Emerging Technology: Online Course Management Systems

Course Management Systems are a framework for an instructor to set up tools to create an online course.

The two popular Course Management Systems are Moodle and Rcampus.









Please visit my Voice Thread to learn more about them.


http://www.voicethread.com/share/1856813/

Nancy Kent

Reflection Walden Course EDUC 6714: Reaching and Engaging All Learners Through Technology

Image from www.rf123.com

This class started by identifying diversity in the classroom. I thought I would be learning how to reach the diverse learners, the ones on the tails of the normal graph: students on IEP’s and gifted students. Now as I reflect on the course title, I realize I learned two teaching philosophies that are designed to reach all learners, because all learners are unique.

CAST, the Center for Applied Special Technology, has published information on brain research and identifies three brain networks at work during learning. Their Universal Design for Learning (UDL) outlines the What, How and Why of learning to help teachers design units so all students can access their content (Cast, 2007-2009). If you would like additional information, please visit my prezi or CAST’s website at: http://cast.org/udl/index.html.

Carol Ann Tomlinson has been a strong advocate for Differentiated Instruction, DI, which is a mindset for teachers that recognize all individuals can learn if teachers recognize each student’s unique learning style and differentiate by content, process and product according to a students’ readiness, interest and learning profile.
In understanding these two initiatives, I realize I have instituted some of these strategies, but there are additional adjustments I need to make to my practice. The first is to more accurately survey my students on their learning profile. How students interpret information is affected by their culture, gender, learning style and dominant intelligence. Knowing these traits about my students will allow both of us to understand the best pathways for content to be understood. I have four online surveys I created at Survey Monkey. Here is a link to one on Multiple Intelligences: http://www.surveymonkey.com/s/V998NQ5.

The next area that I need to adjust in my practice is to rethink each unit holistically. I need to identify what each students needs to know, understand and be able to do(Laureate Education, 2009). Right now, each math lesson is taught followed by a practice worksheet. I need to devote more class time allowing students to process the content by having choice board activities based on multiple intelligences, here is my first attempt for a slope lesson:

Differentiation by Product Influenced by Profile / Interest

Verbal/Linguistic: Create a cross word puzzle using at least 15 vocabulary words about slope. You may make one by hand or at Discovery.com (Discovery Education, 2010)

Logical/ Mathematical: Play the slope game and record how many you scored correctly (Quia, 2011)

Musical: Make a song or rap to help us understand the formula or 4 orientations. Sample

Kinesthetic: Using a yard stick, record the rise and run of 3 sets of stair/ramps in our school, calculate the slope of each.

Visual/Spatial: Complete online lesson at:
http://mathforum.org/te/exchange/hosted/miles/exploring_slope_using_an_interactive_applet.pdf (Dendane, 2003 - 2010 )

Naturalist: Research Statistics on your favorite mountain’s elevation and vertical drop and explain how slope is related. Find data like:
http://www.7springs.com/page/category.detail/nav/5010.html(Seven Springs Mountain Resort, 2011)

Intra-Personal: You have been asked to support your client, Ø slope in a discrimination suit; the other three slope orientations have refused to allow him to be present at the Slope Convention.

Inter-Personal: Create a skit with four characters: positive slope, negative slope, zero slope and Ø slope

You will notice five of the choices involve technology: drill and practice with immediate feedback, simulation or research. Technology integration is crucial to allow each student to have unique experiences and to allow them to create artifacts. Free online programs allow teacher many options for helping students make sense of content. Another powerful way to see what your students understand are free online concept mapping tools like https://bubbl.us/ .


As I work my way through my master’s program, Integrating Technology into the Curriculum, at Walden University, I realize it cannot all be done at once. There are changes I need to make to my lessons as I integrate ISTE standards, design inquiry based lessons, and create differentiated activities. I need to research technologies for simulations, drill and practice, and technologies for students to create authentic products such as prezi and/or flip cameras. As I approach each lesson, I need to be thinking “How can I make this content accessible to all?” and “How can technology help?"References

Dendane, A. (2003 - 2010 ). Analyze math. Retrieved February 13, 2011, from Slope of a Line: http://www.analyzemath.com/Slope/Slope.html

Discovery Education. (2010). Discovery Education. Retrieved February 13, 2011 from Classroom Resources - Puzzlemaker: http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp

McAleer, F. (2011, January 26). Learner's Link. Retrieved February 2, 2011, from Differentiating Instruction: http://www.learnerslink.com/

Laureate Education, Inc (Producer). (2009). Program Number #14: Introduction to Differentiated Instruction [DVD]. Reaching and Engaging All Learners Through Technology. Baltimore, MD.

Quia.(2011). Quia. Retrieved February 13, 2011, from Slope Formula: http://www.quia.com/quiz/248335.html

Seven Springs Mountain Resort. (2011). Seven Springs Mountain Resort. Retrieved February 13, 2011, from Slopes and Trails-Stats:
http://www.7springs.com/page/category.detail/nav/5010.html

Final Blog Post EDUC6713

Technology is an ever changing field. Teachers, by definition, support the pursuit of knowledge. Those teachers who are passionate about technology have found an endless source of topics to research. But this research needs to be systematic.

