Hi, Bryan,
Just wanted you to know I followed through on commenting on three of my classmate's blogs.
I still need some help at getting all my classmates blogs linked to mine. I didn't want to interrupt your work with another student last night. (Especially because I felt like you had spent a considerable amount of your "teacher time" with me (after class) already!) However, maybe after spring vacation I can catch you after class, if no one else needs your expertise that is....
I also wanted you to know that I am really enjoying this class because I am actually learning constantly. (Hey, that's what a good "education" class can do for you.) Thank you for being so patient, so kind, and so approachable!!! And, thanks, too for your slowing the class down so I could effectively learn all the pieces of the assignment. I am so thankful for your teaching style and personality!
Many Million Thanks,
Kathi McCorkle
Friday, March 23, 2007
Wednesday, March 21, 2007
Finishing Review of Bud the Teacher's Blog
About "Bud the Teacher":
"Bud the Teacher" is really named Bud Hunt. Hunt teaches high school language arts an journalism at Olde Columbine School in Longmont, Colorado. He consults with the Colorado State University Writing Project, an affiliate of the National Writing Project. (Being a previous high school English teacher with a undergraduate degree in language arts, I identified with Bud Hunt.) Hunt is also co-editor of the New Voices column of English Journal, a National Council of Teachers of English.
With this information, I would definitely consider him a worthy colleague and there-fore I would take interest in his blogspot and blog comments. He includes several of his colleagues comments on his blogspot too. They don't all agree with his perspectives, nor do they all come from one school.
This blog serves as a resource to teachers because of the links to other important topics in education. Also this blog,is a discussion place for educators on a variety of topics, including blogging in their classrooms. This blog gives links, ideas, discussions, and more to teachers.
This blogspot does not directly serve students. Again, it was created for their teachers. However, by serving the teachers, this blog does train teachers which gives the students more knowledgable teachers. In turn, the teachers are more creative with technological processes which, I'm sure, makes class more interesting for the high school students.
"Bud the Teacher" is really named Bud Hunt. Hunt teaches high school language arts an journalism at Olde Columbine School in Longmont, Colorado. He consults with the Colorado State University Writing Project, an affiliate of the National Writing Project. (Being a previous high school English teacher with a undergraduate degree in language arts, I identified with Bud Hunt.) Hunt is also co-editor of the New Voices column of English Journal, a National Council of Teachers of English.
With this information, I would definitely consider him a worthy colleague and there-fore I would take interest in his blogspot and blog comments. He includes several of his colleagues comments on his blogspot too. They don't all agree with his perspectives, nor do they all come from one school.
This blog serves as a resource to teachers because of the links to other important topics in education. Also this blog,is a discussion place for educators on a variety of topics, including blogging in their classrooms. This blog gives links, ideas, discussions, and more to teachers.
This blogspot does not directly serve students. Again, it was created for their teachers. However, by serving the teachers, this blog does train teachers which gives the students more knowledgable teachers. In turn, the teachers are more creative with technological processes which, I'm sure, makes class more interesting for the high school students.
Finishing Review of Bud the Teacher's Blog
About "Bud the Teacher":
"Bud the Teacher" is really named Bud Hunt. Hunt teaches high school language arts an journalism at Olde Columbine School in Longmont, Colorado. He consults with the Colorado State University Writing Project, an affiliate of the National Writing Project. (Being a previous high school English teacher with a undergraduate degree in language arts, I identified with Bud Hunt.) Hunt is also co-editor of the New Voices column of English Journal, a National Council of Teachers of English.
With this information, I would definitely consider him a worthy colleague and there-fore I would take interest in his blogspot and blog comments. He includes several of his colleagues comments on his blogspot too. They don't all agree with his perspectives, nor do they all come from one school.
"Bud the Teacher" is really named Bud Hunt. Hunt teaches high school language arts an journalism at Olde Columbine School in Longmont, Colorado. He consults with the Colorado State University Writing Project, an affiliate of the National Writing Project. (Being a previous high school English teacher with a undergraduate degree in language arts, I identified with Bud Hunt.) Hunt is also co-editor of the New Voices column of English Journal, a National Council of Teachers of English.
