This is an example of what my students will make when finishing the WebQuest. It's a TV advertisment for their specific geological time period. Each student is to pair up with another student and persuade the class with their advertisment to take a trip with them to their geological time period.
Wednesday, September 30, 2009
Sunday, September 27, 2009
Would Socrates Approve of WebQuests?
After reading the article "What Would Socrates Say", it is obvious that the reader believes that Socrates would whole-heartedly support the ever increasing technology as a viable learning experience for children. I must say I have to agree with the author of this article. In this article, there are several points of proof for this. First, Socrates believed beyond any other thing that questioning was the key to advancing intelect. Webquests undoubtedly support questioning. If a Webquest is constructed correctly, a student must not simply search the web for facts, but critically think and question the matter at hand. Socrates was also an emperical thinker--he supported scientific reasoning behind natural phenomena. Facts and science are keys to discovering answers and Webquests request that kind of reasoning. A final reason Socrates would support Webquests is that his most advanced teaching tool of his time was communication--especially in groups. Webquests require group communication and questioning/debate that results in higher level thinking. Socrates would support any means by which a being could enhance their learning and questioning. Answers are always leading to more questions, and by that thought technology is always leading to more technology. Socrates would encourage an embracing of this learning source.
My Webquest requires students to perform the "persuasive task" described in the Webquest Taxonomy. The students use the information they learn to persuade "clients" to take a trip to their geological time period. Students must show an understanding for the characteristics of their specific time period and use creativity and presentation skills to persuade others.
Here is a link to my final Webquest!
My Webquest requires students to perform the "persuasive task" described in the Webquest Taxonomy. The students use the information they learn to persuade "clients" to take a trip to their geological time period. Students must show an understanding for the characteristics of their specific time period and use creativity and presentation skills to persuade others.
Here is a link to my final Webquest!
Wednesday, September 23, 2009
WebQuest Rough Draft
You can view my webquest by clicking here!
Please feel free to make comments with improvements and/or suggestions!
Please feel free to make comments with improvements and/or suggestions!
Thursday, September 17, 2009
Webquest Changes
Web Quest to be used for changes: Time Before Time Travel Agency
This webquest is already very organized and set up in a student friendly manner. There some changes I would make. They will be organized according to section:
Overall Asthetics:
navigation/flow: I might try to find a way to link the pages without having to click on the sides. this will add more easy to navigating the webquest as a whole.
Introduction:
motivational effectiveness: the intro. is not very lengthy. I will probably add a little bit of creative encouragement to try to captivate the students' interest better with the initial paragraph.
cognitive effectiveness: the introduction does not particularly build upon students' prior knowledge. It somewhat gives an overview of what they will be encountering with this project, but I think that could be explained in slightly more detail so they will have a better understanding.
resources: some of the resources seem very advanced or repeat the same information. i might reduce the number of links to that the students are not overwhelmed with facts, and yet still have enough information to create their project.
This webquest is already very organized and set up in a student friendly manner. There some changes I would make. They will be organized according to section:
Overall Asthetics:
navigation/flow: I might try to find a way to link the pages without having to click on the sides. this will add more easy to navigating the webquest as a whole.
Introduction:
motivational effectiveness: the intro. is not very lengthy. I will probably add a little bit of creative encouragement to try to captivate the students' interest better with the initial paragraph.
cognitive effectiveness: the introduction does not particularly build upon students' prior knowledge. It somewhat gives an overview of what they will be encountering with this project, but I think that could be explained in slightly more detail so they will have a better understanding.
resources: some of the resources seem very advanced or repeat the same information. i might reduce the number of links to that the students are not overwhelmed with facts, and yet still have enough information to create their project.
Tuesday, September 15, 2009
Webquest
Two best Webquests: John Wilkes Booth & Creative Encounters
Overall, we came to the conclusion that John Wilkes Booth and Creative Encounters encorporated most of the ideals that all four roles were looking for. They were both technologically helpful and included links and resources. Both required a higher-level thinking and collaboration/teamwork. Also, both were time efficient and gave a deep understanding of the topic at hand.
