The uses of interactive whiteboards and digital voice recorders are limitless as long as you are creative. Lets begin with the interactive whiteboards. This year I'm having a real hard time with my students and writing quality lab reports. I think it would be very beneficial for my students if we could go over some lab reports my students have written and have them use the interactive whiteboard to either correct or point out key aspects of the lab report. How this lesson would work is I would first scan several different lab reports showing below average, average, exceeding, and excelling areas. Then I would display them on the interactive board and call on several students to make any corrections they feel are necessary. After discussing the different lab reports and the key components the class will create a rubric for the "perfect lab report". You might be thinking to yourself why not just put them on an overhead transparency and write right on it there. That's a very good question the major benefit to using the whiteboard is that it will allow me to save the file and upload it to my web-site so if my students ever need to refer back to how to create a perfect lab report or what not to put in a lab report they would be able to bring up the file anytime, anywhere.
I've always wanted to incorporate real life science into my classroom and the digital voice recorder would allow me to do this. A project I have been thinking about it is how is Biology used in real life situations and careers. The students would be split up into groups of two and would have a list of adults in several different careers that they could choose from. Then the student would need to go and interview the adult and create an iMovie or powerpoint or another type of media and present a type of commercial job posting piece on their specific career. This would incorporate so many different technologies and most importantly they will utilize their communication skills with adult figures. In addition to the project deliverable I would have the students critique their own interviews and write a reflection piece on what went well and how they could improve on it for the future.
A second way of using the interactive whiteboard would be during my genetics unit. There is a ton of genetic story problems that the students have to learn and perform and so the whiteboard would allow both myself and the students to get up out of their chairs and work together. The best part is at the end of the class period I can save the information and be able to bring it back up the next day and not have to worry about what point we left off.
Monday, October 22, 2007
Tuesday, October 9, 2007
Output Devices, Output Devices, How I Love Thee.
Let me count the ways.
1. iPod. There are several uses for the iPod in my classroom. First use would have come in handy today. My idea would be signaling when it's time to clean up the lab. My lab classroom is separate from my regular classroom so instead of lugging my laptop back and forth i can just play the iPod with speakers. Another idea is to actually tape my lectures and podcast them for students who have missed that day. My high school is a very grueling stressful environment and to miss one day feels as though the student misses a week. If podcasting allows the student to catch up more quickly then it might be worth the little extra effort on my end especially since I could use the same podcast each year for the lectures.
2. Jumpdrives. I love these things. I make my students purchase one for any project that we do in class. For example first semester students need to create a power point project and present them in class. Since students are using my computer to project the presentation the file needs to work on my computer and also be saved onto my computer. The fastest and easiest way to transfer files is by using a jump drive. I love these things.
3. iMovies. Creating iMovies in class could keep more students engaged in certain subject areas that may be lacking their interest. For example, my students must create their own experiments from scratch second semester. Right now I have the students present their experiment and findings through a power point presentation. It might be very interesting to have them create an iMovie and present that instead. The iMovie will also allow the students to capture their entire process from start to finish and present it out. Ooh, I'm liking this idea, I think I might try it out with one of my classes.
1. iPod. There are several uses for the iPod in my classroom. First use would have come in handy today. My idea would be signaling when it's time to clean up the lab. My lab classroom is separate from my regular classroom so instead of lugging my laptop back and forth i can just play the iPod with speakers. Another idea is to actually tape my lectures and podcast them for students who have missed that day. My high school is a very grueling stressful environment and to miss one day feels as though the student misses a week. If podcasting allows the student to catch up more quickly then it might be worth the little extra effort on my end especially since I could use the same podcast each year for the lectures.
2. Jumpdrives. I love these things. I make my students purchase one for any project that we do in class. For example first semester students need to create a power point project and present them in class. Since students are using my computer to project the presentation the file needs to work on my computer and also be saved onto my computer. The fastest and easiest way to transfer files is by using a jump drive. I love these things.
