Q: Describe the different types of instructional software in your own words.
Drill & Practice - Users are given problems or questions, they are asked to answer them, and then have their answers assessed. Directed Instruction. Pros: Immediate feedback, it saves teachers preparation and instruction time, motivates students. Cons: Using to teach new concepts instead of reinforcing learned ones, non-integrated teaching method
Tutorial - Like a human tutor, it provides the information and activities for students, in order to gain knowledge on a specific topic. Tutorials stand alone: students should be able to learn information or concepts without other assistance or materials. Directed Instruction. Pros: Self contained, self-paced instructional method, includes drill and practice. Cons: directed learning/not hands-on, lack of good software, disagreement in approaches between teachers and software.
Simulation - virtually models real or imaginary things/places/etc. to show how they work or demonstrate key concepts. Combination of Directed and Constructivist Instruction. Pros: Can compress or slow down the time of complex processes in order to investigate them, safety of experiments, save $ and resources. Cons: accuracy of the software, replacing hands-on experiments and investigations.
Instructional Game - Applies game or gaming rules to Drill & Practice and/or Simulation activities in hopes to increase motivation in students. Combination of Directed and Constructivist Instruction. Pros: Makes learning fun, retention over time. Cons: Recognizing the difference between learning and having fun, applying the learning in games to life situations, pinpointing ed. value, becoming an "electronic babysitter."
Problem Solving - Goes through the steps of solving a problems, as well as gives students the opportunity to solve problems on their own. Combination of Directed and Constructivist Instruction. Challenging activities, motivating students to spend more in depth time on a project, illustrates situations in which to use skills. Cons: Clarity of skills being taught, not learning intended skills, not suiting learning needs of all students, non-transference of skills.
Q: Where can you envision using these tools in your classroom?
Drill & Practice - I don't give very many exams that are not performance based, but for my Theatre History and Stagecraft exams I can understand how this type of software could help motivate students to study for an exam. However, I tend to doubt the availability and/or abundance of Theatre History and Stagecraft software.
Tutorials - Again, could be helpful for students, especially special needs students, to help review material already covered in class. In addition, it could be helpful for students who have a particular interest in a certain genre of theatre that is not covered in that class, to explore further.
Simulations - This could be useful in taking field trips to places that no longer exist (ancient Greek theaters, or medieval pageants) or visiting places that are not relatively close (Shakespeare's Globe in London.)
Instructional Game: Not quite sure when I would use this. I would like to get the electronic classroom Jeopardy game to review for tests with my students, but that seems to be more drill and practice than instructional. Are there instructional acting/directing/playwriting games?
Problem Solving - Possibly in the technical area of theatre, especially with light and sound. Breaking down problems into their components could be helpful for students.
This blog is intended to help inform students about the "goings on" in the HGHS Theatre Dept., as well as provide a forum for students and community members to comment or open dialogue concerning Theatre Co. rehearsals or productions.
Sunday, July 29, 2007
Sunday, July 22, 2007
Learning Log - Week 4: The Reading
Q: In your own words, what are important elements in Internet supported assignments?
First, the use of the internet can not be an end in itself. The use of the internet as a resource should be treated like previous, less technologically based, resources.
The use of the Internet should be tied directly into a component of the curriculum, and then used as a resource to enhance the activity, and not become the activity. The information, pictures, audio, that are found on the Web, should then be directly used in the assignments, and not merely located.
Also, it is important to take into consideration the technological skill level of both the students and the teacher. Do the students have the necessary information and skills to use the Internet effectively for the assignment, and will the teacher have the time, skill, and support to help his/her students succeed?
Q: Use the Web page evaluation checklist and criteria for evaluating Web pages to develop your own critical eye: develop written or mental criteria for Web pages.
The important things that jumped out at me whilst reviewing the Checklist:
Content:
- Information is accurate and up to date!
- Information is well organized and interesting.
- No offensive or coarse material.