With this information, I would definitely consider him a worthy colleague and there-fore I would take interest in his blogspot and blog comments. He includes several of his colleagues comments on his blogspot too. They don't all agree with his perspectives, nor do they all come from one school.
Another "Hey, Bryan!"
Hey!
This is just a note to you that I've been continuing to practice getting into my blogspot at least once a day (often more due to the assignments we've had).
After I read a blog on grading blogs, I wondered how you grade ours at the college level. Is it just a check off system? Or do you look for content or something else? Do we get a letter grade for our comments on our blog?
I'm still wondering about the term "podcast". What does it mean?
Here's to getting into my blog on Wonderful Wednesday, March 21st.
Kath
This is just a note to you that I've been continuing to practice getting into my blogspot at least once a day (often more due to the assignments we've had).
After I read a blog on grading blogs, I wondered how you grade ours at the college level. Is it just a check off system? Or do you look for content or something else? Do we get a letter grade for our comments on our blog?
I'm still wondering about the term "podcast". What does it mean?
Here's to getting into my blog on Wonderful Wednesday, March 21st.
Kath
Tuesday, March 20, 2007
Review of Bud the Teacher's Blog
I enjoyed this blog because it had many resources and announcements, articles, and comments on those articles. I enjoyed the articles published that were from Engish Journal (which is a high school English teacher's professional magazine). Beyond these, it had some very information links that were helpful to me personally.
I, again, read much more than I have the time to respond to. And, when I have more time, I will be going back and reading even more from this blog.
I will comment on the article entitled Grading Blogs. He has three ways of grading blogs: 1) complettion; 2)quality of content based on the understood audience; and 3)based on the amount of conversation it generates, found in comments and other entries that write about your post.
I personally think we grade too much in schools. In my opinion, students of all ages need time to freely learn skills without the constant fear of grades. (I can't believe I just said that because I'm often on the other side of the debate, trying to get sluggish students to produce something appropriate during class time!) As a student new to blogging myself, I realize just mastering the medium of the computer skills is enough for me. If I worried about the quanity or quality of everything I wrote, I'd never complete anything! The perfectionist in me would be too busy deleting and rewriting everything!!! And as a working person, a graduate student who is taking other courses at the same time, and trying to maintain a family life and my sanity, I simply can only give so much time to this project. In an ideal world, we would all have unlimited time! However, reality doesn't give any of us this option!)
If students were graded on completeness- that makes sense to me-- they would experience the medium of blogging and complete their work (which is a life skill!).
The author states that if he graded this way, each blog would probably start with a short audience statement. He doesn't see this as a bad thing because kids can "get creative" with how they write that audience statement. (I agree. And the awareness of audience written to is one of the six traits of writing that are mandated by the state to be taught to students. Their state writing samples would probably get higher scores because of their new, stronger awareness of audience!! This would be a good thing becasue numerous students did not pass their writing samples. Furthermore, the non-passin students don't get a chance to show their improved writing skills on state samples for several more years. Their next chance is 8th grade; until then these students will be seen as "non-passing writers." Having been an English teacher previously, this bothers me quite a bit. I wish they got a chance to pass their writing samples much more often.)
I will finish this comment later. I need to go back and look at the information on Bud the Teacher so that I can write on who he is and what he has done in the field of education.
Be back soon to finish this review!
Kathi
I, again, read much more than I have the time to respond to. And, when I have more time, I will be going back and reading even more from this blog.
I will comment on the article entitled Grading Blogs. He has three ways of grading blogs: 1) complettion; 2)quality of content based on the understood audience; and 3)based on the amount of conversation it generates, found in comments and other entries that write about your post.
I personally think we grade too much in schools. In my opinion, students of all ages need time to freely learn skills without the constant fear of grades. (I can't believe I just said that because I'm often on the other side of the debate, trying to get sluggish students to produce something appropriate during class time!) As a student new to blogging myself, I realize just mastering the medium of the computer skills is enough for me. If I worried about the quanity or quality of everything I wrote, I'd never complete anything! The perfectionist in me would be too busy deleting and rewriting everything!!! And as a working person, a graduate student who is taking other courses at the same time, and trying to maintain a family life and my sanity, I simply can only give so much time to this project. In an ideal world, we would all have unlimited time! However, reality doesn't give any of us this option!)
