Blog Journal #10 prompts

Your tenth post should contain:

A paragraph about how you have learned from this class through the semester

A paragraph about how you feel about the project.

A paragraph about how you will use what you learned from this class as a teacher in the future.

A paragraph about what you found in common or interesting from your classmates’ blogs.

Blog Journal #9 prompts

Your ninth post should contain:

A paragraph about how you feel about the project.
A paragraph about what/how you contributed to your team during the previous week.
A paragraph about what you have learned during the previous week.

Blog Journal #8 prompts

Your eighth post should contain:

A paragraph discussing how you can adopt WebQuest in your project (be specific with grade and subject), and why you think it will be beneficial for them. Use the supplementary reading to get some ideas.
Find a good example of WebQuest and why you think the example is good.
A paragraph on new skills you acquired in the last week that you think will be especially useful to you in your educational career and why you think so.

Blog Journal #7 prompts

Your seventh post should contain:

A paragraph review of an interesting web-based tool or resource that you might use when teaching. Be sure to include a link to the tool or resource, and check out the ones that your classmates have shared as well.
A paragraph about how you think you will use Excel and similar programs as a teacher (see Chapter 13). Be specific about your subject matter area and the grade level.
Find a good example of the case that used Excel creatively at a school setting.

Blog Journal #6 prompts

Your sixth post should contain:

A paragraph discussing and critiquing your own PowerPoint 1 assignment using the concepts addressed in Chapter 8. Work in some screen shots as examples.
A paragraph about how you might integrate peripherals and non-computer audio-visual technologies in your classroom. How might you use them with computer-based technologies?
A paragraph on new skills you acquired in the last week that you think will be especially useful to you in your educational career and why you think so.

Do you want to creat your own word cloud???

You can do to this website and create your own word clouds. How cool is that?
http://www.wordle.net/

future of learning!

How NOT to use PowerPoint

Related to Wiki!

This is a wikispace that I created to inform teachers with web 2.0 technologies. :)

http://produsageforteachers.wikispaces.com/

A virtual educational theme park!

Check this park out!
http://www.wonderrotunda.com/index.php

Hey class bloggers!

I am wondering if you guys roam around other blogging beyond the class bloggers. Many newspapers now host blogging of many writers and some of their postings are very well-written. I want you to get an opportunity to read other people's well-written and interesting postings! If you find something that you want to share, feel free to post on your blog!! Happy blogging!

Sarah's podcast

:)

Juile's podcast

Enjoy!

President Obama speech on education

Posting 5

Your fifth post should contain:

• A paragraph in which you provide a visual critique of a web site using the rules presented in Chapter 6. Be sure to link to the site. Make sure that you include images (screen shots or other sources) in your blog post.
• A paragraph on what you feel about the biggest advantages and disadvantages of using presentation software in the K-12 classroom.
• A paragraph on how you might use PowerPoint to support student learning at each knowledge dimension in a particular lesson. Be explicit in your example! Use Chapter 5 for ideas.

Posting 4

Your fourth post should contain:

• A paragraph on how you, as a teacher, might make use of the concepts presented in Chapter 7, and what technologies you would like to use to achieve these goals.
• A paragraph addressing why or why not you would encourage or require your students to develop outline, idea map, and story boarding skills.
• A paragraph on new skills you acquired in the last week that you think will be especially useful to you in your educational career and why you think so.

Posting 3

Your third post should contain:
• A paragraph describing a lesson plan you might create that uses technology in some way. Be sure to mention how you will use technology, what technology you would use, and whatsubject matter and grade level the lesson is for. (See Chapter 2 for ideas)
• A paragraph on your concerns about being a teacher who supervises students in a technology environment (Particularly, related to the Internet-use). Be sure to mention the age/grade level of your students.
• A review of an interesting web-based tool or resource that you might use when teaching. Be sure to include a link to the tool or resource, and check out the ones that your classmates have shared as well.

Posting 2

Your second post should contain:
• A paragraph on how you’ve used MS Word as a student and how you’ve seen your teachers use MS Word. Use the textbook (chapter 9) to get ideas.
• Find a good example of a case that used MS Word creatively at a school setting, and elaborate why you like the example.
• A paragraph on new skills you acquired in the class so far that you think will be especially useful to you in your educational career and why you think so.

Posting 1

Your first post should contain:
• A paragraph about why you think computers and new technologies are important parts of the educational experience and critical concerns related to how teachers and students use computers. Use Chapter 1 to find appropriate terminology and get you thinking. Do you agree or disagree with issues raised in Chapter 1? Why or why not?
• A paragraph on how you think you will use computers in your classroom. Use the textbook (Ch 1) to get ideas. What do you hope to learn in this class to help you achieve these goals?
• A paragraph on anything you would like to share/discuss with your classmates, especially if it applies to this course, technology in general, or your future career. Just have fun!

a YouTube video about learning styles

This professor has a different opinion about learning styles. What is your opinion?

Learning Styles

LEARNING STYLES AND STRATEGIES

Richard M. Felder
Hoechst Celanese Professor of Chemical Engineering
North Carolina State University

Barbara A. Soloman
Coordinator of Advising, First Year College
North Carolina State University

ACTIVE AND REFLECTIVE LEARNERS

* Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first.
* "Let's try it out and see how it works" is an active learner's phrase; "Let's think it through first" is the reflective learner's response.
* Active learners tend to like group work more than reflective learners, who prefer working alone.
* Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners.

Everybody is active sometimes and reflective sometimes. Your preference for one category or the other may be strong, moderate, or mild. A balance of the two is desirable. If you always act before reflecting you can jump into things prematurely and get into trouble, while if you spend too much time reflecting you may never get anything done.