In some of the initial posts, some of my colleagues noted that they keep a list of technologies they plan on researching. I felt bad that I was not that organized. If someone sends me a link or tells me of a new technology, I bookmark it in Delicious, but only get back to it when I think I can incorporate it into practice.

I think in using the ideas from my colleagues and the GAME plan together, I now feel I have the tools to systematically pursue new technologies. I think I need to keep a more organized list of topics to research, align them to the NETS for teachers and rather than researching them at the 11th hour, always have one in the GAME process.

I am pleased with the results of the GAME plan I developed for this course: finding free online tools my students can use from home to help them process data for their 10 journal assignments in my Algebra classes.

I learned that there is no free online tool that duplicates the power of Excel or the Texas Instruments graphing calculators that we have access to in the classroom, but it does appear they may be some on the horizon. MashUp and Microsoft Fuse Labs are already on my GAME list to keep checking on. In the meantime, my students can use two tools to accomplish the task.

Our high school operates on a 4x4 block so I will have new Algebra courses beginning in January. I can immediately educate my students on these new tools so they will have access to data analysis tools in the classroom and at home; giving them the ability to be independent learners.

Using the GAME Plan with Students

The GAME plan is a straightforward systematic approach for
technology goal setting. I believe I could use it effectively with the technology my students need specifically for my course; like analyzing data, but I don’t feel a school can adequately educate the entire population in the ISTE NET-S without administrative leadership

I serve on our district technology committee; we have 3 elementary schools, 1 middle school, 1 high school and 1 vocational school. We have analyzed the ISTE standards, our state standards and organized them into district standards. Our biggest concern was that students coming through our program can have inconsistent exposure to technology. A student might be lucky enough to get teachers who are passionate about technology integration or unlucky and never have the opportunity to use technology. For teachers, it is really an issue of time. As a committee we wanted to organize best practices per grade level put them on a central server so teachers did not have to re-invent the wheel. For example, all fifth graders study the history of our town. We were willing to organize a folder with digital images so all teachers could access it. We were very excited to take on this project!

We went to the Assistant Superintendent/Curriculum Coordinator and she said we had to focus all our attention on our NCLB initiatives in Math and English, and so our project died.

Until a district wide systematic approach is supported by the administration at the top, where a student can create a GAME Plan that spans grade levels organized into an e-portfolio, I feel like I am just contributing to these inconsistencies. Our school needs to embrace the ISTE process and set the essential conditions to educate our students:

http://www.iste.org/standards/nets-for-students/nets-for-students-essential-conditions.aspx

Perhaps when colleges start requesting links to students work, it will get more attention. I do what I can, I try to invite teachers to partner with my class when I am doing a lesson I have created at Walden University, promoting change one teacher at a time. It is usually the first time other teachers have been introduced to the ISTE standards.



To catch a few students, I can start having my students create several GAME plans over my 18 week course. I could present the NET-S to them at the beginning of the course; which most have never seen.

GOAL: For a long term Goal, they could decide how they would like to use technology to complete their 10 journal assignments: learning the graphing calculator, Excel or the free online spreadsheet, Google Dcos, I used for my game plan.

ACTION: They could pursue one choice for two journals.

MONITOR: They could analyze their comfort level, access and results and see if they would like to switch to another method for the next two journals.

EVALUATE: They could evaluate if they are happy with the product they choose.

This would model the process for them. Then when we have a class activity that aligns to a NET-S, they could complete another GAME process.
It is my hope that ISTE will help schools formally develop a process to help schools:

http://nets-implementation.iste.wikispaces.net/

They have a survey online asking what resources teachers think would be helpful:

NETS for Students Development Rubric (by grade)
NETS for Students Assessment Rubric
NETS for Teachers Comprehensive Rubric
NETS Scope and Sequence
NETS Learning Objectives (by grade)
NETS Curriculum Mapping
NETS Observation Check List
Implementation Videos
NETS-aligned Lesson Plans
Rubric for Evaluating Lesson Plans
Peer-reviewed Process for NETS-aligned Lesson Plans
Content-area Experts to Infuse NETS
NETS Toolkit for District Use
Database of NETS-Aligned Activities

I look forward to when they are available!

Results of GAME Plan – Piecing it Together

After an exhaustive search, I am now ready to recommend the best tools for my students to help complete their data analysis for their journal questions if they do not have Excel at home. It requires piecing together two tools. This is meant to be a step by step tutorial to create and print graphs for my student; please click on each image to enlarge.


The first tool, Google Docs: docs.google.com

I selected Google Docs because it does not require any downloads to the student’s home computer; all you need is a Google Account.





To analyze data: Go to Create New Spreadsheet

X   Y
1    5
2    9
3   13
4   17

Steps
1) Enter data and select the data (it will turn blue)
2) On toolbar, select Insert Chart
3) In CHARTS - Choose Scatter AND click on the graph image
4) Select INSERT button on the lower right.