3. iMovies. Creating iMovies in class could keep more students engaged in certain subject areas that may be lacking their interest. For example, my students must create their own experiments from scratch second semester. Right now I have the students present their experiment and findings through a power point presentation. It might be very interesting to have them create an iMovie and present that instead. The iMovie will also allow the students to capture their entire process from start to finish and present it out. Ooh, I'm liking this idea, I think I might try it out with one of my classes.
Monday, September 17, 2007
Brief Overview of Teaching Situation
My name is Brandi Argentar and I teach Biology to 9th and 10th graders. I teach both Regular and Honors classes. The demographics of my students are mainly upper-middle class students and come from strong parental support families. I would say 80-90% of my students have a home computer and printer, and if they do not my school has over 100 computers for the students to use both before, during, and after school. I utilize technology everyday of my life which includes my courses. I try to incorporate several different technology strategies including but not limited to: PowerPoint, Internet Activities, Student Response Systems, Word Processing, Email, Web Sites, etc. My new passion is the Student Response Systems (SRS) and you can read more about that on my Current Use of Technology post.
Current Use of Technology in My Classroom
I think the main technological advance that I would not be able to live/teach without is the computer. My overall teaching career would be completely different if I didn't have a computer. First and foremost, everyday I put a daily sheet up on the overhead projector, yes I could use overhead transparencies, but that wouldn't be very environmentally friendly being that I am a Biology teacher. Also, I teach freshman and during the course of a unit I lecture 2-3 times. I like to use powerpoint in order to allow my students to follow along and learn proper note-taking skills. Another aspect is Word Processing on the computer. Without Microsoft Office, everything would either have to be hand written or typed on a typewrite. Which requires perfect typing skills and no room for grammatical error. Finally, without the invention of the computer, we wouldn't have the web, email, or IM. Without these tools it would make communication between myself and my students/teachers much more sparse and difficult. As of right now, I have 50 of my 120 students already IMed me, plus I frequently email with both students and parents. It enables the students/parents to keep on top of their classroom work and grades.
My current passion are the Student Response Systems (SRS). I'm trying to always continually engage my students with different types of technologies. The SRS remotes allow the students to use a common remote which makes them feel like it's a game (and sometimes I will incorporate like a review game. This keeps them engaged and also allows me to see where my students are having trouble and address it right away.
My current passion are the Student Response Systems (SRS). I'm trying to always continually engage my students with different types of technologies. The SRS remotes allow the students to use a common remote which makes them feel like it's a game (and sometimes I will incorporate like a review game. This keeps them engaged and also allows me to see where my students are having trouble and address it right away.
Saturday, June 2, 2007
Evidence Based Post #4 - Rise of Plagiarism
Brandi Argentar
TIE 542
Evidence Based Posting #4 – Internet and Rise of Plagiarism
This past Friday I had lunch with several colleagues and one was complaining about a student who decided to plagiarize her final paper in her class. This made me start thinking about my own students and how often plagiarism occurs. I have already caught three students this year alone plagiarizing from the Internet. Because the Internet is so easily accessible these students are able to just copy and paste in a matter of minutes. I try to look closely and guess which students may have plagiarized and then put the phrase into a search engine but unfortunately it doesn’t work all of the time. Plus I don’t have the time to enter phrases into search engines for each of my students. In addition to all of this the Internet is both a public and private source, so how does a teacher know what to be looking for as actual plagiarism versus a web-site allowing the user to use their information? Sometimes I feel that keeping up with all of the new sites out there makes it a much more difficult and time-consuming task for us educators. Another aspect of all of this is that I am more skeptical of all of my students because of the rise of plagiarism today. I don’t like thinking the worst of my students all the time. Brian Greggs from Roosevelt High School makes me feel very uneasy when he said, “I wouldn’t say it’s rampant, but everyone’s done it.” How can we educate our students with the difference between right and wrong? Is there a way to combat all of this, besides purchasing the plagiarism software?
