Assessment with Technology
This chapter works off the premise that, to give students authentic learning experiences necessitates authentic assessment. Authentic assessment is more than a multiple choice test, it is one where student demonstrate the depth and breath of their grasp of the skill or concept. Technology offers a powerful tool to such ends. In the past (and today) computers were used to scan in answers from multiple choice test, or to give them. This does have its merits in that the administrator can quickly and easily analyzed test results using statical analysis that can drive the focus of future instruction. However, there are more options today where students can demonstrated their learning beyond selecting the correct response. Students can create portfolios in a number of ways and through a number of mediums that demonstrate their learning, where they are teaching the computer what they know. Students can also get instant feedback from computers and teachers can quickly check for understanding and adjust instruction as they teach through remote responders and survey programs. Rubrics have been around for a Milena and computers have made it easier and more effective to produce them. I will run student papers through a printer and print the rubric right on the back of the paper. We need to use authentic assessments to really know what advancements are occurring in the classroom, we can just appeal to good testers.
Sunday, March 30, 2008
Book Reading Chapter 9
Visualizing with Technologies
It is disconcerting how many ideas for the classroom are too abstract and complex. Variables of plenty are fine when students have experience with slightly less and then stretch to more. Complex and abstract are fine if the student is emergent in formal thought. The idea of using graphic calculators and managing traffic flow due to a chemical spill are great things but only a few student in the latter years of high school can handle such things. So, it is disconcerting how many ideas in the book are aimed at a few students. However, there are a couple of tools that would address some of our state standards that are also asking too much too soon of our students. The statistical tools seem like easy to use tools that are compatible with existing programs. Some of the basic geographical tools could be used, but not as described. Students need to start with more concrete activities that have inroads to the abstract. Finally, I do think the video production is completely accessible for all students and provides a way for students to think through a production and what goes into a documentary or story, thus incidental learning a plot and using the great tool: a story board.
It is disconcerting how many ideas for the classroom are too abstract and complex. Variables of plenty are fine when students have experience with slightly less and then stretch to more. Complex and abstract are fine if the student is emergent in formal thought. The idea of using graphic calculators and managing traffic flow due to a chemical spill are great things but only a few student in the latter years of high school can handle such things. So, it is disconcerting how many ideas in the book are aimed at a few students. However, there are a couple of tools that would address some of our state standards that are also asking too much too soon of our students. The statistical tools seem like easy to use tools that are compatible with existing programs. Some of the basic geographical tools could be used, but not as described. Students need to start with more concrete activities that have inroads to the abstract. Finally, I do think the video production is completely accessible for all students and provides a way for students to think through a production and what goes into a documentary or story, thus incidental learning a plot and using the great tool: a story board.
Wednesday, March 26, 2008
Reading #10
A reaction to: Authentic Learning for the 21st Century
By Marilyn M. Lombardi
Everywhere I look in education from state standards to administrative directives to research articles there is a clear push to higher level thinking in the classroom. I must admit that this sounds great and fits into all teachers’ dreams. In practice though this is a difficult ideal to enact, unless you want to focus social issues. I don’t want to presume to disagree with the experts but I feel that this approach is all wrong. I will also add that the approach of teaching to a multiple-choice test is also wrong.
Where we agree is on the idea that learning should be authentic. Students need to see how content is relevant to their lives whenever possible. Memorization and rot learning can have little staying power and thus little relevance.
Here is my problem. Students are not often capable of higher-level thinking. Students are defiantly into learning by doing, and experiencing. I think that the higher order goals should be secondary. A good authentic lesson will have natural inroads to higher-order-thinking and concepts but we can’t mark them as the standard, rather it must be incidental to the learning process. As students get older and are more capable of higher-order-thinking they will reach back and make those leaps, and draw those conclusions.
Technology is beautiful toward these goals. Technology is very concrete, but it does provide inroads to formative thinking. Technology provides authentic experiences to students and lets them experience and work on things that they would not normally have access to. Technology is the greatest authentic education tool in education today short of setting up apprentiships for students.