Two worst Webquests: Landfills & Poetry of War
These two webquests lacked web use and researching. They also did not have much collaboration. They were very time consuming. While they are good assignments that could be used in the classroom, using webquest doesn't offer much of an advantage over a worksheet in a classroom.
Best, to us, means that the webquest met most of the criteria described in each of the 4 roles we took while reading. Worst, though they were not bad assignments, means that they did not reflect the ideals represented as a whole for the learner.
Overall, we came to the conclusion that John Wilkes Booth and Creative Encounters encorporated most of the ideals that all four roles were looking for. They were both technologically helpful and included links and resources. Both required a higher-level thinking and collaboration/teamwork. Also, both were time efficient and gave a deep understanding of the topic at hand.
Two worst Webquests: Landfills & Poetry of War
These two webquests lacked web use and researching. They also did not have much collaboration. They were very time consuming. While they are good assignments that could be used in the classroom, using webquest doesn't offer much of an advantage over a worksheet in a classroom.
Best, to us, means that the webquest met most of the criteria described in each of the 4 roles we took while reading. Worst, though they were not bad assignments, means that they did not reflect the ideals represented as a whole for the learner.
Monday, September 14, 2009
Should students be allowed to substitute multimedia projects for papers?
The topic of using multimedia projects in place of written assignments is a very debatable one. Should teachers have the right to substitute techonological literacy for written literacy? Will the use of one form hinder the development of the other? These questions are valid problems and issues that need to be considered before assigning (or refusing) multimedia projects in your classroom.
According to the article "Orchestrating the Media Collage" by Jason Ohlerat, we need to embrace the idea of multimedia projects or what he calls "digital literacy". In a world that is so technologically advanced, multimedia projects can enhance overall literacy across the board. This means that a student who is fluent in digital literacy (typing, compiling pictures into a collage and adding text, narration, movie making, etc.) will actually succeed more in the forms of written and oral literacy. I wholeheartedly agree with the author of this particular article. If teachers do not embrace the world of technology and take full advantage of the several forms of media readily available to all, then our students will not be prepared for a future that will be even more embedded in computers and multimedia.
The video "The Power of One" was assigned to a high school social studies class as a substitute for a 15 page paper that was required before graduation. They were to highlight the history of voting on an international, national, and local level and describe the importance of voting. In order to create the video, the class had to have a very good grasp on the concept of voting and its history. They had to do research and brainstorming--both of which are very important skills acquired when constructing a research paper. They also had to use collaboration and team work to complete the project--skills not necessarily gained through writting. In addition to those skills, the students had to use their knowledge of editing, sound/narration production, and publishing their multimedia project. Overall, there were numerous skills the students displayed with the completion of this particular project. They had to project their understanding of the topic and use creativity to attain their ultimate product.
As far as the ISTE-NETS are concerned, there are several standards that a teacher can meet by assigning a multimedia project such as the one described above.
1. Facilitate and Inspire Student Learning and Creativity:
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
Both of these standards are completely met with using the project of "The Power of One". This type of project will gauge conceptual understanding, cooperation, and encourage the use of digital tools and resources.
If anything the use of multimedia projects will only help your students succeed further. Of course other forms of literacy should not be neglected. Writing, speaking, and listening are all important forms of literacy that should be attended to, but digital literacy needs to be accepted and introduced to students at a young age if they are to keep up with the ever-advancing society of our world.
The Power of One Video
Orchestrating the Media Collage by Jason Ohlerat
According to the article "Orchestrating the Media Collage" by Jason Ohlerat, we need to embrace the idea of multimedia projects or what he calls "digital literacy". In a world that is so technologically advanced, multimedia projects can enhance overall literacy across the board. This means that a student who is fluent in digital literacy (typing, compiling pictures into a collage and adding text, narration, movie making, etc.) will actually succeed more in the forms of written and oral literacy. I wholeheartedly agree with the author of this particular article. If teachers do not embrace the world of technology and take full advantage of the several forms of media readily available to all, then our students will not be prepared for a future that will be even more embedded in computers and multimedia.