Thompson, Lynn. "Educators Blame Internet for Rise in Student Cheating." Seattle Times 16 June 2005. 2 June 2007.
TIE 542
Evidence Based Posting #4 – Internet and Rise of Plagiarism
This past Friday I had lunch with several colleagues and one was complaining about a student who decided to plagiarize her final paper in her class. This made me start thinking about my own students and how often plagiarism occurs. I have already caught three students this year alone plagiarizing from the Internet. Because the Internet is so easily accessible these students are able to just copy and paste in a matter of minutes. I try to look closely and guess which students may have plagiarized and then put the phrase into a search engine but unfortunately it doesn’t work all of the time. Plus I don’t have the time to enter phrases into search engines for each of my students. In addition to all of this the Internet is both a public and private source, so how does a teacher know what to be looking for as actual plagiarism versus a web-site allowing the user to use their information? Sometimes I feel that keeping up with all of the new sites out there makes it a much more difficult and time-consuming task for us educators. Another aspect of all of this is that I am more skeptical of all of my students because of the rise of plagiarism today. I don’t like thinking the worst of my students all the time. Brian Greggs from Roosevelt High School makes me feel very uneasy when he said, “I wouldn’t say it’s rampant, but everyone’s done it.” How can we educate our students with the difference between right and wrong? Is there a way to combat all of this, besides purchasing the plagiarism software?
Thompson, Lynn. "Educators Blame Internet for Rise in Student Cheating." Seattle Times 16 June 2005. 2 June 2007
Tuesday, May 22, 2007
Site of The Week #4 - howstuffworks.com
Site of the Week #4 How Stuff Works
http://howstuffworks.com
This is an excellent tool for both teachers and students. If a teacher needs to look anything up they can come directly to this web site. Also if students need a resource to figure out an answer to a specific area they can use this website. Many of my students have used this site for their research assignments. In addition to text information ‘How Stuff Works’ may contain pictures, animations, videos, and sound bytes to further supply knowledge on the subject matter.
Right now in Biology there is something going on in the environment that I believe requires a teacher’s attention. You may not be aware of this but the 17-year cicadas are due to come out of the ground this week. When I type in 17-year cicada into the search box five different links popped up, one of which was labeled “Introduction to How Cicadas Work”. This is an excellent starting ground for student research.
‘How Stuff Works’ can be used in any content area, but this specific search on cicadas goes along with the following standard:
12.B.4a Compare physical, ecological and behavioral factors that influence interactions and interdependence of organisms.
http://howstuffworks.com
This is an excellent tool for both teachers and students. If a teacher needs to look anything up they can come directly to this web site. Also if students need a resource to figure out an answer to a specific area they can use this website. Many of my students have used this site for their research assignments. In addition to text information ‘How Stuff Works’ may contain pictures, animations, videos, and sound bytes to further supply knowledge on the subject matter.
Right now in Biology there is something going on in the environment that I believe requires a teacher’s attention. You may not be aware of this but the 17-year cicadas are due to come out of the ground this week. When I type in 17-year cicada into the search box five different links popped up, one of which was labeled “Introduction to How Cicadas Work”. This is an excellent starting ground for student research.
‘How Stuff Works’ can be used in any content area, but this specific search on cicadas goes along with the following standard:
12.B.4a Compare physical, ecological and behavioral factors that influence interactions and interdependence of organisms.
Saturday, May 19, 2007
Evidence Based Post #3 - Should Educators Use IM with Students?
Brandi Argentar
TIE 542
Evidence Based Post #3 – Should Educators Utilize IM to Communicate With Students?
Instant Messaging (IM) is all the rage right now, not only with students but adults as well. My high school piloted a program last year to incorporate more technology into the classroom, and one suggestion was to create a school screenname in order to communicate with our colleagues. A few teachers have taken it a step further and shared their school screen name with their students. I am one of those teachers who has given out my school screen name to students for them to access me at night and weekends.
