Here is the breakdown of web awareness as it pertains to the classroom.
Thursday, November 4, 2010
Tuesday, October 5, 2010
Math Drill Using Technology
Title of Activity: Multiplication
Reference Section:
Retrieved October 4, 2010 from http://www.mathplayground.com/balloon_invaders.html
Grade Level: 4
Subject: Math
Brief Description of Activity:
Students will go to http://www.mathplayground.com/balloon_invaders.html where they will practice and drill their multiplication skills for numbers 2-9. When the student passes every level for multiplication, they can move on to division.
General Learning Outcome:
Develop number sense.
Specific Learning Outcome:
Describe and apply mental mathematics strategies to determine basic multiplication facts to 9x9 and related division facts.
ICT Outcomes:
F.6.2.1 power up and power down various technologies and peripherals
correctly
P.5.2.3 navigate the Internet with appropriate software
Rationale For Computer Integration:
Computers and technology are unavoidable in today’s education system. As such, computers should be used in the classroom as much as possible where appropriate so students can correctly learn computer literacy fluently. Since children thoroughly enjoy using technology, this internet-based activity can be brought into the math as motivation to learn multiplication and division. It drills both skills, effectively increasing time spent on solving problems without a pen and paper. In short, this lesson uses technology to sharpen the students’ math memories.
Tuesday, September 21, 2010
Technology Integration and 21st Century Learning
In following the guidelines for an effective Powerpoint presentation, I tried to keep my slides simple, yet appealing. There are no extraneous words or pictures, and for the most part I kept to the "six lines per slide, six words per line" rule. In doing this, I allow the speaker more room to talk and the audience more focus to listen.
I believe I used headlines effectively, making the audience aware of what the bullets on each slide refers to. I did not use a headline for some slides because I thought it would feel forced. Rather, I left the slides where the speaker is introducing the topic of integration of technology into the classroom un-titled; this reduced unnecessary words and redundancy.
There is, however, one place where I used redundancy in order to drive the point home. A slide towards the beginning, as well as the very last (not reference) slide, bear the words "Integration is integral". I allowed reiteration as that was the message I desired the audience to bring home.
I incorporated pictures where I could, though I did not want it to seem over-done. The picture on the global awareness slide is especially complimentary, I think, as it shows connections and points around the world. A good majority of the slides were simply lists of skills and courses and there weren't any pictures that I could think of that would emphasize the point on the screen concisely. Instead, I chose to leave the slide void of pictures and let the words speak for themselves.
The color scheme and theme that I used for my slides underscores the topic itself; it appears cutting-edge and visually stimulating. There were a few themes I debated using that were clearly education focused; these had images such as pencils and chalkboards. However, since the topic was not just education, but integrating technology into education, I felt that using slides which highlighted so-called "old school" methods of teaching would have been erroneous and missing the mark. Instead I chose a color scheme and theme that would emphasize more the technology aspect of my presentation.
Now that you have read all about it, here is my actual presentation, entitled "What Is Effective Technology Integration For 21st Century Learners?"
http://www.slideshare.net/era3508/technology-integration-5252986
I believe I used headlines effectively, making the audience aware of what the bullets on each slide refers to. I did not use a headline for some slides because I thought it would feel forced. Rather, I left the slides where the speaker is introducing the topic of integration of technology into the classroom un-titled; this reduced unnecessary words and redundancy.
There is, however, one place where I used redundancy in order to drive the point home. A slide towards the beginning, as well as the very last (not reference) slide, bear the words "Integration is integral". I allowed reiteration as that was the message I desired the audience to bring home.
I incorporated pictures where I could, though I did not want it to seem over-done. The picture on the global awareness slide is especially complimentary, I think, as it shows connections and points around the world. A good majority of the slides were simply lists of skills and courses and there weren't any pictures that I could think of that would emphasize the point on the screen concisely. Instead, I chose to leave the slide void of pictures and let the words speak for themselves.
The color scheme and theme that I used for my slides underscores the topic itself; it appears cutting-edge and visually stimulating. There were a few themes I debated using that were clearly education focused; these had images such as pencils and chalkboards. However, since the topic was not just education, but integrating technology into education, I felt that using slides which highlighted so-called "old school" methods of teaching would have been erroneous and missing the mark. Instead I chose a color scheme and theme that would emphasize more the technology aspect of my presentation.