By Marilyn M. Lombardi
Everywhere I look in education from state standards to administrative directives to research articles there is a clear push to higher level thinking in the classroom. I must admit that this sounds great and fits into all teachers’ dreams. In practice though this is a difficult ideal to enact, unless you want to focus social issues. I don’t want to presume to disagree with the experts but I feel that this approach is all wrong. I will also add that the approach of teaching to a multiple-choice test is also wrong.
Where we agree is on the idea that learning should be authentic. Students need to see how content is relevant to their lives whenever possible. Memorization and rot learning can have little staying power and thus little relevance.
Here is my problem. Students are not often capable of higher-level thinking. Students are defiantly into learning by doing, and experiencing. I think that the higher order goals should be secondary. A good authentic lesson will have natural inroads to higher-order-thinking and concepts but we can’t mark them as the standard, rather it must be incidental to the learning process. As students get older and are more capable of higher-order-thinking they will reach back and make those leaps, and draw those conclusions.
Technology is beautiful toward these goals. Technology is very concrete, but it does provide inroads to formative thinking. Technology provides authentic experiences to students and lets them experience and work on things that they would not normally have access to. Technology is the greatest authentic education tool in education today short of setting up apprentiships for students.
Tuesday, March 18, 2008
Reading #9
New Times Demand New Ways of Learning
This is one of the better articles that I've read addressing learning. There is a natural connection with technology and relevant styles of teaching. They acknowledge the testing culture in schools. I found it interesting that integration of technology does not translate into higher test scores. I also found their definitions good, they seemed more scientific and less teacher centered.
I think that in a number of ways we are up against a lot. All schools care about are higher test scores. If you can't prove that technology can raise test scores then you can't get schools to move in using it. I believe that despite the merits of testing and its implications on students learning that technology can help raise test scores. Any time you can demonstrate something through media and give students a chance to teach what they have learned through technology then you do two things. One you have more differentiated instruction and two students really learn something when they have to teach it, even to a computer.
This is one of the better articles that I've read addressing learning. There is a natural connection with technology and relevant styles of teaching. They acknowledge the testing culture in schools. I found it interesting that integration of technology does not translate into higher test scores. I also found their definitions good, they seemed more scientific and less teacher centered.
I think that in a number of ways we are up against a lot. All schools care about are higher test scores. If you can't prove that technology can raise test scores then you can't get schools to move in using it. I believe that despite the merits of testing and its implications on students learning that technology can help raise test scores. Any time you can demonstrate something through media and give students a chance to teach what they have learned through technology then you do two things. One you have more differentiated instruction and two students really learn something when they have to teach it, even to a computer.
Reading #9
Transforming Learning Through Technology
This article looks at state standards in technology and how well they are represented in schools. It asks the question of weather or not governments are getting a return on their investment. They acknowledge a technology divide, but they use 10 year old data. They address teacher education needing to be focused on today and today's technology. The article ends with a plan for solving the tech divide.
I disagree with the tech divide mainly because a lot of things have changed in ten years. I think a lot of the remaining problems will be solved through the generation x and y teachers entering the teaching field. Also, schools need to see technology as a part of regular classroom activities and not as an add on. I know that younger teachers feel limited if they can't use technology in every lesson.
This article looks at state standards in technology and how well they are represented in schools. It asks the question of weather or not governments are getting a return on their investment. They acknowledge a technology divide, but they use 10 year old data. They address teacher education needing to be focused on today and today's technology. The article ends with a plan for solving the tech divide.
I disagree with the tech divide mainly because a lot of things have changed in ten years. I think a lot of the remaining problems will be solved through the generation x and y teachers entering the teaching field. Also, schools need to see technology as a part of regular classroom activities and not as an add on. I know that younger teachers feel limited if they can't use technology in every lesson.