5) But this will embed the graph in your data. Use the pull down menu to move it to its own sheet



6) Go to Edit Chart to add titles and labels
7) Add a title
8) Add a label for the Vertical Axis and Change Min and Max if necessary
9) Switch to the Horizontal Axis and repeat
10) Choose Update when complete



PRINTING
Now it would seem that printing would be easy….but
11) Using FILE print produces a blank page
12) Publishing gives you a URL to embed on a web page
13) Save Image is a Quick Time File



14) Instead right click in the graph area and SELECT ALL



15) Right click again when all is blue and Select Print Preview



16) At this point, you will be in the browsers’ menu. Set the orientation to Landscape if necessary
17) Select the print icon



Your Graph:



TRENDLINEAt this point you have a beautiful graph printed on its own page complete with title and labels. But you have not been able to find the equation of the line.

The second tool: A Simple Regression Utility at

http://people.hofstra.edu/Stefan_Waner/RealWorld/newgraph/regressionframes.html

by Stefan Waner and Steven Costenoble from Hofstra University.

18) Re-enter the data




19) Select the appropriate type of regression

20) Find the Trendline here



There you have it, in 20 easy steps!

I have learned that there is no single free online tool to accomplish the task we can in the computer lab. My goal now will be to continue to research until I can find a more streamline free approach.

My new learning goals will be explore the web site:

http://nets-implementation.iste.wikispaces.net/

to have a more systematic approach to linking all the NETS in my curriculum and to try and find a free online course management systems like Moodle to use with my spring semester computer programming course. I plan on using the GAME plan again and have already started my KWL chart.

Evaluating GAME Progress

Royalty Free Image from www.123rf.com

This week I finished reviewing my last 5 free online spreadsheets. EXpressoCorp was no longer available for new accounts as it will soon be integrated into Lotus Live, which will be a subscription service. InputWebWizard is not free, Peepel looks promising, but will not open. Sheetster was very buggy, the graph window appeared, but did not contain the graph. SimpleSpreadsheet only offered source code. Now I have reached my 20th spreadsheet to evaluate: ThinkFree. Despite its name, ThinkFree is not free. It is still in beta and may be one to watch as it has many of the features I am looking for based on my free 30 day trial evaluation.

My conclusion, at present there is no free online spreadsheet that can rival Excel or the Texas Instruments Graphing Calculator for data analysis.

I am not giving up. It appears there are many online applications in beta like MashUp and Microsoft Fuse Labs which is designed to share Docs on Facebook

http://docs.com/

that may be available soon.

For my refocused GAME plan:

1) Locate a web based graphing program or calculator that can print professional looking full page graphs. I researched all graphing tools at Cool Tools for Schools

http://cooltoolsforschools.wikispaces.com/Graphing+Tools

and found two can make nice xyscatter: ChartTool and ChartGizmo, but they only have auto scaling and will not connect the ordered pairs.






2) Locate a web based site that will calculate the 5 types of regression equation my students are expected to perform. The best one I have found so far is at:

http://people.hofstra.edu/Stefan_Waner/RealWorld/newgraph/regressionframes.html

Still searching…..In the “Looking for a Needle in the Haystack” division, I also searched and downloaded multiple freeware and shareware products: MATHGV4, SPR, Kalkulator, Statiscope, SHAZAM, Graph-Free Graph Plotting Software, Sagata Regression Pro 1, and ZGrapher 1.4

and located more (unusable) online options:

http://www.mathcracker.com/scatter_plot.php
http://www.socr.ucla.edu/htmls/SOCR_Charts.html
http://www.statcrunch.com/5.0/googlemap.php
http://www.swivel.com/
http://www.wessa.net/slr.wasp
http://web2.0calc.com/

I did find www.calculator.com has a statistics view coming soon – another technology to watch.

Late to this entry, I have discovered Google Just announced new tools new Chart tools which I will investigate next week.

http://www.freetech4teachers.com/2010/10/new-visualization-charts-in-google-docs.html

Monitoring the GAME Plan

I use a Texas Instruments Graphing Calculator and Excel in my classroom. In my game plan, I want to find a comparative free data analysis tool for my students to use at home for 5 types of regression. I have finished compiling a list of 20 free online spreadsheets and began to evaluate the features my students would need.




Royalty Free Image from www.123rf.com

For each, I created a free account and copied in 5 data sets. I used the help features to learn how to create an xyscatter graph for each and then looked for the 5 corresponding trendlines. If there was no trendline option, I looked for built in functions. Then I looked at the quality of the graph and how it would look printed. Could it be enlarged and printed on its own page or did it have to be on top of the data within the sheet? I finally looked for export options.

After evaluating 15 online spreadsheets I have found 8 were not going to be useful. They were either no longer available or only offered the source code to be downloaded. The user would have to compile it and this is far too complicated for my target audience. The other 7 sites had varying useful features (see matrix below), but none that exactly duplicated the abilities of the tools we use in class.

Here is my evaluation matrix so far:


I was most disappointed with Office Live. It does not have any of the Trendline features that Excel does, lagging far behind even Open Office which can at least do linear and exponential trendlines. I did learn Microsoft is going to be releasing a based web application called Microsoft Cloud Office 365, but was again disappointed that will be subscription based.