Chickering and Gamson (1987) created the ‘Seven Principles for Good Practice in Undergraduate Education’ which I think can be used for high school students as well. These principles are:
1. Encourages contact between students and faculty
2. Develops reciprocity and cooperation among students
3. Encourages active learning
4. Gives prompt feedback
5. Emphasizes time on task
6. Communicates high expectations
7. Respects diverse talents and ways of learning
After using IM for two full school years I have witnessed the first four principles almost every day, while the remaining three have been scattered throughout the year. At the beginning of the school year my students are very surprised when they find out their teacher uses IM, but by the time the first test rolls around they are extremely happy that they can reach me at night to ask questions.
Don’t get me wrong there is one major drawback to the use of IM by a teacher. Robert Farmer states it perfectly, “Time Online!, Time Consuming!, Time Commitment!, and Time!!!” I often fund myself online for hours at a time helping students. I need to set virtual office hours and stick to them. The students need to be able to still rely on their own resources and their own drive to find answers. They mustn’t rely just on me because I’m the easiest source to touch.
In conclusion, I believe IM is very beneficial to the instructional environment and adds another component to the growing array of knowledge at the students’ fingertips. But as with anything, educators must set limits and realistic policies or else the students will become to reliant on IM and the teacher, and the teacher will go crazy with the amount of time and energy put into Instant Messaging.
Chickering A. W and Gamson Z. Seven principles for good practice in undergraduate education. 1997 May 2007. http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm
Farmer, R.: Instant Messaging -- Collaborative Tool or Educator's nightmare!
The North American Web-based Learning Conference (NAWeb 2003) (2003).
http://www.unb.ca/naweb/proceedings/2003/PaperFarmer.html
TIE 542
Evidence Based Post #3 – Should Educators Utilize IM to Communicate With Students?
Instant Messaging (IM) is all the rage right now, not only with students but adults as well. My high school piloted a program last year to incorporate more technology into the classroom, and one suggestion was to create a school screenname in order to communicate with our colleagues. A few teachers have taken it a step further and shared their school screen name with their students. I am one of those teachers who has given out my school screen name to students for them to access me at night and weekends.
Chickering and Gamson (1987) created the ‘Seven Principles for Good Practice in Undergraduate Education’ which I think can be used for high school students as well. These principles are:
1. Encourages contact between students and faculty
2. Develops reciprocity and cooperation among students
3. Encourages active learning
4. Gives prompt feedback
5. Emphasizes time on task
6. Communicates high expectations
7. Respects diverse talents and ways of learning
After using IM for two full school years I have witnessed the first four principles almost every day, while the remaining three have been scattered throughout the year. At the beginning of the school year my students are very surprised when they find out their teacher uses IM, but by the time the first test rolls around they are extremely happy that they can reach me at night to ask questions.
Don’t get me wrong there is one major drawback to the use of IM by a teacher. Robert Farmer states it perfectly, “Time Online!, Time Consuming!, Time Commitment!, and Time!!!” I often fund myself online for hours at a time helping students. I need to set virtual office hours and stick to them. The students need to be able to still rely on their own resources and their own drive to find answers. They mustn’t rely just on me because I’m the easiest source to touch.
In conclusion, I believe IM is very beneficial to the instructional environment and adds another component to the growing array of knowledge at the students’ fingertips. But as with anything, educators must set limits and realistic policies or else the students will become to reliant on IM and the teacher, and the teacher will go crazy with the amount of time and energy put into Instant Messaging.
Chickering A. W and Gamson Z. Seven principles for good practice in undergraduate education. 1997 May 2007. http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm
Farmer, R.: Instant Messaging -- Collaborative Tool or Educator's nightmare!
The North American Web-based Learning Conference (NAWeb 2003) (2003).
http://www.unb.ca/naweb/proceedings/2003/PaperFarmer.html
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