If students were graded on completeness- that makes sense to me-- they would experience the medium of blogging and complete their work (which is a life skill!).
The author states that if he graded this way, each blog would probably start with a short audience statement. He doesn't see this as a bad thing because kids can "get creative" with how they write that audience statement. (I agree. And the awareness of audience written to is one of the six traits of writing that are mandated by the state to be taught to students. Their state writing samples would probably get higher scores because of their new, stronger awareness of audience!! This would be a good thing becasue numerous students did not pass their writing samples. Furthermore, the non-passin students don't get a chance to show their improved writing skills on state samples for several more years. Their next chance is 8th grade; until then these students will be seen as "non-passing writers." Having been an English teacher previously, this bothers me quite a bit. I wish they got a chance to pass their writing samples much more often.)
I will finish this comment later. I need to go back and look at the information on Bud the Teacher so that I can write on who he is and what he has done in the field of education.
Be back soon to finish this review!
Kathi
Review of Blue Skunk Blog
The author of this blog is Doug Johnson. Doug has written a number of articles for School Library Journal, The Book Report, Teacher Librarian, Leading and Learning with Technology, Internet Research, Creative Classroom, Library Media, Connection, and many other places. He has experience as a high school English
teacher (as I do from 20 some years ago), a K-8 media specialist in Saudi Arabia, a high school media specialist, a district media supervisor, and 15 years as an adjunct professor at a state university in Library Media Education. He has numerous other qualifications, but those above seem more than sufficient (to me)to prove his authority status and comments on his blog.
Wow! This had articles about librians and their respective knowledge about technology. In the article I reviewed,entitled "Why Librarians Should Be In Charge
Of Educational Technology, the author states that he has only worked with librarians who were tech savvy. However, he admits that he hired them! Many teachers wrote in to tell him that their librarians only dealt with books and magazines (at school libraries). He was very surprised and asked if he was totally divorced from reality. (I'd say, "perhaps!" Since many who wrote in stated that their librarians didn't "get" technology!)
I've worked with four librarians in four years at our elementary school.
Only our current librarian has not had technology skills or experience teaching children these same skills. Too bad...very sad for this year's students. I'm definitely not super experienced at using technology, however, even I could set up simple software programs (for elementary age students)that would be developmentally
appropriate! (So, though our current librarian is a very nice person, she's really not "technologically appropriate" for the job she holds because ISTE standards are "supposedly taught" at our school. However, in reality, most students haven't even touched a computer this whole year (with the exception of testing purposes only). As a certified, experienced teacher this bothers me a great deal!!!! (Our librarian supposedly has a Masters In Library Science that is very recent. My question to Bryan is how could someone get a Masters in Library Science without being tech savvy????? I don't get it! What's the deal-----librarians NEED technology skills to even access information for patrons.) I worked as a Children's Librarian for 5 years at Monmouth Public Library--- I didn't have a library degree--but I had tons of experience with children, education, and books. I learned a lot about library software during my time working there. I worked the reference desk and used the computer to look up information for patrons. I also used othr software programs for both children and adults. (So I know a bit in some areas of technology.}
Doug Johnson wrote, and published on his blog, an article entitled "Why librarians should be in charge of educational technology" He has eight reasons why he believes librarians should take over the educational technology in a school. These reasons are: 1)Librarians have a healthy attitude toward technology; 2) Librians in school libraries have good teaching skills; 3) Librarians have an understanding of the use of technology in the information literacy process and its use in fostering higher level thinking skills; 4) Librarians have experience as skill integrators and colllaborators; 5)Librarians have been models for the successful use of technology;
6) Librarians have provided in-building support; 7)Librarians have a whole school view; 8) Librarians have concerns about the ethical use of terminology. (I, myself,
very much agree with Doug Johnson on these reasons that he proposes. However, on the blog many others did not agree, not seeing their librarians as capable as Johnson did in the area of technology (re: above discussion about non-tech savvy school librarians).