- Language, spelling, grammar appropriate for the students' skill levels.
- Gives a contact.
Visual and Audio Design:
- They make a contribution to the page, they don't simply stand alone.
- Easily readable.
- Aesthetically pleasing.
- They make people want to read the content.
Navigation:
- Pages load quickly, it is fast!
- Links, buttons, etc. are clearly labeled and easy to find.
Misc.:
- Limited use of student pics and info.
- Connected to district Homepage.
Q: Use the top ten strategies and integration examples to guide you to Internet resources with proved value.
I went to the ePals project: Unsung Heroes http://www.epals.com/projects/unsung_heroes/
This interactive project with other schools around the world looks to be a great way for students to recognize the achievements of heroes in their community, in their classes, in their country, and around the globe. Check it out!
First, the use of the internet can not be an end in itself. The use of the internet as a resource should be treated like previous, less technologically based, resources.
The use of the Internet should be tied directly into a component of the curriculum, and then used as a resource to enhance the activity, and not become the activity. The information, pictures, audio, that are found on the Web, should then be directly used in the assignments, and not merely located.
Also, it is important to take into consideration the technological skill level of both the students and the teacher. Do the students have the necessary information and skills to use the Internet effectively for the assignment, and will the teacher have the time, skill, and support to help his/her students succeed?
Q: Use the Web page evaluation checklist and criteria for evaluating Web pages to develop your own critical eye: develop written or mental criteria for Web pages.
The important things that jumped out at me whilst reviewing the Checklist:
Content:
- Information is accurate and up to date!
- Information is well organized and interesting.
- No offensive or coarse material.
- Language, spelling, grammar appropriate for the students' skill levels.
- Gives a contact.
Visual and Audio Design:
- They make a contribution to the page, they don't simply stand alone.
- Easily readable.
- Aesthetically pleasing.
- They make people want to read the content.
Navigation:
- Pages load quickly, it is fast!
- Links, buttons, etc. are clearly labeled and easy to find.
Misc.:
- Limited use of student pics and info.
- Connected to district Homepage.
Q: Use the top ten strategies and integration examples to guide you to Internet resources with proved value.
I went to the ePals project: Unsung Heroes http://www.epals.com/projects/unsung_heroes/
This interactive project with other schools around the world looks to be a great way for students to recognize the achievements of heroes in their community, in their classes, in their country, and around the globe. Check it out!
Friday, July 13, 2007
Week 3 - Learning Log - The Video
Q: How will you ensure that students retrieve the information they need from the Internet in the allotted class time?
The first step I think would to do a test run searching for the information while preparing for the lesson. Then, assuming it will take the students a little longer than the teacher, estimate the time needed and divide by the class periods length. Like the teacher in the video, I would also constantly walk around the class/lab to make sure that students were on task and gage the amount and quality of information they are finding.
I would also recommend leaving the last five minutes of class for students to print any material that they need, or save anything to their account.
Q: How will you prepare for an activity that uses the Internet?
Preparation would include booking adequate time in the computer lab, as well as doing a test run of the lesson to gage its effectiveness.
The first step I think would to do a test run searching for the information while preparing for the lesson. Then, assuming it will take the students a little longer than the teacher, estimate the time needed and divide by the class periods length. Like the teacher in the video, I would also constantly walk around the class/lab to make sure that students were on task and gage the amount and quality of information they are finding.
I would also recommend leaving the last five minutes of class for students to print any material that they need, or save anything to their account.
Q: How will you prepare for an activity that uses the Internet?
Preparation would include booking adequate time in the computer lab, as well as doing a test run of the lesson to gage its effectiveness.
Week 3 - Learning Log - The Readings Part II
Q: What is information literacy and why is it important?
Information literacy refers to the skills that students need have in order to effectively and legally find information on the Internet. These skills could include the ability to evaluate sources critically, or check to see if the website sponsor is reputable.
Q: Restate in your own words when to use the different types of Internet search tools.