I still have 5 more to evaluate, but I fear the more obscure they are, the less likely they will have multiple features. They are eXpressoCorp, InputWebWizard, Peepel, Sheetster, SimpleSpreadsheet and ThinkFree.

I do not feel I am finding the information and resources I need.

I do feel I need to modify my GAME plan.

My new focus will be a two part search:

1) To locate a web based graphing programs or calculators that can print professional looking full page graphs. I have found a good starting point for researching graphing tools:

http://cooltoolsforschools.wikispaces.com/Graphing+Tools

2) To locate a web based site that will calculate the 5 types of regression equation my students are expected to perform. I have found two so far:

http://people.hofstra.edu/Stefan_Waner/RealWorld/newgraph/regressionframes.html

http://www.xuru.org/rt/TOC.asp
and will continue searching site from:

http://statpages.org/#Calculators

Carrying Out the Game Plan

Royalty Free Image from www.123rf.com


My research first revealed that spreadsheets were usually a component of an Office Suite as opposed to a standalone application. I organized this information into a hierarchy. Next I began by classifying the different types of spreadsheets that students could use and made the following Concept Map.



To test each spreadsheet, I generated 5 sets of data to import into each one to test the 5 types of Trend line regressions I usually ask my students to do: Linear, Quadratic, Polynomial, Exponential with an integer base and Exponential with e (2.718) base. In class we usually use Excel or a Texas Instruments (TI) calculator (which does not have a print feature). I made a list of what features students would need if they were working from home: make and print a graph, print data chart and export to Excel. I organized this information into a matrix to compare to our classroom based options. There will be an additional column for each site I locate. Currently the list is: Google Docs, Open Office – Calc, Zoho, EditGrid, Microsoft Cloud, KOffice, ZCubes and Google Wave.



I have already eliminated Gnome as an option as it was open source and geared more toward developers. I have two more sites to research that could add to the list I have found so far

http://www.editgrid.com/user/siulung/Web-based_Spreadsheets_Comparison_Matrix

and

http://mashable.com/2008/02/06/forget-excel-14-online-spreadsheet-applications/

By now I realized my research was going in 3 directions

1) Classifying spreadsheets: web based, downloadable or cost which I also want to further subcategorize by real time/collaborative. (1st Concept Map)

2) Site Research sites, make accounts at each and test 5 data sets by trendline. (I am concerned I am getting too many)

3) If a spreadsheet did not have trendline feature, researching if there were built-in functions to build the trendline by graph quality or if you had to manually enter each formula:



I was starting to get overwhelmed, so I started a journal to organize my progress each day and prioritize my time. Although I would like to know 100% of everything, I think I need to limit my direction in two areas.

If I continue to add new sites, like the ones from the above 2 web sites, I would have 24 sites to test. I guess I only need to research until I find the one that meets my students’ needs. My students at this point only need to know if the Trendline option if available, so although it is useful for me to know about built in functions and manual calculations, I will limit my time in this area, possible organizing it into a different comparative matrix.

My goals for this week are to finish compiling my list of spreadsheets, classifying them on the 1st concept map as I go in and make an account for each. Then begin testing my data sets.

Accessing Trendline Option:


Trendline Choices:

EDUC 6713: Personal Game Plan

RF image license:
www.featurepics.com/online/Football-Game-Strategy-1660216.aspx

With so much technolgoy to explore which could enhance my content, breaking it down in a GAME plan will make it more manageable.

A GAME Plan is a four step process:
G = Set Goals
A = Take Action
M = Monitor Progress
E = Evaluate and Extend (Cennamo, 2009)

The International Society for Technology Education has compiled a list of both Student and Teacher Standards. All of them are important, but for this GAME plan, I will concentrate on my students being able to do NETS - S

2.Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
d. contribute to project teams to produce original works or solve problems.

4.Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Students:
c.collect and analyze data to identify solutions and/or make informed decisions.

So I need to set goals with NETS - T:

1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
Teachers:
b.engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
d.model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.
Teachers:
a.design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
c.customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.

Goal: To analyze how my students could best use spreadsheets as a mindtool. I want my students to be able to organize, manipulate, represent, reflect and build knowledge by seeing data in all forms as the NCTM recommends in both individual and collaborative environments.






To achieve this, I will brainstorm sites from colleagues and from online research and evaluate each viable tool.







I will monitor my progress by completing a descriptive matrix of important qualities for each of the courses I teach.






I will evaluate and extend my learning by designing lessons and asking students to
experiment with the tool to see if it meets their needs.


References:
Cennamo, K. R. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth: Cengage Learning.

International Society for Technology Education. (2010). Retrieved November 2, 2010, from Student NETS: http://www.iste.org/standards/nets-for-students.aspx
Laureate Education, Inc. (2009). Integrating Technology Across the Curriculum: Enriching Content Area with Technology, Parts 1 and 2.