Brian Cosby commented that one of the reasons librarians fall short of Johnson's ideal of being tech savvy is that districts who are in need of saving money have targeted school libraians (since they don't know all we do anyway-- which I, personally know is true!). So a parent or a volunteer or a uncertified clerk is now running some school libraries. Cosby goes on to say often the librarian is a teacher who has no library training or experience. These teachers think "How hard could it be?" (However, they have little understanding of just how many years librarians have put in to graduate courses to hone their skills.)
John Thomson makes similar response to JOhnson's article. He says that at his school elementary school librarians are paid as classified employees (tons less than certified employees!) So, of course, they are minimally viewed by the principal and teaching staff. (Certified staff often look down on classified employees because supposedly they have less training. However, in my experience, that is not always true! Classifed employees just get paid less but may have superior knowledge and experience!!! Having been both employed as certified and classified in the school systems--- I can understand both teachers and classifed staff and what often comes between them...)
Anyway, I will be reading much more of the articles on the Blue Skunk Blog later because I find them so interesting!
Again, this sight directly serves school librarians and teachers. Indirectly, it does serve students because the librarians and teachers can vent to each other instead of to the students!!! (I had a college professor at WOU that complained to us students that she wasn't getting paid enough! This complaining/whining lasted the whole class through! Could we, as students, do anything about her pay???? No!
She needed to vent to other professors or go directly to administration with her concerns. And, actually I withdrew from the program because I was sick of her complaining and if I stayed at WOU I would have had many more classes from her, hearing it over and over again. So I transferred to George Fox and was happy with their professors.....)
There are ideas about using technology in classroom situations on this blog also. Again though, they are aimed at librarians and teachers. However, again, they serve students by training their librariansians and teachers in creative, new ideas in technology. Thus, the students will receive more progressive, and creative, classes from their teachers.
Signing off of this second review,
Kathi McCorkle
teacher (as I do from 20 some years ago), a K-8 media specialist in Saudi Arabia, a high school media specialist, a district media supervisor, and 15 years as an adjunct professor at a state university in Library Media Education. He has numerous other qualifications, but those above seem more than sufficient (to me)to prove his authority status and comments on his blog.
Wow! This had articles about librians and their respective knowledge about technology. In the article I reviewed,entitled "Why Librarians Should Be In Charge
Of Educational Technology, the author states that he has only worked with librarians who were tech savvy. However, he admits that he hired them! Many teachers wrote in to tell him that their librarians only dealt with books and magazines (at school libraries). He was very surprised and asked if he was totally divorced from reality. (I'd say, "perhaps!" Since many who wrote in stated that their librarians didn't "get" technology!)
I've worked with four librarians in four years at our elementary school.
Only our current librarian has not had technology skills or experience teaching children these same skills. Too bad...very sad for this year's students. I'm definitely not super experienced at using technology, however, even I could set up simple software programs (for elementary age students)that would be developmentally
appropriate! (So, though our current librarian is a very nice person, she's really not "technologically appropriate" for the job she holds because ISTE standards are "supposedly taught" at our school. However, in reality, most students haven't even touched a computer this whole year (with the exception of testing purposes only). As a certified, experienced teacher this bothers me a great deal!!!! (Our librarian supposedly has a Masters In Library Science that is very recent. My question to Bryan is how could someone get a Masters in Library Science without being tech savvy????? I don't get it! What's the deal-----librarians NEED technology skills to even access information for patrons.) I worked as a Children's Librarian for 5 years at Monmouth Public Library--- I didn't have a library degree--but I had tons of experience with children, education, and books. I learned a lot about library software during my time working there. I worked the reference desk and used the computer to look up information for patrons. I also used othr software programs for both children and adults. (So I know a bit in some areas of technology.}
Doug Johnson wrote, and published on his blog, an article entitled "Why librarians should be in charge of educational technology" He has eight reasons why he believes librarians should take over the educational technology in a school. These reasons are: 1)Librarians have a healthy attitude toward technology; 2) Librians in school libraries have good teaching skills; 3) Librarians have an understanding of the use of technology in the information literacy process and its use in fostering higher level thinking skills; 4) Librarians have experience as skill integrators and colllaborators; 5)Librarians have been models for the successful use of technology;
6) Librarians have provided in-building support; 7)Librarians have a whole school view; 8) Librarians have concerns about the ethical use of terminology. (I, myself,
very much agree with Doug Johnson on these reasons that he proposes. However, on the blog many others did not agree, not seeing their librarians as capable as Johnson did in the area of technology (re: above discussion about non-tech savvy school librarians).