The video "The Power of One" was assigned to a high school social studies class as a substitute for a 15 page paper that was required before graduation. They were to highlight the history of voting on an international, national, and local level and describe the importance of voting. In order to create the video, the class had to have a very good grasp on the concept of voting and its history. They had to do research and brainstorming--both of which are very important skills acquired when constructing a research paper. They also had to use collaboration and team work to complete the project--skills not necessarily gained through writting. In addition to those skills, the students had to use their knowledge of editing, sound/narration production, and publishing their multimedia project. Overall, there were numerous skills the students displayed with the completion of this particular project. They had to project their understanding of the topic and use creativity to attain their ultimate product.
As far as the ISTE-NETS are concerned, there are several standards that a teacher can meet by assigning a multimedia project such as the one described above.
1. Facilitate and Inspire Student Learning and Creativity:
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
Both of these standards are completely met with using the project of "The Power of One". This type of project will gauge conceptual understanding, cooperation, and encourage the use of digital tools and resources.
If anything the use of multimedia projects will only help your students succeed further. Of course other forms of literacy should not be neglected. Writing, speaking, and listening are all important forms of literacy that should be attended to, but digital literacy needs to be accepted and introduced to students at a young age if they are to keep up with the ever-advancing society of our world.
The Power of One Video
Orchestrating the Media Collage by Jason Ohlerat
Tuesday, September 8, 2009
Tuesday, September 1, 2009
Blogging Activities--Tuesday, Sept. 1
post reflects the information found at:http://technospudprojects.motime.com/
Title of blog: "What's In A Name Online Project"
This particular blog appears to be set up as a project run by Technospud--located in California, in 2003. 4th grade & up teachers could register their classrooms to be a part of this online project. The blog's author posted 'questions of the day' and allowed students/teachers from 50 schools all over the country (and Canada) to participate in responding with their own answers and additional questions or comments. All of the questions were related to their school's information i.e. origins of its name, location, population of the city, etc. While most of the responses came from the teachers themselves, some of the answers came from students. My guess is that most of the classes collaborated together through research/discussion to come up with their answers that the teacher would post to the questions.
By generating these questions, the blog allowed teachers to spark conversation in their personal classrooms and encourage researching on interesting topics . The blog also aided in learning by creating easy access to the same information of different schools all over the country. It cultivated relationships between schools and provided a new realm of communication that some students had never been exposed to.
All of the questions posted required researching. This allows instructors to discuss the different ways in which information can be found--encyclopedias, newspapers, interviews, the internet. Understanding of and utilizing all types of resources is a valuable lesson that can be learned through this online project.
Two performance indicators that would be met if I were to use this blog in my future classroom:
1. Facilitate and Inspire student learning and creativity
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
5. Engage in professional growth and leadership
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
Title of blog: "What's In A Name Online Project"
This particular blog appears to be set up as a project run by Technospud--located in California, in 2003. 4th grade & up teachers could register their classrooms to be a part of this online project. The blog's author posted 'questions of the day' and allowed students/teachers from 50 schools all over the country (and Canada) to participate in responding with their own answers and additional questions or comments. All of the questions were related to their school's information i.e. origins of its name, location, population of the city, etc. While most of the responses came from the teachers themselves, some of the answers came from students. My guess is that most of the classes collaborated together through research/discussion to come up with their answers that the teacher would post to the questions.
By generating these questions, the blog allowed teachers to spark conversation in their personal classrooms and encourage researching on interesting topics . The blog also aided in learning by creating easy access to the same information of different schools all over the country. It cultivated relationships between schools and provided a new realm of communication that some students had never been exposed to.
All of the questions posted required researching. This allows instructors to discuss the different ways in which information can be found--encyclopedias, newspapers, interviews, the internet. Understanding of and utilizing all types of resources is a valuable lesson that can be learned through this online project.
Two performance indicators that would be met if I were to use this blog in my future classroom:
1. Facilitate and Inspire student learning and creativity
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
5. Engage in professional growth and leadership
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
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