National Council of Teachers of Mathematics (NCTM). (2010) Retrieved November 7, 2010, from http://www.nctm.org

Walden Course Reflection Educ 6712

I am 70% of the way through an educational master’s degree at Walden University in Integrating Technology into the Curriculum. This week we were asked to respond to David Warlick’s comment that it is not about the technology: http://davidwarlick.com/2cents/?p=1587. What??? That was the specialization area I chose!

As I reflect back over this course and my six other Walden courses, I realized Walden has been integrating current technologies with solid educational practices. Given the speed with which technology changes, this makes sense. The technologies that are available today may not be what schools are using in five years. What we need to impart on our students are the skills to be successful in the 21st century work environment; which is inconceivable today.

I had always intended to get my master’s degree soon after my undergraduate degree. But time has flown by and now I have been teaching for over 20 years. I am thankful I have the opportunity through Walden to analyze how technology and pedagogy complement each other, especially in a time of such rapid technological change. As David Thornburg stated:

“Given current technology, how should classroom practice change?”

“Given current classroom practice, how should technology change?”

In this course, we took a researchable topic from our content area and built a lesson plan that linked the concept to informational literacy using the Quest Model. (Eagleton and Dobler) As the author’s suggested, I created a reenactment using an online comic creator: Pikikids at http://www.pikikids.com/



http://pikikids.psh.piki-fun.com/comic_strip/s/image/34/381/113/comic-p.jpg

The most striking realization I had in this process, was that my math topic was irrelevant; this lesson plan is transferrable to any new topic or even content area. I can adjust this lesson or share it with peers by changing only the “Content” page. I also realized that this plan is not tied to any one technology, so as technology changes, this plan will only need minor revisions. This is because the QUEST model is based on information literacy skills, not an individual technology. With so much information on the web, this unit teaches students how to find useful and truthful information.

I think the biggest mistake I have made as a teacher in using technology based projects is moving right to the product. As I created this lesson plan, I had fifteen assignments before the product phase (T = Transform) began.

The biggest knowledge I gained was a plan to scaffold the assignments. I always knew my responsibility for student learning extended beyond the mathematical content area. My rubric always accounted for the ability to function in a group setting, but this framework accesses a students’ ability to manage the information on the internet and make a meaningful product based on the synthesis of the information from multiple sites/sources.

My first goal will be to try out this unit next school year. Then I will continue to look for other units where the QUEST model will apply. I also hope to engage my department in contributing to the National Math Trail. I presented it at our last department meeting and people were interested!

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press. Resources available at http://readingtheweb.net/

Thornburg, David. (2004). Technology and Education: Expectations, not Options. Retrieved June 23, 2010 from http://www.tcpdpodcast.org/briefings/expectations.pdf

Hierarchy of Literacies

Over 50 Questions to ask when Validating a web page

At first I thought evaluating a web search and web page was no big deal, just check a few things. When I started to brainstorm, I found I had a list of over 50 questions to ask to determine if a web page contains useful and truthful information.

The Process:
1)Evaluating your web search list to decide which links to follow
2)After selecting a hit, evaluating if this information is useful to your theme and focus and if it is
3)Determining the validity of the web site

Step 1 - Which Links to Follow

Looking at the list
•Order of the list – does being first mean it is the best?
•Are they sponsored Links?

Domain Names – how do you Read a URL’s
•The URL is a Universal Resource Locator which masks an IP address
www.componentDomainName.TopLevelDomain or www.subdomain.microsoft.com
•What is the TopLevelDomain or extension http://en.wikipedia.org/wiki/List_of_Internet_top-level_domains
The most common to expose children to are: .org .edu .com .k12. gov
•What Protocol – is it www or http?
•Check the Paths and directories
•Are your keywords in the URL?
•Is it a personal page? Does it contain: ~, %, or words like: aol, users, members, or people?

•Web page description Reading the paragraph under, does it provide categories?

•Before going to Plan B - Have you tried different search engine and/or keywords?

Step 2 - Would this information useful to your theme and focus?
Home page
•Is there a welcoming paragraph?
•Does it convey purpose of site?

Is it user friendly – can you find information as you navigate the site?
•Does it have an electronic table to contents?
•Does it have a site map or image map?
•Is there a logo to help you get back to the home page?
•Does each page have a title?

Links
•Are the links Current? Reputable?
•If you navigate into the web site, can you get back?
•Does a Logo bring you back to the home page?
•Is there a bread crump trail of links to help you navigate?

Is there multimedia?
•Is it informational: Videos or animations?
•Is it annoying: flashing banners, distracting animations or sounds, annoying colors? Pop Up ads

Step 3 - Validating Content - Is the information true?
1.Authority
•Who is the Author/Publisher – can you contact them? What are their Credentials?
•http://whois.domaintools.com/zapatopi.net
•Yahoo Answers: Popularity ≠ Quality
•Can the content be verified on another site?
•Does the content make sense? Could this be a bogus site?

2.What is the Purpose of web page

3.Objectivity
•Does the author provide information you don’t agree with or you think is wrong?
•Are there Stereotypes, exaggerations, over generalizations, balance of presentation
•What is the Perspective – native American, women, etc – does it offer more than one?
•Is there Bias?
•Do images confuse, provoke a reaction or unrelated to text content?