Search Engine - When your topic is specialized and specific, and you know the keywords that are going to lead to the correct websites.
Subject Directories - When you are looking for an overview of your topic; something on a broader scale to be narrowed down later.
Specialized Data Base - When you are looking for hard evidence or data such as statistics, polls, graphs, or maps.
Bulletin Board, Discussion Group, Listservs, Blogs - When you are looking for the right person or expert to guide you in your searches.
Information literacy refers to the skills that students need have in order to effectively and legally find information on the Internet. These skills could include the ability to evaluate sources critically, or check to see if the website sponsor is reputable.
Q: Restate in your own words when to use the different types of Internet search tools.
Search Engine - When your topic is specialized and specific, and you know the keywords that are going to lead to the correct websites.
Subject Directories - When you are looking for an overview of your topic; something on a broader scale to be narrowed down later.
Specialized Data Base - When you are looking for hard evidence or data such as statistics, polls, graphs, or maps.
Bulletin Board, Discussion Group, Listservs, Blogs - When you are looking for the right person or expert to guide you in your searches.
Week 3 - Learing Log - The Readings
Q: What is distance learning?
As stated by the USDLA: "The acquisition of knowledge and skills through mediated information and instruction, encompassing al technologies and other forms of learning at a distance." It does not simply mean the teaching of whole courses, but also the use of the Internet or other technology (low or high) in the classroom.
Q: What are the pros and cons of this mode of instruction?
Pros: As listed in the Roblyer text pg. 221:
1. Fast access to info.
2. Access to experts not available locally.
3. Fast communication to groups.
4. Communication resources to support collaboration.
5. Access to learning materials.
6. Access to courses and lessons not locally available.
7. Access to education for homebound students.
8. Learning communities support collaboration.
9. Lesson ideas from multiple sources.
10. Increased interaction among students and between students and teachers.
Cons:
1. Digital Divide - increasing the gap in education between those who have, and those who have not.
2. Breakdown in development and socialization skills.
3. Better as support to traditional approaches.
4. Curriculum alignment in virtual schools.
5. Teacher certification.
6. Accreditation.
7. Funding.
8. Less FTF interaction.
9. Technical problems.
Q: What does URL stand for and what is its function on the Internet?
A uniform resource locator (URL) is used as an internet address for an organization's website.
Q: What is a bookmark and how do you create one?
Is a copy of a favorite website that is organized into a list. Simply create one by going to Bookmarks Menu and click on Add Bookmark when you are at the URL of your favorite site.
Q: What are the major forms of Internet communication?
(Asynchronous)
1. Email.
2. Listserv
3. Bulletin Boards
4. Blogs
(Synchronous)
5. Chatrooms
6. IM
7. Video Conferencing
(Cyber Collaborations)
8. MUDs, MOOs, avatar spaces
As stated by the USDLA: "The acquisition of knowledge and skills through mediated information and instruction, encompassing al technologies and other forms of learning at a distance." It does not simply mean the teaching of whole courses, but also the use of the Internet or other technology (low or high) in the classroom.
Q: What are the pros and cons of this mode of instruction?
Pros: As listed in the Roblyer text pg. 221:
1. Fast access to info.
2. Access to experts not available locally.
3. Fast communication to groups.
4. Communication resources to support collaboration.
5. Access to learning materials.
6. Access to courses and lessons not locally available.
7. Access to education for homebound students.
8. Learning communities support collaboration.
9. Lesson ideas from multiple sources.
10. Increased interaction among students and between students and teachers.
Cons:
1. Digital Divide - increasing the gap in education between those who have, and those who have not.
2. Breakdown in development and socialization skills.
3. Better as support to traditional approaches.
4. Curriculum alignment in virtual schools.
5. Teacher certification.
6. Accreditation.
7. Funding.
8. Less FTF interaction.
9. Technical problems.
Q: What does URL stand for and what is its function on the Internet?
