Umms and Ahhhhs

For my Energy Conservation Project I looked at the fuel consumption of mine and my wifes cars. I gave the presentation at Mt. Edgecumbe High School in my math classroom. After seeing the video a couple 10-12 times. I know that I could have had a better presentation.

I think that I did pretty well with my umms and ahhs. I only counted three aaaaaaaa's. Which is about what I would expect. I felt that my hand gestures and movements were pretty good as well. Watching the video you can tell that I didn't really prepare for shooting the presentation. I thought that the lighting was poor, and I kept leaning in front of the projector light. My eye contact was less then I would have liked. I should have had something to read from maybe, or someone holding up some cue cards :) I think that I would have done better if I had written it out, then maybe I wouldn't have fumbled on some of my wording. It would have been nice to have a pointer, but I think that my finger pointing was alright.

Overall I think that I could have done better, but I am satisfied with what I produced.

Energy Conservation Project

My energy conservation project was a study of the fuel consumption of my wife and I for a week and how we could modify our ways to consume less. During the study I found that out of the two vehicles, mine travels the most miles on average. Which is good because my car also gets the better gas mileage, around 30 miles to the gallon in the city. It was interesting to me how much fuel would be saved if we both got bikes and rode to work three times a week. The project helped me put our fuel consumption in perspective.

The presentation that I gave was pretty good for the equipment that I used. For filming I used a higher end digital still photo camera with video capabilities. The sound quality was fairly poor I thought. The only microphone that was used was on the camera. The best part of the presentation was the Smartboard that was used. It made the presentation much easier then a computer and a projector. I like how the project turned out, but I felt that I could have had better delivery.

Check it out....
Video
http://www.youtube.com/watch?v=3y4V6UZJto0
Spreadsheet
http://spreadsheets.google.com/ccc?key=pzPOY-VP2r-lHFoaLCRQmVw&hl=en&pli=1
Powerpoint
http://www.slideshare.net/klukwan_40/fuel-185231

Ed Philosophy

My ed philosophy project was fun. I chose a theme to follow, and you should be able to see it in the video. Just in case it isn't as straight forward as I thought that it was, i tend toward a combination of perennialism and essentialism. Where I believe that the goal of a teacher is to help all students discover and understand the knowledge that is here and help them to uncover new truths. On a side note, I am having a great time this semester and I hope that you can tell with the pics that I took in class.

http://www.youtube.com/watch?v=qM3fikbURdg

Tools for the Mind

Jeremy Strong

Ed 630

Article Assessment #3

“Tools for the Mind”

By: Mary Burns

Overview:

This article talks about the advantages of high-level technology skills and the pit falls of low-level technology skill use in the classroom. We all know that technology can improve student learning, but as this article points out the technology applications must be of a higher level to really be effective. Programs such as power points and Microsoft Word are really not strengthening cognitive development, but rather developing the sensorimotor skills. In order to get students to reach the higher levels of thinking it will take more then just technology. Higher level applications that require logical and conceptual thinking can help students to get there. Just like any other teaching tool it is going to start with the teachers and the curriculum, and it is up to us to change how technology is used in the classroom. This won’t be as easy as it sounds, since most teachers receive training on how to use technology and not how to teach with it.

Reference Points:

1. “Students and teachers must become creators of information and ideas, not simply users of technology.”

2.”Technology alone cannot move students to higher-order thinking skills, but some applications are more suited for this task then others.”

3.”Its not enough to help students find and communicate information.”

4.”In addition to lower-order tools, classrooms use more robust tools, such as the internet, in such nondifferentiated ways that dilute their power.”

5.”Computers can provide transformative student learning experiences that would otherwise not be possible.”

Reflection:

The fact is that computers are one of the most useful tools for our students to succeed. They should be taught how to use them for more then power point presentations and word applications. I fully agree with the article. With the capabilities and possibilities that a computer can bring to the classroom, it is a shame that there has been so much value put on the lower level applications. There is much that can be learned from using the higher level tools to teach students and the teachers. It will start with the teacher, just like any other subject. When a teacher makes anything meaningful and useful students tend to learn more. Finding the bridge to bring upper level computer programs and applications will create this purpose and value. There seems to be a lot of talk about interdisciplinary curriculum and how important it is, and I say one of the real connections that can deepen a unit and link it to another subject is computers and their applications. These technologies are always changing and it is hard to keep up with all the tools on a computer, but if teachers don’t try students will try on their own.