4.Timeliness – when was the page
•Date created
•Date updated

5. Compare /contrast this content on other sites
•Does it fit in with your current understanding?

6. Check the Links
•Forward and Back Links
•Do a Link search: link:thesiteURL

Sources:
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press

November, Alan. (2008). Web Literacy for Educators. Thousand Oaks, CA: Corwin Press.

Classroom Models for Evaulation Web Sites

REAL by Web Literacy by Alan November from Web Literacy for Educators

R – Read the URL
E – Examine the content
A – Ask About Author
L – Links

ABC’s by Beth Phillips
A – Author
B – Bias
C – Content
D – Dates
E - Editor

The 4 A's by Yahooligans
1.Accessibility
2.Accuracy
3.Appropriateness
4.Appeal

Seven Steps for Previewing a Web Site by Julie Coiro
1)Read Title
2)Scan Menu Choices
3)Predict where links will go
4)Interactive features
5)Creator
6)Electronic Supports
7)Make judgment to explore


Sources:
Coiro, Julie. (2005, October). Making sense of online text. Educational Leadership, 63(2), 30–35.

Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press

November, Alan. (2008). Web Literacy for Educators. Thousand Oaks, CA: Corwin Press.

Phillips, Beth & Laureate Education, inc. (2009). A Teacher's Perspective, Evaluation Information Online; Supporting Information Literacy and Online Inquiry in the Classroom.

Yahooligans! Teaching Guide

Searching Effectively

1)Search Engines (http://training.fcps.org/tt1/intsea.htm)

•Use a Search Engine – which searches its databases for your keyword: http://thesearchenginelist.com/

•Use a Directory – which has an organized list based on categories
http://thesearchenginelist.com/directory.html

•Use a MetaSearcher – which searches other search engines
http://searchenginewatch.com/2156241

•Use a Kid centered Search Engine
http://www.ivyjoy.com/rayne/kidssearch.html

•Use a Topic Specific Search – Blog, Video, Podcasts, Google Scholar, or Social Bookmarking Sites

2)Boolean Searches: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf

3)Advanced Searches – Creating a Virtual Index of web pages with the same root domain name

•Host – searches extensions only using the syntax: host:org +Fibonacci
•URL – searches within URL’s using the syntax:
url: k12.us +Fibonacci or
url: lesson +Fibonacci

Information Literacies

Association of College and Research Libraries (ACRL)

Information literacy is a set of abilities requiring individuals to “recognize
when information is needed and have the ability to locate, evaluate,
and use effectively the needed information.”

Information Literacy Competency Standards for Higher Education

Standard 1 - The information literate student determines the nature and extent of the information needed.

Performance Indicators:
1. The information literate student defines and articulates the need for information.
2. The information literate student identifies a variety of types and formats of potential sources for information.
3. The information literate student considers the costs and benefits of acquiring the needed information.
4. The information literate student reevaluates the nature and extent of the information need.

Standard 2 - The information literate student accesses needed information effectively and efficiently.

Performance Indicators:
1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
2. The information literate student constructs and implements effectively designed search strategies.
3. The information literate student retrieves information online or in person using a variety of methods.
4. The information literate student refines the search strategy if necessary.
5. The information literate student extracts, records, and manages the information and its sources.

Standard 3 - The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

Performance Indicators:
1. The information literate student summarizes the main ideas to be extracted from the information gathered.
2. The information literate student articulates and applies initial criteria for evaluating both the
information and its sources.
3. The information literate student synthesizes main ideas to construct new concepts.
4. The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
5. The information literate student determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences.
6. The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
7. The information literate student determines whether the initial query should be revised.

Standard 4 - The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

Performance Indicators:
1. The information literate student applies new and prior information to the planning and creation of a particular product or performance.
2. The information literate student revises the development process for the product or performance.
3. The information literate student communicates the product or performance effectively to others.

Standard 5 - The information literate student understands many of the economic, legal,
and social issues surrounding the use of information and accesses and uses information ethically and legally.

Performance Indicators:
1. The information literate student understands many of the ethical, legal and socio-economic issues surrounding information and information technology.
2. The information literate student follows laws, regulations, institutional policies, and etiquette related
to the access and use of information resources.
3. The information literate student acknowledges the use of information sources in communicating the product or performance.

Literacy Refined

Definitions of Literacy

•Merriam – Webster: Ability to read and write
•Ability to read, write, communicate
•David Warlick - Using information to accomplish goals
•The United Nations Educational, Scientific and Cultural Organization (UNESCO): "ability to identify, understand, interpret, create, communicate, compute and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society."
•Association of College and Research Libraries (ACRL) - Information literacy is a set of abilities requiring individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”

Foundational Literacies
•Alphabet/spelling
•Summarize
•Oral Communications
•Decode words/Phonics
•Response to literature
•Reading fluency
•Comprehension
•Contextual meaning
•Cueing: Graphophonic (Letter/sound relationships), syntax(grammar) and semantic (meaning)
•Transaction: text has no “absolute meaning” depends on readers’ perspective