Brian Cosby commented that one of the reasons librarians fall short of Johnson's ideal of being tech savvy is that districts who are in need of saving money have targeted school libraians (since they don't know all we do anyway-- which I, personally know is true!). So a parent or a volunteer or a uncertified clerk is now running some school libraries. Cosby goes on to say often the librarian is a teacher who has no library training or experience. These teachers think "How hard could it be?" (However, they have little understanding of just how many years librarians have put in to graduate courses to hone their skills.)
John Thomson makes similar response to JOhnson's article. He says that at his school elementary school librarians are paid as classified employees (tons less than certified employees!) So, of course, they are minimally viewed by the principal and teaching staff. (Certified staff often look down on classified employees because supposedly they have less training. However, in my experience, that is not always true! Classifed employees just get paid less but may have superior knowledge and experience!!! Having been both employed as certified and classified in the school systems--- I can understand both teachers and classifed staff and what often comes between them...)
Anyway, I will be reading much more of the articles on the Blue Skunk Blog later because I find them so interesting!
Again, this sight directly serves school librarians and teachers. Indirectly, it does serve students because the librarians and teachers can vent to each other instead of to the students!!! (I had a college professor at WOU that complained to us students that she wasn't getting paid enough! This complaining/whining lasted the whole class through! Could we, as students, do anything about her pay???? No!
She needed to vent to other professors or go directly to administration with her concerns. And, actually I withdrew from the program because I was sick of her complaining and if I stayed at WOU I would have had many more classes from her, hearing it over and over again. So I transferred to George Fox and was happy with their professors.....)
There are ideas about using technology in classroom situations on this blog also. Again though, they are aimed at librarians and teachers. However, again, they serve students by training their librariansians and teachers in creative, new ideas in technology. Thus, the students will receive more progressive, and creative, classes from their teachers.
Signing off of this second review,
Kathi McCorkle
Blog Review of Adventures in Educational Blogging
I reviewed a number of comments from the author of this blog (is that correct terminology, Bryan? Do blogs have "authors" or is their another name/label for the
person who created the blog)? I have to be honest some of the information was over my head in terms of technology mentioned. However, being an intelligent graduate school student, I got the general gist of the person's comment. (I often kept reading the blog until I found something that was more relevant to my daily job in the elementary library setting. So I read much more than I have time to comment on---and probably more than Bryan would want to read!)
I found a comment, entitled "When is helping unhelpful?", that talked about a librarian's experience helping teachers use "new technology" and new software programs. Susan Sedro commented that her supervisor, who was awesome at answering questions in the library setting, commented (in coordinator meetings)that he didn't think we should give too much time to helping the teachers learn new software programs. Furthermore, he encouraged those he supervised to not invest time in helping teachers even get the software program started. At first, Susan Sedro didn't agree with her supervisor. After thinking about it though, she realized she was probably doing too much for the teachers and that this resulted in the teachers not learning technology and the software programs. Instead, they were relying on her knowledge and expertise----which, of course, didn't work because she had a very limited time to do all of her job----many, many tasks beyond just training teachers. She tried out her supervisor's suggested with a 3rd grade teacher. Her instinct was to stay with the teacher and help her create the template for her students. Instead, Susan Sedro showed her how to access the template and then let the teacher move on by herself. Susan showed by her actions that she was confident ion the teacher's ability. This experience made her realize that she did a much better job at "stretching" the children she works with than she does with the adults she works with. She routinely asks the children what they have tried and how they could figure the answer out. With teachers, who she knows are so busy, she often just wants to fix the problem for them. However, Susan realizes that if the teachers fixed the problem themselves without contacting her, that would be even quicker for them!