Read/write Web

Jeremy Strong

Ed 630

Article assessment #2

The Educator’s Guide to the Read/Write Web

By Will Richardson

Overview:

This article focused on the tools on the web that make it possible for students to learn and grow with the technologies that the “read/write web” brings us. With tools such as web blogs, Wikis, RSS feeds and podcasts students become more then just readers and writers they become producers of their own products for the whole world to see. These new tools will allow new avenues of education for both the students and the teachers. The article asks the question, “How should curriculums change now that students have the ability to reach audiences beyond the classroom walls?” With the answer not being as clear as we all had hoped, because this question brings up another very important question, what does it mean to be literate? While being literate 100 years ago meant you were able to read and write, these skills, as core as they are, “will not ensure understanding and meaningful participation in the exchange of ideas online.” The article says that in order to be literate in this new age means “to skillfully manage the flood of information now available.” Students must be able to be able to identify the source of a piece of information, and gauge that sources reputation, compare that information with what’s already known, and make a judgment about it’s authenticity and relevance. The trick for teachers in all of this is how it will become less and less appropriate for teachers to rely on traditional methods of curriculum delivery. The article calls for teachers to rethink their roles from a content area expert to a guide who shows students how work effectively on the web. Although the article preaches about the use of the web as a tool for understanding and curriculum delivery they do give some warnings about what may go wrong with this type of instruction, such as software capabilities, adult comfort levels, and the task of keep students focused. The article ends by saying that the old read-only web changed the way that students learned, worked, and communicated, now this new web will change their lives even more.

Bulleted Reference Points:

1. “Hundreds of traditional media outlets like The New York Times, Newsweek, and The Wall Street Journal now offer RSS feeds for their content.”
2. “Tens of millions of bloggers around the world, many of them high school students, regularly add their ideas and perspectives to the massive body of information that is the Web.”
3. “Google regularly scans in information from more then 50 million books from the world’s biggest research libraries, and a new blog is created every two seconds.”
4. “The tools of the read/write web facilitate students’ collaborative construction on meaningful knowledge.”
5. “The web can also act as a student notebook or portfolio, a searchable respitory capturing evidence of what a student has learned throughout his or her education. This gives students opportunities for important meta cognitive reflection on ther own learning.”

Reflection and significance:

This article gives me a little in site into some tools that are often overlooked in the math world, and makes me think about how I could use some of them. Although I think that by using them it may stray the curriculum delivery from the traditional into the why are we doing this for math class delivery, I believe that it does hold merit in all subjects. The use of these tools could make it real and show students just how big the world of mathematics really is. The internet and its tools will only become more readily available in the future and it is important for both students and teachers to embrace them, if we are to keep moving forward with them.

Tech Anthro

So, Timm and I went and swam in the tech waters of Mt. Edgecumbe High School this last week, and found somethings that we did not know. For one the only real way to get questions answered about the technology landscape is to ask a human. I had trouble finding most of what was needed to know from the web, due to broken links or empty pages. Next, it is darn near impossible to get one of the tech guys to be in one place for more then a minute. But finally when Timm and I did get someone to talk to us we got some answers, some of which i didn't know. For one, how to sign up the computer labs. Since I am in a math classroom and we have our own computers, I was unaware that the labs are a first come first serve buffet. I also became aware that the administration loves technology, especially since it is the way to the hearts of the students. I am amazed at how students respond to technology and how they respond when it is taken away from them. If i have to take an ipod for the day a student feels like a part of them is missing. They won't comeback at the end of the day for a missing assignment, but a confiscated ipod is a different story. It seems that some schools would just rather have white boards and computers only for the purpose of office applications. I maybe off on that, but that is what i have seen before. I also realized how much work it is for the tech guys to keep up. As great as technology can be, it can be a real pain in the butt when it isn't working. For more on the assessment check out my full report....

http://docs.google.com/Doc?docid=ddkc6s39_0cvcqm7&hl=en

Jeremy

Listen to the natives

Sep. 13, 2007

Listen to the Natives

By: Marc Prensky

Overview:

This article talks about the school landscape in the 21^st century. How students are sprinting with new technology and teachers are playing catch-up with one foot in the past. The author states that students/children are no longer “little versions of us” but rather calls students/children in this century “digital natives”. Meaning that they are native speakers of technology and the digital language of computers, video games, and the Internet. He states that as the technology evolves so will the students. The change will be so rapid that we won’t be able to keep up. The author states that we must take our cues from our student’s 21^st century innovations and behaviors, and abandon our own predigital instincts and comfort zones. This means putting engagement before content, and encouraging decision making, involving students in decision making and getting input on how the students would teach class. Teachers don’t need to master all the new technologies, but should do what they do best and that is leading discussions. The author states that students have mastered a large variety of tools that we will never master with the same level of skill. Furthermore, that these tools have become extensions of their brains. The author also states that we should embrace these tools, such as cell phones, rather then outlaw their use in the classroom. The author states that the key to literacy in the 21^st century is likely to be programming. That all students, to some degree, are programmers. The author states that the curriculums of the past are interfering with the curriculums of the future, and we should be making room for 21^st century learning.