New Literacies
As defined by The New Literacies Perspective
1.Questioning
2.Searching
3.Evaluating
4.Synthesizing
5.Communication

Multiplicity of Web Literacies
As defined by the New London Group (2000)

1. Media forms
Icons
Colors
Hyperlinks
Animations
Menus/Scroll Bars/Tabs
Audio & podcasts
Video
Images
Charts/Graphs
Pop Up Text
Interactive Graphics
Virtual Realities
Ads (when to ignore)

2.Internet Communications
Search engines
Web pages
Email
List-servs
Discussion groups (asynchronous)
Chat rooms
IM
Video conferencing
Blogs
Wikis
Multi-user games

3.Global Communications
Co-constructing knowledge
Author’s intent (motive behind the message)
Understanding cultural differences (assumptions)
Appropriate content for audience
Digital Citizenship

Based on information from:
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In Ruddell, R.B. & Unrau, N.J., (Eds.), Theoretical models and processes of reading (5th ed.). (pp. 1570–1613). Newark, DE: International Reading Association.

Bridging Learning Theory, Instruction and Technology Course Reflection

I am working on my masters’ degree from Walden University. When this course began, I analyzed my personal learning theory. In teaching mathematics, my education philosophy most closely matches the Cognitive Theory. Paul Friere stated that “To study is not to consume ideas but to create and re-create them”. After reflecting on all the learning theories in this course, I still believe the cumulative nature of mathematics is best taught with the cognitive theory, but that it must be complemented with cooperative group learning for our 21st Century Learners.

I will adjust my instruction by including more technology based cooperative constructivist activities. I have learned the rubric design is critical to ensure accountability and that each activity must be designed with three stages: planning, implementation and reflection. I have implemented a tutorial project with my Algebra class. Most students used Jing (http://www.jingproject.com/); one student used VoiceThread (http://voicethread.com/share/811543/). The second technology I will continue to implement is the use of Flip videos to model mathematical functions. I experimented with it this semester and was able to create a demo and have 3 students publish to our wiki (http://hurricanemath.wikispaces.com/Kent-Adv+Algebra2) modeling quadratic functions with volleyballs, soccer balls and footballs. These activities allow students to create and re-create their ideas about mathematical concepts.

I have two long term technology goals. The first is to use the technology to have students design graphic organizers such as concepts maps. I think this would be best implemented at the beginning of the course. We are on a block schedule so I can begin implementations in January. My second goal is help design a quiet space with a computer and microphone for student recordings. I had students who wanted to create a podcast or comment on a voicethread stay after school for a quiet environment. If we had one computer, perhaps with a carrel around it, creating a cubicle in each lab, it would give students the privacy and quiet they need to record. I will bring this proposal to the building technology committee.
It was fascinating to revisit the learning theories I had studied in college through a technology lens. So many things have changed. There have been advances in brain research and web2.0 tools that are now readily available to our students. I will continue to research how these tools can be used educationally and seek professional development to use them to their fullest potential.

VoiceThread

Please view my VoiceThread about student language in school at
http://voicethread.com/share/776333/

Social Learning Theories: Social Constructivism and Connectivism

Can learning happen in isolation? I can lock myself in a library, read, study, and even build an artifact, constructing knowledge in my mind, but without feedback, how do I know if I have a misconception? The presence of others allows for us to converse about a topic, refine our understanding and hear other people’s perspectives of the same information.

Social Learning Theories state that the context and culture are an important aspect of “constructing knowledge and understanding the world around us” (Orey, 2009). There are two theories on how this can happen in today’s education: Social Constructivism and Connectivism.

In Social Constructivism, students collaborate and interact WHILE engaging in the construction of an artifact. There are many ways to group students so the group can make sense of the project, plan, encourage, confirm, and validate results. Most students will be in the Zone of Proximal Development (ZPD), or ready to learn stage, each contributing their own unique skill. Others may be the Sage, or the More Knowledgeable Other (MKO) and help lead the group.

Cooperative Learning (CL) is a structured approach that complements Social Constructivism. Not having formal training in CL, I realize that I have confused Group Work/Collaboration with Cooperative Learning. I often assign a task, ask the students to pick groups and plan an activity with the discovery method to create a poster or Powerpoint presentation (artifact). Cooperative Learning shares these qualities, but also has the structure of a Pre-Implementing Phase where the teacher selects groups, arranges the room, prepares students for conflict resolution and creates a rubric where both individual and group members are accountable. Then in the Implementation phase, the teacher monitors behavior and intervenes as necessary, while allowing for the learning to occur through student dialog. Finally, in the Post-Implementation stage, there is a forum for reflection and closure.

Without hands-on professional development in this area, it is difficult to fully appreciate all the ways social learning in cooperative groups can occur. Common examples are Pair-Share, JigSaw, Split Class Debates, and Circle the Sage. I have been in professional development workshops that utilize these strategies. Use of these methods will allow for greater student engagement and provide benefits socially, psychologically, academically and offer a variety of assessment. The students can practice the social skills of leadership, decision making, and oral communication. The will gain self-esteem, feel part of a group, and be in a safe environment. Studies show CL activities result in greater retention of knowledge.