Tuesday, March 4, 2008
Class 8 Book reading
Chapter 7
This chapter challenged and built on my knowledge about online communication. Asynchronous communication levels the playing field for those who prefer to give a thoughtful answer. Students can all contribute to a discussion. Responses can be examined and weighed over time before a reaction is generated. Classes can post a discussion for both Internet bases courses and local ones. I seems like the Internet really has the power to level the playing field in this way. The Internet has already leveled the playing field in news, and knowledge. I am actively producing PodCasts and I will simply say that I agree with the book and see this as a growing trend in education. Video conferencing seems like it would have to be a sometimes thing. I see it as a great tool, especially if you could really gain access to great minds.
Classroom application: I think that students will see message boards and blogs as another boring written assignment and an obligation. I suppose, like anything, you can make it interesting. I like stuff that really stretches kids. Making a PodCast or a VodCast will stretch a kid and motivate them. I think that if we can capture a students' imagination then we can capture a student. My point is this: we need to provide motivation with imaginative and creative activities connected with communication, because lets face it. Students struggle already to communicate and especially with adults and none-friend-peers.
This chapter challenged and built on my knowledge about online communication. Asynchronous communication levels the playing field for those who prefer to give a thoughtful answer. Students can all contribute to a discussion. Responses can be examined and weighed over time before a reaction is generated. Classes can post a discussion for both Internet bases courses and local ones. I seems like the Internet really has the power to level the playing field in this way. The Internet has already leveled the playing field in news, and knowledge. I am actively producing PodCasts and I will simply say that I agree with the book and see this as a growing trend in education. Video conferencing seems like it would have to be a sometimes thing. I see it as a great tool, especially if you could really gain access to great minds.
Classroom application: I think that students will see message boards and blogs as another boring written assignment and an obligation. I suppose, like anything, you can make it interesting. I like stuff that really stretches kids. Making a PodCast or a VodCast will stretch a kid and motivate them. I think that if we can capture a students' imagination then we can capture a student. My point is this: we need to provide motivation with imaginative and creative activities connected with communication, because lets face it. Students struggle already to communicate and especially with adults and none-friend-peers.
Monday, March 3, 2008
Reading #8
Common Sense Media Forum webcast
This webcast really highlighted some of the issue and dichotomies of virtual worlds for teens, and more importantly some of the educational potential. I was not sure when to cheer, when I heard the controlling parents or the sort of liberally minded virtual advocates. I came to a couple of conclusions. One, these virtual worlds are potentially dangerous. Two, virtual worlds have huge educational potential. But I think both can be addressed through a single philosophy.
Children at play have always tried to replicate what adults do in their own little worlds and according to their interpretations. There is an element of rebellion and self actualization. Kids play house, with cars, and role play everything. What is especially surprising about them doing this behavior online? Why not accept this form of play and use it for education. I think people are made to play as a way to learn. I liked what one of the panelists said, "when you stop learning you stop having fun". Here is what I'm driving at: Make virtual worlds as relevant and real to the experiences and issues of the real world. Virtual world should be the new playgrounds of the real world in miniature seen through the eyes of a child.
This webcast really highlighted some of the issue and dichotomies of virtual worlds for teens, and more importantly some of the educational potential. I was not sure when to cheer, when I heard the controlling parents or the sort of liberally minded virtual advocates. I came to a couple of conclusions. One, these virtual worlds are potentially dangerous. Two, virtual worlds have huge educational potential. But I think both can be addressed through a single philosophy.
Children at play have always tried to replicate what adults do in their own little worlds and according to their interpretations. There is an element of rebellion and self actualization. Kids play house, with cars, and role play everything. What is especially surprising about them doing this behavior online? Why not accept this form of play and use it for education. I think people are made to play as a way to learn. I liked what one of the panelists said, "when you stop learning you stop having fun". Here is what I'm driving at: Make virtual worlds as relevant and real to the experiences and issues of the real world. Virtual world should be the new playgrounds of the real world in miniature seen through the eyes of a child.
Subscribe to:
Posts (Atom)