(Susan Sedro is a tech coordinator at an international school in Singapore, which is in SE Asia.)
Anyway, I related to her comments because I often help teachers too. I don't think I "overhelp" them to the point that they don't learn themselves. But this causes me to consider if the way I handle teachers questions (on technology flukes that come up or why something isn't working on their computer or software program) appropriately. It causes me to reflect on past experiences with staff....I think I want to think more about all of my library "helping" on technology.
The blogs (and comments) on this site cover a lot. The first comments were on technology in the music classroom (this thread was a bit technologically over my head). However, I thought the music teacher at our school might enjoy reading it, thinking about it, and conversing with me about it (he's very intelligent, up on a lot of technology that I'm inexperienced in, and he's a great conversationalist too!)
This blog does cover exactly what its title is - Adventures in Educational Blogging. There artmany topics covered, many threads to follow, and many teachers who commented (many commented with the practices they use in their own classroom). Thus, this site gives me a unique insight into what's happening in many classrooms. As a librarian, these teachers are teaching me about technology (as I read their posts)! Probably, other teachers are helped in the same ways. Furthermore, as a media teacher in training they effectively show me how I can best be of help to our building teachers and staff. They cause me to reflect on my practices with other adults on staff. (I generally have very close friendships with the teachers, and other staff, in our building. So if I stepped on anyone's toes by not helping enough, or maybe helping "too much", I know I would easily be forgiven. On the other hand, as a media teacher I'm still feeling out shich staff know what about technology---some know very little and others know lots more than I do! So, all this is to say, I'm learning quite a bit daily from my experiences in computer class and at work!)
This blog is directly written for teachers and serves their purposes of lesson planning and creatively using new technologies. This site does not directly serve students. Indirectly, it does serve students because it trains their teachers; and,
therefore, makes the students' classes more interesting and technologically updated
(and more fun)!
Signing off on this review,
Kathi McCorle, March 20th, 2007
person who created the blog)? I have to be honest some of the information was over my head in terms of technology mentioned. However, being an intelligent graduate school student, I got the general gist of the person's comment. (I often kept reading the blog until I found something that was more relevant to my daily job in the elementary library setting. So I read much more than I have time to comment on---and probably more than Bryan would want to read!)
I found a comment, entitled "When is helping unhelpful?", that talked about a librarian's experience helping teachers use "new technology" and new software programs. Susan Sedro commented that her supervisor, who was awesome at answering questions in the library setting, commented (in coordinator meetings)that he didn't think we should give too much time to helping the teachers learn new software programs. Furthermore, he encouraged those he supervised to not invest time in helping teachers even get the software program started. At first, Susan Sedro didn't agree with her supervisor. After thinking about it though, she realized she was probably doing too much for the teachers and that this resulted in the teachers not learning technology and the software programs. Instead, they were relying on her knowledge and expertise----which, of course, didn't work because she had a very limited time to do all of her job----many, many tasks beyond just training teachers. She tried out her supervisor's suggested with a 3rd grade teacher. Her instinct was to stay with the teacher and help her create the template for her students. Instead, Susan Sedro showed her how to access the template and then let the teacher move on by herself. Susan showed by her actions that she was confident ion the teacher's ability. This experience made her realize that she did a much better job at "stretching" the children she works with than she does with the adults she works with. She routinely asks the children what they have tried and how they could figure the answer out. With teachers, who she knows are so busy, she often just wants to fix the problem for them. However, Susan realizes that if the teachers fixed the problem themselves without contacting her, that would be even quicker for them!
(Susan Sedro is a tech coordinator at an international school in Singapore, which is in SE Asia.)
Anyway, I related to her comments because I often help teachers too. I don't think I "overhelp" them to the point that they don't learn themselves. But this causes me to consider if the way I handle teachers questions (on technology flukes that come up or why something isn't working on their computer or software program) appropriately. It causes me to reflect on past experiences with staff....I think I want to think more about all of my library "helping" on technology.