Reference points:

1. “Our students, as digital natives, will continue to evolve and change so rapidly that we won’t be able to keep up.”
2. “As 21^st educators, we can no longer decide for our students; we must decide with them, as strange as that may feel to many of us.”
3. ‘The informal, exciting half of kids’ education occurs “after school.”’
4. ‘…the real reason we ban cell phones is that, given the opportunity to use them, students would “vote with their attention,” just as adults “vote with their feet” by leaving the room when a presentation is not compelling.’
5. “All 21^st century kids are programmers to some degree.”
6. “If educators want to have relevance in this century, it is crucial that we find ways to engage students in school.”
7. “Our schools should be teaching kids how to program, filter knowledge, and maximize the features and connectivity of their tools.

Reflection:

I had a little trouble with the article. It was informative and insightful, but some of the ideas that were presented seemed a little too existential for my taste. When he said that students should be able to vote with their attention, I thought that most student might just choose to not pay attention because it is easier to goof off and play a game on their cell phone then to pay attention. I do agree that the tools of the 21^st century are becoming an extension of the owners. It is amazing what a student will do to not loose that part of their person. I also agree that teachers need to make instruction more adaptive to the times. It is a little harder in some subject areas, but it can and should be done. The days of the chalk board are numbered, especially as technology becomes more and more readily available. I don’t know how old Marc is, but I thought that he was a little hash on himself and the people not born of the digital age, although I could see where he was coming from by saying that some teachers still have a foot in the past. The student today needs technology to grow in the 21^st century.

Futuring

How would you “grade” or assess Fox Becomes a Better Person, and School Train?

I would assess both assignments in two contexts, one with how the lesson was covered and the other with the presentation. I would first give a grade on whether the students followed the guidelines for the lesson. If they needed to show understanding of a certain concept they would first and foremost need to show such an understanding. I would assess the content by establishing the different levels of understanding of the topic. Next I would assess the delivery of the materials. What is it that they are trying to say? Is the message clear? Is the topic being covered? How does the assignment look and sound? Is the story original? Since this is a presentation assignment I would also assess the presentation skills used. Are the presenters speaking clear and loud enough? Is everyone getting a chance to speak/participate? Is there eye contact? How is the presenter’s body language? These are the things that I would look for if I was grading these two assignments.

What impacts could the developments portrayed in epic2015 have on your classroom, particularly with respect to things like podcasting?

The developments portrayed in epic 2015 could have a large impact on the way that students would view the world. Especially, with respects to how connected they would be with the world. This is not to far off from what we have now, the Internet connects billions of people everyday. The thing that I find most interesting about epic2015 is the fact that they have everyone reaching out to see the world and get a bigger picture, then they bring it back and people go more local with the technology. It continues to get more and more specific and personalized. This has started to happen in the present with websites like my.yahoo.com and other personalized web pages. As technology gets to be more and more personalized through podcasts and personal “communicators” (for lack of a better word) it will make the classroom more and more personal to the student. I think that it would allow students to roam more freely and decide their own path of education. The Internet and podcasts would be right at their fingertips. Not only could they access facts from credible websites and podcasts, but they could access opinions from millions of people around the world. It would further connect everyone to everyone changing the way that students learn, and thus changing the way that teachers teach.

Cross country and seating charts

Ahhh today was a good day. I ran with the cross country team, which is not unusual both Timm and i have been doing that for around two weeks. the women ran 4.5 miles and the men ran 6 miles. That was the first time i have done that in like 3 years. Not gonna lie it felt great. There is a pretty strong team here at MEHS. And the kids seem to have taken to both Timm and myself very nicely. They call us coach and look to us for answers. I love coaching, it is one of my favorite things to do, so i feel right at home.
On another note i had to implement my first seating chart in fifth period algebra. Not my favorite thing to do, but it had to be done. Over all the students are pretty good, but for some reason the students in that class fell in with the obnoxious unruly student. It will be interesting to see how they respond to the new rule.
Well, i am not a man of many words when it comes to this type of thing, but it is going to be a nice outlet. JB out

check check

testing testing.....