Does all of this have to happen with groups of your students in your room? The Connectivism theory says no. For the 21st Century learner, the internet is a vast area to network and collaborate with others. The read/write web allows us to have group members in another state or even another country! Each learner can create a Personal Learning Network through blogs, videoconferences, wikis, twitter and voice threads then share his knowledge through social bookmarking sites with others. With the exponential increase of knowledge, and the burden this generation has to know more, students need a place to network and store this information. Hand-held technologies makes their information accessible at their fingertips 24 hours a day. To give students the social skills to be successful in today’s work force, the use of Social Learning through Cooperative Activities is an essential tool.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Connectivism. Retreived November 29, 2009 from
http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Cooperative Learning. Retreived November 29, 2009 from
http://projects.coe.uga.edu/epltt/index.php?title=Cooperative_Learning

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Social Constructionism. Retreived November 29, 2009 from
http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Orey, Michael. (2009, March). Social Learning Theories. Bridging Learning Theory, Instruction, and Technology. Laureate Education Inc. Baltimore, MD.

Siemen, George. (2009, March). Connectivism As a Learning Theory. Bridging Learning Theory, Instruction, and Technology. Laureate Education Inc. Baltimore, MD.

Hypotheses Testing in Project and Inquiry Based Instruction

The Constructivist theory believes that knowledge is constructed in the mind of the learner. A natural extension of this theory is the Constructionist theory which believes learning occurs in the mind as a student builds an artifact. Both of these theories share qualities. In the learning environment, the teacher is a facilitator while the learner is expected to investigate, create, collaborate and use multiple strategies to arrive at a conclusion. The project/artifact should be a genuine, authentic task which will be shared and which will be graded on a rubric. In the student project, there are three phases: the planning stage, the implementing stage and the processing stage. (Orey, 2001)

Complementing these strategies with Hypothesis testing and technology will greatly enhance student understanding. The web site, Instructional Strategies That Work, Marzano, Pickering and Pollock list six classroom strategies in which to apply hypothesis testing: System Analysis, Problem Solving, Historical Investigation, Invention, Experimental Inquiry and Decision Making.

In system analysis, problem solving and historical investigations, the students can investigate using computer simulations to test their hypothesis. In decision making, the students can track the outcomes of different decisions in a spreadsheet to organize the results. In mathematics, experimental inquiry can be used to model and understand a natural phenomenon, such as gravity and its effect in sports.

Next week my Advanced Algebra 2 class will begin studying quadratic functions and their graphs: parabolas. There are many skills involved: finding the vertex using the formula x=-b/2a, finding x-intercepts by factoring, completing the square and using the quadratic formula. This will require some traditional instruction. To see parabolas come to life, I will incorporate both experimental inquiry based instruction and project based instruction.

We will begin our Balls of Fun study, with a project based activity: Parabolas in Flight. The artifact the students will create will be a video of a ball’s trajectory. In the planning stage, the students learn the trajectory formula and watch a demonstration video I upload to teacher tube (http://www.teachertube.com/viewVideo.php?video_id=146265&title=Parabolas_in_Flight&ref=nancykent) In the implementation stage, they will collaboratively make a video of a football pass, basketball shot, golf shot or soccer ball kick. Then using Windows Movie Maker, will investigate the trajectory formula for that specific event. While in the computer lab, they will use an online simulation of a cannon to investigate any additional factors that may affect their calculations. In the processing stage, they will share their video and if given parent permission upload it to teacher tube and link it to our wiki. They will receive immediate feedback from the class presentation and additional feedback from family and friends if they upload to Teacher tube. I am hoping this will take the formulas out of the textbook and bring them to life!

Our next activity will be inquiry based. In the planning stage, the students will learn quadratic regression on the graphing calculator and fill in a template (available at Instructional Strategies That Work - Experimental Inquiry Hypothesis Framework), with a hypothesis explaining the parabolas involved in a bouncing ball. Is each subsequent bounce related to the one before? Does each ball type have its own bounce back rate?

http://hypertextbook.com/facts/2006/restitution.shtml



Image by MichaelMaggs with a Creative Commons Attribution Sharelinke 3.0 License from http://commons.wikimedia.org/wiki/File:Bouncing_ball_strobe_edit.jpg

In the implementing stage, they will use a graphing calculator motion sensor to capture data on the each parabola bounce and compare vertexes, looking for a pattern. As they share they will verify their results with others.

Both of these activities will allow students to construct knowledge in their mind about parabolas and their qualities. The second will allow them to develop a hypothesis and test it. I want to continually align my practice with technology and help instill as many 21st Century skills as I can in my students.

Marzano, Pickering and Pollock. (2009). Instructional Strategies That Work. Retrieved November 24, 2009 from http://allenswanson.org/marzano/Generating_and_Testing_Hypotheses.htm

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Constructionism, Learning by Design, and Project Based Learning. Retreived November 24, 2009 from http://projects.coe.uga.edu/epltt/index.php?title=Constructionism%2C_Learning_by_Design%2C_and_Project_Based_Learning