The blogs (and comments) on this site cover a lot. The first comments were on technology in the music classroom (this thread was a bit technologically over my head). However, I thought the music teacher at our school might enjoy reading it, thinking about it, and conversing with me about it (he's very intelligent, up on a lot of technology that I'm inexperienced in, and he's a great conversationalist too!)
This blog does cover exactly what its title is - Adventures in Educational Blogging. There artmany topics covered, many threads to follow, and many teachers who commented (many commented with the practices they use in their own classroom). Thus, this site gives me a unique insight into what's happening in many classrooms. As a librarian, these teachers are teaching me about technology (as I read their posts)! Probably, other teachers are helped in the same ways. Furthermore, as a media teacher in training they effectively show me how I can best be of help to our building teachers and staff. They cause me to reflect on my practices with other adults on staff. (I generally have very close friendships with the teachers, and other staff, in our building. So if I stepped on anyone's toes by not helping enough, or maybe helping "too much", I know I would easily be forgiven. On the other hand, as a media teacher I'm still feeling out shich staff know what about technology---some know very little and others know lots more than I do! So, all this is to say, I'm learning quite a bit daily from my experiences in computer class and at work!)
This blog is directly written for teachers and serves their purposes of lesson planning and creatively using new technologies. This site does not directly serve students. Indirectly, it does serve students because it trains their teachers; and,
therefore, makes the students' classes more interesting and technologically updated
(and more fun)!
Signing off on this review,
Kathi McCorle, March 20th, 2007
Monday, March 19, 2007
Hey, Bryan!
Hey!
I think I've got this "getting into my blogspot" down! (Do you hear the Hallelujah chorus in the background??? I do!!!!
Anyway, this is just my second day getting into my blogspot but it took me a fourth as much time as it did yesterday! You must be a good teacher because even I am learning this stuff!
I want to thank you for giving methis special assignment of getting into my blogspot each day. It is really helping me to repeat the process over and over. Soon I'll be able to not even think about the process but just do it! (Sort of like when you learn to drive a stick shift car. You have to think about when to shift, not to run into anything, and to not look at the cute guy on the side of the road---or your car may end up on the side of the road. But after awhile driving is so automatic that one does not have to even think about it!)
Thanks for your help and patience. You are the best teacher I've ever had --- and I've taken tons of graduate school courses. (I'm actually quite smart in other subject areas. It's only the computer that I lack skills in. And because of you, I'm gaining the skills that will unlock the future for me! You are the best!!!!
A million thanks!
Kathi McCorkle
I think I've got this "getting into my blogspot" down! (Do you hear the Hallelujah chorus in the background??? I do!!!!
Anyway, this is just my second day getting into my blogspot but it took me a fourth as much time as it did yesterday! You must be a good teacher because even I am learning this stuff!
I want to thank you for giving methis special assignment of getting into my blogspot each day. It is really helping me to repeat the process over and over. Soon I'll be able to not even think about the process but just do it! (Sort of like when you learn to drive a stick shift car. You have to think about when to shift, not to run into anything, and to not look at the cute guy on the side of the road---or your car may end up on the side of the road. But after awhile driving is so automatic that one does not have to even think about it!)
Thanks for your help and patience. You are the best teacher I've ever had --- and I've taken tons of graduate school courses. (I'm actually quite smart in other subject areas. It's only the computer that I lack skills in. And because of you, I'm gaining the skills that will unlock the future for me! You are the best!!!!
A million thanks!
Kathi McCorkle
Sunday, March 18, 2007
March 18th getting into my blog
Hey, I did it I got into my blog. I had to try a few----o.k.---a few more than a few- times. Still, I did it. Hooray for me!!!
Wednesday, March 14, 2007
ISTE
Regarding input devices (mouse, keyboard, remote control) and output devices (monitor, printer,etc.), I would break the objectives down, agreeing with other teachers about what is developmentally appropriate for each grade K-2.