How can active learners help themselves?

If you are an active learner in a class that allows little or no class time for discussion or problem-solving activities, you should try to compensate for these lacks when you study. Study in a group in which the members take turns explaining different topics to each other. Work with others to guess what you will be asked on the next test and figure out how you will answer. You will always retain information better if you find ways to do something with it.

How can reflective learners help themselves?

If you are a reflective learner in a class that allows little or no class time for thinking about new information, you should try to compensate for this lack when you study. Don't simply read or memorize the material; stop periodically to review what you have read and to think of possible questions or applications. You might find it helpful to write short summaries of readings or class notes in your own words. Doing so may take extra time but will enable you to retain the material more effectively.

SENSING AND INTUITIVE LEARNERS

* Sensing learners tend to like learning facts, intuitive learners often prefer discovering possibilities and relationships.
* Sensors often like solving problems by well-established methods and dislike complications and surprises; intuitors like innovation and dislike repetition. Sensors are more likely than intuitors to resent being tested on material that has not been explicitly covered in class.
* Sensors tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work; intuitors may be better at grasping new concepts and are often more comfortable than sensors with abstractions and mathematical formulations.
* Sensors tend to be more practical and careful than intuitors; intuitors tend to work faster and to be more innovative than sensors.
* Sensors don't like courses that have no apparent connection to the real world; intuitors don't like "plug-and-chug" courses that involve a lot of memorization and routine calculations.

Everybody is sensing sometimes and intuitive sometimes. Your preference for one or the other may be strong, moderate, or mild. To be effective as a learner and problem solver, you need to be able to function both ways. If you overemphasize intuition, you may miss important details or make careless mistakes in calculations or hands-on work; if you overemphasize sensing, you may rely too much on memorization and familiar methods and not concentrate enough on understanding and innovative thinking.

How can sensing learners help themselves?

Sensors remember and understand information best if they can see how it connects to the real world. If you are in a class where most of the material is abstract and theoretical, you may have difficulty. Ask your instructor for specific examples of concepts and procedures, and find out how the concepts apply in practice. If the teacher does not provide enough specifics, try to find some in your course text or other references or by brainstorming with friends or classmates.

How can intuitive learners help themselves?

Many college lecture classes are aimed at intuitors. However, if you are an intuitor and you happen to be in a class that deals primarily with memorization and rote substitution in formulas, you may have trouble with boredom. Ask your instructor for interpretations or theories that link the facts, or try to find the connections yourself. You may also be prone to careless mistakes on test because you are impatient with details and don't like repetition (as in checking your completed solutions). Take time to read the entire question before you start answering and be sure to check your results

VISUAL AND VERBAL LEARNERS

Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words--written and spoken explanations. Everyone learns more when information is presented both visually and verbally.

In most college classes very little visual information is presented: students mainly listen to lectures and read material written on chalkboards and in textbooks and handouts. Unfortunately, most people are visual learners, which means that most students do not get nearly as much as they would if more visual presentation were used in class. Good learners are capable of processing information presented either visually or verbally.

How can visual learners help themselves?

If you are a visual learner, try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is predominantly verbal. Ask your instructor, consult reference books, and see if any videotapes or CD-ROM displays of the course material are available. Prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with arrows between concepts to show connections. Color-code your notes with a highlighter so that everything relating to one topic is the same color.

How can verbal learners help themselves?

Write summaries or outlines of course material in your own words. Working in groups can be particularly effective: you gain understanding of material by hearing classmates' explanations and you learn even more when you do the explaining.

SEQUENTIAL AND GLOBAL LEARNERS

* Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it."
* Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.

Many people who read this description may conclude incorrectly that they are global, since everyone has experienced bewilderment followed by a sudden flash of understanding. What makes you global or not is what happens before the light bulb goes on. Sequential learners may not fully understand the material but they can nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they have absorbed are logically connected. Strongly global learners who lack good sequential thinking abilities, on the other hand, may have serious difficulties until they have the big picture. Even after they have it, they may be fuzzy about the details of the subject, while sequential learners may know a lot about specific aspects of a subject but may have trouble relating them to different aspects of the same subject or to different subjects.

How can sequential learners help themselves?

Most college courses are taught in a sequential manner. However, if you are a sequential learner and you have an instructor who jumps around from topic to topic or skips steps, you may have difficulty following and remembering. Ask the instructor to fill in the skipped steps, or fill them in yourself by consulting references. When you are studying, take the time to outline the lecture material for yourself in logical order. In the long run doing so will save you time. You might also try to strengthen your global thinking skills by relating each new topic you study to things you already know. The more you can do so, the deeper your understanding of the topic is likely to be.

How can global learners help themselves?

If you are a global learner, it can be helpful for you to realize that you need the big picture of a subject before you can master details. If your instructor plunges directly into new topics without bothering to explain how they relate to what you already know, it can cause problems for you. Fortunately, there are steps you can take that may help you get the big picture more rapidly. Before you begin to study the first section of a chapter in a text, skim through the entire chapter to get an overview. Doing so may be time-consuming initially but it may save you from going over and over individual parts later. Instead of spending a short time on every subject every night, you might find it more productive to immerse yourself in individual subjects for large blocks. Try to relate the subject to things you already know, either by asking the instructor to help you see connections or by consulting references. Above all, don't lose faith in yourself; you will eventually understand the new material, and once you do your understanding of how it connects to other topics and disciplines may enable you to apply it in ways that most sequential thinkers would never dream of.

Reference: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm