thinking would be to have the students learn the lesson and then come up with their own method of applying it. Not just learning about a garden but then actually applying what they learned to a real garden and bringing in their findings or results. Not just learning about what ingredients going into the cookie recipe but then making them. What are some theories of the learned idea, and what are some of the possible outcomes; then actually test some of the hypothesis?

4. Locate at least two more articles or resources that either support project based learning or for double credit try to find an author who argues against project based learning. List these in APA format and summarize their key points.
I found two different sources for PBL; the first is in support of the idea by giving resources for teachers to tap into and apply the concepts. The second resource is actually a blog against the PBL process due to problems that may arise for the “left-brainers”, a learner style that the PBL process would actually make more difficult.
Article 1
Johnson, L. & Lamb, A. (2007). Eduscapes. Project, problem, and inquiry-based learning. Retrieved from http://eduscapes.com/tap/topic43.htm

Article 2
Beals, K. ( 2009, February 5). Out in left field. Web blog. Retrieved from http://oilf.blogspot.com/2009/02/against-open-ended-projects-arguments.html

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Two

Richardson, K. (2008). Don’t feed the trolls: Using blogs to teach civil discourse. Learning & Leading with Technology. 35 (7), 12-15.

• Briefly describe what you will use from this article for your own teaching practice.
One of the things that I feel that I can use from this article in my own teaching practices is modeling the type of behavior that I expect from my students. Showing the students the importance of doing the right thing at all times is a matter of integrity and shows good moral character.

• Find at least one more article that furthers the discussion on Blogs. Tell us where it can be located and describe what you found helpful about it.
The article I found was actually at a blog site. http://mywebspace.quinnipiac.edu/PHastings/classroom.html
I found this helpful because there were many topics on the page itself that we have been covering in class. It’s always helpful to get another opinion or insight into what is going on in the 21st century classroom.
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Three

Niess, M. (2005). Scaffolding math learning with spreadsheets. Learning & Leading with Technology, 32 ( 5), 24-26.

• Create two questions that you might ask regarding this article. Then respond to them.
Before you write the questions, check out the resources below.
Q1. As a teacher why do I want to utilize a spreadsheet with mathematics when the students are already over-burdened?
A1. Even though most of our students are learning so much, it seems that it would be just as much of a burden to not use the spreadsheet. At least there would be an introduction to what a spreadsheet is and how to use it not only for math but for other things as well.
Q2. As a student having to use a tool that has so many functions can become overwhelming, often leading to a student wondering why they can’t just take out a piece of paper and do it old school. How would a teacher persuade students that it is a benefit more than not to utilize spreadsheet?
A2 As a student and future teacher I can say that there have been many times within the working world that I have had to use or been asked if I know how to use a spreadsheet. As a teacher conveying the importance of being familiar with such a tool is an essential part of the content standards. I wouldn’t want to tell the students that, that was one of the reasons that they should learn how to use it, but I would say that it is just as useful as knowing a second language.


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Four

Ribble, M., Bailey, G., & Ross, T. (2004). Digital citizenship: Addressing appropriate technology behavior. Learning & Leading with Technology, 32 (1), 6-12.

• Briefly describe and give examples of the nine general areas of Digital Citizenship.

Access: Having an alternative form of communication or access to digital information that would not normally be accessible as easily or readily.

Ex: Gaining entry into a program that does not belong to the student without asking for permission first.

Education: Using technology in the classroom as a resource and infusing it with teachers so they can utilize it as a tool for learning.

Ex: Students using technology in the classroom to cheat on exams. Also allowing students to use technology to retrieve or store information so they can access it when needed.

Etiquette: There are classroom rules and Net-etiquette rules; A set of electronic standards and guidelines of conduct or procedures for technological use and also personal responsibilities. These are still being developed.

Ex: Knowing when the use of instant messaging is appropriate i.e. during class time or outside of school. Best practice is to model appropriate behavior in the classroom.

Commerce: Researching, buying and selling of goods, producing literate citizens, who can regulate themselves.

Ex: Being able to use the internet to make purchases that they wouldn’t have otherwise been able to make, and also making sure that they do so in a manner that is appropriate, i.e. with permission and well thought out research as to pricing and necessity.

Communication: Exchange of information electronically via cell phone, email, pda, etc.

Ex: making sure that students aren’t using technology to exclude others and create a hostile environment. It can also be used as a tool to let others know about upcoming events.

Responsibility: Being able to distinguish the legalities of internet and other technological instruments.

Ex: Knowing the difference between right and wrong when it comes to downloads/uploads i.e. songs, movies and videos. Making sure to pay when it is appropriate and to give credit where credit is due.

Rights: As pertaining to the digital world when creating or publishing it is the same as on the non-digital world, with regards to fair use and copyright laws.

Ex: In regards to copyright rules and responsibilities within the digital world, the students are aware of what then can and cannot do when creating or publishing things in the digital world.

Safety: Physical well being in a digital technology world; awareness of physical dangers in a technological driven world.

Ex: When the students are unaware of potential dangers i.e. predators, bullies, and other sites that may be inappropriate for students.

Security: Self protection with electronic precautions to guarantee safety with electronic sources of data and technology.

Ex: Ensuring that the technology that has been acquired correctly is protected from others doing harm to it, and making changes that would alter the use and or capabilities. When items are damaged it causes people harm in many different forms i.e. computer crashes because of a virus, learning what to do to protect this from happening is important.


• Are there any that you would add?

Yes, ensuring that students have the need to constantly ask questions, make sure that if they don’t understand something that they should get clarification.
In addition I think that it’s imperative that students learn and acknowledge their personal responsibilities, accepting when they do something wrong, and when they have done something right as well.



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Five

Holmes,B. (1998).The database: America's presidents. Learning & Leading with Technology, 25(7), 6-11.

• Write a summary of how you would use a database in your class.

Learning how to organize and evaluate topics, ideas and concepts is key to mastering the many different databases that are found. I could create a database for myself to include my students names, actual grade level,the date, and then keep track of all the assignments and what the students' grade is. With a final tally at the end of the school year, that way I know what assignments have been turned in and what is missing.






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Six

McKenzie, W. (2003). Find the best software: Using Bloom's taxonomy and multiple intelligences to select and use software. Learning & Leading with Technology, 30 (8) 54-58.

• What considerations need to be made on selecting software for the classroom?

Selecting software for the classroom is a responsibility in and of itself. How will this help the students? Will it make it easier or harder for them to learn the material? Is the content and context appropriate, and adjustable? Can this be adapted to each students’ individual needs? This is where I would start when reviewing software for the classroom.

• Describe what you feel is most important to consider after reading this article.

The use of technology is the wave of the future, in order for students to be successful in the 21st century society we as teachers need to do everything we can to help in the exposure and development of software and other technologies. Remembering that it’s not always about how perfect the software is, but that it is exposure to the many different aspects of technology use within the classroom.

• How might software address multiple intelligences?

Software can address multiple intelligences by addressing Visual and Spatial for example; using a software program that can create different maps, pictures, designs, crafts, and much more. Depending on the subject for example some students may do better in math if they can visualize the number of objects they need to count. A student who needs to learn all the states and their capitals may fair better if they can see it on a map and correlate the shape of the state with the name and then they can do the same with the capital. I know for me personally that’s what I had to do. The ultimate go his to help students get and stay motivated to learn, when one process isn’t working then another method needs to be tried in order to find the correct learning style for the individual student.

• Find at least one site on the Internet that explains multiple intelligences and why they are important to consider.
http://www.ldpride.net/learningstyles.MI.htm


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Seven

Hoffenberg, H., & Handler, M. (2001). Digital video goes to school. Learning & Leading with Technology, 29 (2) 10-15.

• What skills are students developing in the process of making a video?

Not only are students learning technological skills such as developing and editing videos they also learn how to evaluate the video visually, as well as deciding the tone of the video the idea or thesis behind the video and they are learning how to work collaboratively as well. Higher-level learning thinking skills allow for creative thinking, developing and idea focusing on a point and deciding what area of the video that they want to include or exclude.

• What type of video formats fit well as a culminating activity?

Some of the video formats that fit into a culminating activity include current events, newscast, documentaries, community events or activities, fundraiser commercials, infomercials, interviews, and music videos. The ideas or possibilities are endless.

• What type of curriculum characteristics makes sense for video?

Characteristics within a video would vary from communicative, informative, a guide or directional video to documentary videos which show changes over time. A snap shot of a point in time which can not be duplicated. Emotional, cultural, memorable, change over time, a process, a phenomenon in nature, and a process slowed to view frame by frame to better understand it.
Experiencing an event that occurs and then provide an opportunity to see it from a different point or perspective shows that there are things that we think happen and then there are things that when viewed through the eyes of a lens shows us something we might not have seen before.

• Briefly describe the guidelines for video use.

With the use of technology in the classroom it’s important to set up the guidelines so that the students have a clear understanding of what is expected of them. As a teacher and a student it’s always important to plan ahead. Informing the students that the video needs to be subject appropriate making sure that they are thinking about who the video is for, what the purpose of the video is and make the appropriate adjustments as they go along to ensure that they are staying on task.
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Eight

Levin, H. (2003). Making history come alive. Learning & Leading with Technology, 31(3) 22-27.

• After reading this article it is hard not to realize the power of using video with students. Describe a way you could use video in a similar way with your own K-12 students.

One of the things that I think would be most beneficial for students would be to learn the differences and or similarities. Creating a video of the student showing perhaps what it is like a day in their life. Asking them to talk about their family members, who they are, what they do for fun or work, where they live or stay and what is their favorite thing to do.
It could be called “a day in my life”.