After talking with my class about what information we put into the computer as input and output as what comes back to us out of the computer, I would teach one input and one output device each day for kindergarten. I would show a real picture of the each device I am talking about, have the children repeat the name of each device after me as I held up the word, then put the the picture and word together and read the word once more. Next, I would ask the name and sound of the beginning of the letter of the device. Finally, I'd have one child place the word and picture on the actual part of the computer (with tape). Then we'd sing a simple song that repeated the instruction taught. F0r example, the mouse moves the curser, (repeat), high-ho-the computer-o- the mouse moves the curser. Furthermore, the same song could be used with the monitor shows us the picture (on the computer screen).
Our school has many English Language Learners; as a result it is super important to use visuals, chants, and even body movements. These ideas are helpful to all learners - not just ELL learners. Our last item to add would be the body movements to the song, This would also add interest to the song, adding another mode of learning to those already in operation in the song.
Next, I would let the kids experience each of the real objects on the computer. I would work with a small group - probably three students at a time with the youngest students. (T he large group would be involved with an assistant and a volunteer.
When using a variety of media and technology resources for directed learning, I would use the programs that come with our curriculum-- Bridges for math and Reading First for Language Arts (these programs support, and review, previous learning). If time, I would introduce starfall.com which has sounds, movement, and songs for the alphabet and much more.
After we had worked so in small groups on computers, next I would introduce a proogram by the entire group listening and watching. Then, if we were in the computer lab, I would have
students work collaboratively and cooperatively in pairs. Finally, I would let each child try at once (on their own computer). I would have a roving assistant, and volunteers if available, help me answer any questions they had.
Students would show positive use of the computers through "wait time", especially by not giving the computer a second command before the appropriate wait time is achieved. Ethical behavior in kindergarten would be to get along with your "working partner" and be "gentle and respond slowly by waiting for the computer to think".
In summary, it's important to choose developmentally appropriate objectives for our youngest students. Another important consideration is using as many of the 5 senses to learn-- especially visuals, chants, songs, and movements. Last, using software that is part of our curriculum is a must.
After talking with my class about what information we put into the computer as input and output as what comes back to us out of the computer, I would teach one input and one output device each day for kindergarten. I would show a real picture of the each device I am talking about, have the children repeat the name of each device after me as I held up the word, then put the the picture and word together and read the word once more. Next, I would ask the name and sound of the beginning of the letter of the device. Finally, I'd have one child place the word and picture on the actual part of the computer (with tape). Then we'd sing a simple song that repeated the instruction taught. F0r example, the mouse moves the curser, (repeat), high-ho-the computer-o- the mouse moves the curser. Furthermore, the same song could be used with the monitor shows us the picture (on the computer screen).
Our school has many English Language Learners; as a result it is super important to use visuals, chants, and even body movements. These ideas are helpful to all learners - not just ELL learners. Our last item to add would be the body movements to the song, This would also add interest to the song, adding another mode of learning to those already in operation in the song.
Next, I would let the kids experience each of the real objects on the computer. I would work with a small group - probably three students at a time with the youngest students. (T he large group would be involved with an assistant and a volunteer.
When using a variety of media and technology resources for directed learning, I would use the programs that come with our curriculum-- Bridges for math and Reading First for Language Arts (these programs support, and review, previous learning). If time, I would introduce starfall.com which has sounds, movement, and songs for the alphabet and much more.
After we had worked so in small groups on computers, next I would introduce a proogram by the entire group listening and watching. Then, if we were in the computer lab, I would have
students work collaboratively and cooperatively in pairs. Finally, I would let each child try at once (on their own computer). I would have a roving assistant, and volunteers if available, help me answer any questions they had.
Students would show positive use of the computers through "wait time", especially by not giving the computer a second command before the appropriate wait time is achieved. Ethical behavior in kindergarten would be to get along with your "working partner" and be "gentle and respond slowly by waiting for the computer to think".
In summary, it's important to choose developmentally appropriate objectives for our youngest students. Another important consideration is using as many of the 5 senses to learn-- especially visuals, chants, songs, and movements. Last, using software that is part of our curriculum is a must.
Thursday, March 8, 2007
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