Now that you have read all about it, here is my actual presentation, entitled "What Is Effective Technology Integration For 21st Century Learners?"
http://www.slideshare.net/era3508/technology-integration-5252986
Tuesday, September 14, 2010
A Blog About Blogging
It has been a long and convoluted journey that has brought me to be here in the Faculty of Education. Growing up I always said that I wanted to be an anesthesiologist, but only because it's a big word and my friends didn't know what it meant; in reality, however, I didn't really know what I wanted my career to be. It was only after teaching English in Japan for 15 months that I realized that being a teacher could be entirely satisfying for the rest of my life. While I was over there I got my first exposure to blogging as well. In order to give my friends and family back home a portal through which they could look into my very non-Canadian life, I started blogging every week about simple things like grocery shopping, trains, and the ridiculous mistakes I made while learning the language.
It is only since being in the education program that I have began to think about other applications for blogging. The more I read and the more I think for myself how it can be used in the classroom, the more I get excited; there are many fabulous ways to use blogging as an educational tool.
One year in elementary school our teacher collaborated with another teacher from a different school and our classes became pen pals. After writing back a forth for a few months with the individual we were paired up with, we traveled to their school to meet our pen pal and hang out with them for a few hours. Blogging could be used as a substitute for pen and paper, and instead of having a pen pal across the city, teachers could collaborate across the ocean. I think this would be a great way to get students to think globally.
Students could pool their resources about a certain topic, such as pre-Confederation Canada, and each write a facet of the bigger topic. The end result would be each student contributing to the learning, taking responsibility for their facet, and learning from their peers the information they didn't find themselves.
There are, however, some downsides to blogging, and technology in general. Even for myself, with the use of computers proliferating to near-indispensable, I found my handwriting and spelling to have taken a downward turn; I can no longer write a paper by hand with greater ease than on a computer. Writing could become almost a lost art in the next few decades if we don't take steps to protect our non-technological scholastic heritage.
In order to preserve and pass down the fluent ability to write and spell without using a word processor or spell-check, I would first have the students write out by hand what they intended to post on the blog, whether it be a current event, journal, or some other class collaboration. Only once deemed at grade level grammatically and linguistically would I allow a student to post to the internet. This way, the written component can be combined with technology, and both aspects of the curriculum are fulfilled. Also, the privilege to use a computer would become a motivator to slug through the tedious handwritten portion.
There are many good applications for blogging, and it is an excellent (though not supreme) tool for expanding your classroom's limits; I cannot wait to try some out for myself.
It is only since being in the education program that I have began to think about other applications for blogging. The more I read and the more I think for myself how it can be used in the classroom, the more I get excited; there are many fabulous ways to use blogging as an educational tool.
One year in elementary school our teacher collaborated with another teacher from a different school and our classes became pen pals. After writing back a forth for a few months with the individual we were paired up with, we traveled to their school to meet our pen pal and hang out with them for a few hours. Blogging could be used as a substitute for pen and paper, and instead of having a pen pal across the city, teachers could collaborate across the ocean. I think this would be a great way to get students to think globally.
Students could pool their resources about a certain topic, such as pre-Confederation Canada, and each write a facet of the bigger topic. The end result would be each student contributing to the learning, taking responsibility for their facet, and learning from their peers the information they didn't find themselves.
There are, however, some downsides to blogging, and technology in general. Even for myself, with the use of computers proliferating to near-indispensable, I found my handwriting and spelling to have taken a downward turn; I can no longer write a paper by hand with greater ease than on a computer. Writing could become almost a lost art in the next few decades if we don't take steps to protect our non-technological scholastic heritage.
In order to preserve and pass down the fluent ability to write and spell without using a word processor or spell-check, I would first have the students write out by hand what they intended to post on the blog, whether it be a current event, journal, or some other class collaboration. Only once deemed at grade level grammatically and linguistically would I allow a student to post to the internet. This way, the written component can be combined with technology, and both aspects of the curriculum are fulfilled. Also, the privilege to use a computer would become a motivator to slug through the tedious handwritten portion.
There are many good applications for blogging, and it is an excellent (though not supreme) tool for expanding your classroom's limits; I cannot wait to try some out for myself.
About Me
My name is Erika Anderson. It's still a little bit weird saying that; I only got married about a month ago so it might take a while to erase the 24 year old habit of saying Erika Sollid. I was born the youngest of two to my parents who took up residence in Saskatoon. During my formative years I emulated my older sister and gained an interest in drawing, reading, gymnastics, soccer, and figure skating. After participating in all these activities, I narrowed down my own personal interests to hockey, soccer, snowboarding, camping, hiking, writing and guitar. I have lived in Saskatoon, Prince Albert, Camrose, Calgary, Japan, and, of course, Lethbridge. I currently live in a bright basement suite with my new huband, Travis, and my little white cat named Dwayne. We have a good little life, and I'm excited to be so close to graduating with a degree in Education.
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