A uniform resource locator (URL) is used as an internet address for an organization's website.
Q: What is a bookmark and how do you create one?
Is a copy of a favorite website that is organized into a list. Simply create one by going to Bookmarks Menu and click on Add Bookmark when you are at the URL of your favorite site.
Q: What are the major forms of Internet communication?
(Asynchronous)
1. Email.
2. Listserv
3. Bulletin Boards
4. Blogs
(Synchronous)
5. Chatrooms
6. IM
7. Video Conferencing
(Cyber Collaborations)
8. MUDs, MOOs, avatar spaces
Friday, July 6, 2007
Week 2 - Learning Log 2
Integrating Educational Technology Into Teaching
Foundations of Effective Technology Integration Models: Theory and Practice (pp. 33–70)
Q: Do you teach mainly in a constructivist or directed style? How does technology fit into your teaching style?
I think that I mix the constructivist and directed styles. All my classes are primarily based on speech or acting performance. So there are times when information and/or directions need to be directly transmitted, but then plenty of time and opportunity for the students to explore, research, and rehearse (in large groups, small groups, and individually.)
For this I use technology to create rubrics and transmit that information to my students. In finding pieces or research for the class, the students use the internet or online sources. Many students create PowerPoint presentations to accompany their speeches, especially in informative and persuasive speeches; and many students take advantage of video during their demonstration speeches. We also use video to record their scenes or monologues and then use the play back for self-evaluation.
After writing this out, I'm finding that I use technology more in the classroom than I thought. I haven't even included the tech. that comes with Stagecraft which includes construction tools, lighting and sound equipment, computerized sewing machines fro costumes, etc.
Foundations of Effective Technology Integration Models: Theory and Practice (pp. 33–70)
Q: Do you teach mainly in a constructivist or directed style? How does technology fit into your teaching style?
I think that I mix the constructivist and directed styles. All my classes are primarily based on speech or acting performance. So there are times when information and/or directions need to be directly transmitted, but then plenty of time and opportunity for the students to explore, research, and rehearse (in large groups, small groups, and individually.)
For this I use technology to create rubrics and transmit that information to my students. In finding pieces or research for the class, the students use the internet or online sources. Many students create PowerPoint presentations to accompany their speeches, especially in informative and persuasive speeches; and many students take advantage of video during their demonstration speeches. We also use video to record their scenes or monologues and then use the play back for self-evaluation.
After writing this out, I'm finding that I use technology more in the classroom than I thought. I haven't even included the tech. that comes with Stagecraft which includes construction tools, lighting and sound equipment, computerized sewing machines fro costumes, etc.
Tuesday, July 3, 2007
Week 2 - Learning Log 3 (Video)
Q: The experts in the video offer definitions of educational technology, and several classroom vignettes are shown. Consider these definitions and examples along with your experience. Write your own definition of educational technology.
A: Educational Technology consists of any instrument, device, or tool that assists in classroom teaching and learning. This includes both forms of Low Technology (such as paper, pencils, chalk, etc.) as well as forms of High Technology (such as computers, graphing calculators, projectors, recorders, etc.) The definition of Educational Technology also includes those devices that assist teachers and administrators in the tracking, assessing, and compiling data of students.
A: Educational Technology consists of any instrument, device, or tool that assists in classroom teaching and learning. This includes both forms of Low Technology (such as paper, pencils, chalk, etc.) as well as forms of High Technology (such as computers, graphing calculators, projectors, recorders, etc.) The definition of Educational Technology also includes those devices that assist teachers and administrators in the tracking, assessing, and compiling data of students.
Monday, July 2, 2007
Week 2 Learning Log 1 - Ed. Tech.
Reading Selections:
Integrating Educational Technology Into Teaching
Educational Technology in Context: The Big Picture (pp. 3–32)
Q: In your own words, explain the major pro and con arguments for using educational technology.
A: Pro: Motivation (engaging in high level/real worldly relevant work,) Enhanced instructional methods (AV, cooperative learning, immediate feedback,) Increased productivity (use of hardware and software to cut down on the amount of time it takes to perform tasks, assess students, etc.,) Technological Literacy (tools for the modern work force,) Flexible Learning Environments (ex. on-line classes, virtual classroom,) Distance Learning (access to multiple cultures, peoples to promote tolerance,) Adaptable Assessment (to align with theory of multiple intelligences,) Support for Students with Special Needs (helping them meet high standards of achievement.)
Con: Equity Amongst Races and Cultures ("Digital Divide" coined by Lloyd Morrisett of the Markle Foundation to describe the difference in skills learned due to socio-economic conditions world wide,) Equity Amongst Genders (studies show that white males are still the primary users of ed. tech,) Use of Equipment for Special Needs Students (most is too expensive and hard to use that it goes unused,) Hackers (malicious tampering of equipment or students' private information,) Plagiarism (students have greater access to already printed work which makes the cutting/pasting of such material that much more attractive,) Privacy and Safety (students more readily accessible to on-line predators,) Copyright/Illegal Downloading (making sure that students are legally using the text, audio, and video material they present.)
Q: What are the main issues to consider when using technology?
A: As the pro/con list above shows, there is no question that the use of technology in the classroom can be beneficial to our students on many different levels. However, it is the responsibility of teachers and administrators to make sure that the knowledge is spread equitably, and in a manner that addresses the safety, legal, and ethical pitfalls that student might stumble upon.
View
Integrating Educational Technology Into Teaching
Educational Technology in Context: The Big Picture (pp. 3–32)
Q: In your own words, explain the major pro and con arguments for using educational technology.
A: Pro: Motivation (engaging in high level/real worldly relevant work,) Enhanced instructional methods (AV, cooperative learning, immediate feedback,) Increased productivity (use of hardware and software to cut down on the amount of time it takes to perform tasks, assess students, etc.,) Technological Literacy (tools for the modern work force,) Flexible Learning Environments (ex. on-line classes, virtual classroom,) Distance Learning (access to multiple cultures, peoples to promote tolerance,) Adaptable Assessment (to align with theory of multiple intelligences,) Support for Students with Special Needs (helping them meet high standards of achievement.)
Con: Equity Amongst Races and Cultures ("Digital Divide" coined by Lloyd Morrisett of the Markle Foundation to describe the difference in skills learned due to socio-economic conditions world wide,) Equity Amongst Genders (studies show that white males are still the primary users of ed. tech,) Use of Equipment for Special Needs Students (most is too expensive and hard to use that it goes unused,) Hackers (malicious tampering of equipment or students' private information,) Plagiarism (students have greater access to already printed work which makes the cutting/pasting of such material that much more attractive,) Privacy and Safety (students more readily accessible to on-line predators,) Copyright/Illegal Downloading (making sure that students are legally using the text, audio, and video material they present.)
Q: What are the main issues to consider when using technology?
A: As the pro/con list above shows, there is no question that the use of technology in the classroom can be beneficial to our students on many different levels. However, it is the responsibility of teachers and administrators to make sure that the knowledge is spread equitably, and in a manner that addresses the safety, legal, and ethical pitfalls that student might stumble upon.
View
Sunday, July 1, 2007
First Test Run...
So... This is my first post on the new blog. I have set it up so that at the end of the summer, I can easily convert it into a journal that my students and I can use to track auditions and rehearsals throughout the school year. However, for the summer it will be primarily used as a learning journal to track my thoughts and progress on the two online graduate courses I am taking (Ed. Tech. and Infusing Internet.) I'm interested to see how what I learn through the courses will be able to help me in my teaching of acting, playwriting, and directing since so much of the coaching is hands-on.
Well, I've already learned how to start a blog, so I guess I'm on my way.
Peace.
Well, I've already learned how to start a blog, so I guess I'm on my way.
Peace.
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