blog response

http://www.techsavvyed.net/?p=906

Virtual Reality.... is it a reality in schools?

I’m not so sure about VR.  I think (reading the Kinect article) a program like that may be valuable in some ways, but the actual VR world could be a scary thing.  Some former students of mine like to use MEEZ.  I didn’t understand it fully, and still don’t, except that I banned it from our classroom because I saw swearing on the chat they can send each other.  I don’t think there are parameters or filters on those kinds of things, and therefore could cause major issues in the schools.

However, if you can take a field trip to a museum or to the moon or somewhere impossible for you to take your students physically, doing so by way of VR or 3D web would be the way to go.  Imagine the students being able to see King Tut’s tomb in the Pyramids, or exploring the New World with Chris Columbus (see what it was like to be on the boat!)

When I played SIMS several years ago, I found myself dreaming (nightmare!?) about it and it consumed my thoughts… it was impossible to sleep.  I started to get that feeling again as I watched that Second Life video.  Scared me!

I’m still on the fence… I can see arguments both ways.  One thing that does bother me is the lack of human interaction with video games.  More and more people are communicating electronically (I admit, I’m guilty or texting and emailing more than making phone calls) but children need this more.  We see many problems in schools with children not getting along… perhaps it’s because they spend more time in cyber/second space than dealing with real-world issues. 

On the other hand, as mentioned before, some of this virtual reality stuff can enhance (not supplement) lesson plans.  In teacher-led small doses, VR could be a useful tool in the classroom.

Final Project: WebQuest

Well, hopefully I am doing this right.  I plan to make a webquest about the soloar system.  The students will be pretending they are astronauts and have to research outer space, namely the relation of the sun to the rest of the planets.  when they "return to earth" they will be building a 3-d model based on what they discovered.  For this I am going to need some really good space websites, including NASA.  Luckily I anticipated this, and when we were doing the web resources, I found a few more websites I think I will be able to use. 
I am going to have to learn how to develop this for the simpler minds of younger elementary students (even though it is a 5th grade GLCE).  I am going to have to test, retest, and perhaps even give a few kids I know a chance to see if they can follow the procedures.  it has to be engaging and not too hard that they will get frustrated.  I hope to learn how to make a webquest that others will be able to use in their lessons.  By me creating this, it also causes me to look at the subject more in depth and really get to know the information i am going to teach.

I will probably begin the lesson by showing a clip of StarTrek - or something they may be more familiar with (but I like the captain's log Stardate reference!)
Perhaps the webquest will lead them to Miss Frizzel and they can view a short clip of the magic school bus taking us to outer space.

I'm thinking the students will be required to find out how far the planets are away from each other and the sun, as well as their sizes in relation to each other (this will integrate some FRACTIONS!) for their models.  This will require them to take notes, draw pictures, and maybe print some things out. 

I can extend the activity by asking some students to show other moons, temperatures of planets, asking if they think life is possible, etc.

Introduction

Captain's Log, Stardate: Alpha 1965.  You are an astronaut preparing to blast off into outer space.  You will be studying the solar system for 365 days. Your mission is to develop an understanding that the sun is the central and largest body in the solar system and that Earth and other objects in the sky move in a regular and predictable motion around the sun.  You need to understand that those motions explain the day, year, moon phases, eclipses and the appearance of motion of objects across the sky. You will also understand that gravity is the force that keeps the planets in orbit around the sun and governs motion in the solar system.

When you return to earth, you will Design a model that of the solar system that shows the relative order and scale of the planets, dwarf planets, comets, and asteroids to the sun.

Webquest

Provide the Webquest location (URL) : http://www.teamstraus.com/Native%20American%20Webquest.htm

Introduction:
How do you survive a rainy day or a snow storm? What would you do if you ran out of your favorite snack or milk for your cereal? What would happen if the roof of your house blew off during a wind storm? What would happen if your favorite sweater shrunk in the wash? The answers to these questions are simple in today's world. But what if the only tool or resource available to you was your mind. Are you a survivor? 
Native Americans were the original survivors. Without television, computers and video games, they found ways to entertain each other. Without grocery stores, they hunted, farmed or fished for their meals. Depending on the climate of their location, they created shelters. Without malls and stores, clothing was created by hand from materials in their environment. Native Americans developed their shelters, clothing and food using their intelligence and hard work.

strength:  speaks in simple terms to children and expresses the objective in ways they can understand. Makes a connection that children can relate to.  shows a map and explains the different areas of the country and how people needed to use resources in different ways depending on where they live. 

weakness:  i did not find a weakness in the introduction.   They kept it short and simple 

A task that is doable and interesting:

 Your task with your team is to travel back in time and learn how to be a survivor. You and your team have been assigned to travel back to a specific region. You will observe the climate and environment of your assigned region. You will be asked to share facts about the shelter, clothing, food and culture of the Native Americans who lived in your assigned region. Upon your return to the present day and location, you will need to report through a power point presentation on the survival skills of Native Americans, focusing particularly on how the environment helped determine the way of life.

strength:  will teach children not only about how different people survived in different climates, but gives them a chance to do the research on their own and to utilize technology by creating a powerpoint. gives students key questions to answer to guide them on their quest.  lists websites and links where children can find the information they are looking for (plenty of references).


weakness:  may not be exactly 'interesting', but it adheres to the GLCEs which is the point of the assignment


A process:
1.  Gather data from the Internet (see links provided) and books (school library time will be used).
2.  Create a graphic organizer (list, web, chart, etc.) to help separate the information that you are collecting.  Please note that your rough notes will be handed in with your final product.  Please be sure to document where you got all information (for example: write down the addresses of websites, the publishing information of books).
3.  Create a PowerPoint presentation on your region that focuses on the 5 key areas above and answers the key questions above (computer lab time will be given).
4.  Prepare an oral presentation to accompany your team's power point presentation.  Your group must be practiced, speak clearly and loudly, and maintain eye contact.  All group members must participate in both aspects of the team challenge.

strength:  lists simple steps so children know exactly what they need to do.  

weakness:  does not offer an example for children to look at; may need to have one created by teacher

EVALUATION: site has a rubric posted
strength:  offers a detailed rubric for children and teacher to follow for assessment.offers a detailed rubric for children and teacher to follow for assessment. simple to follow


weakness:  as with any rubric, the grading is relative



A conclusion that brings closure to the quest, reminds the learners about what they've learned...Overall thoughts.
Native Americans were truly the first survivors. They created everything needed to survive in the regions where they lived. Shelter was built to suit the climate. Food was grown or hunted dependent on the climate and region. Clothes were created from materials and animals from their environment. Every tribe had different cultures and impacted their region in different ways.
How were the different regions alike? How were they different? Which region do you think survival was easiest? Most difficult? If you could travel back in time, in which region would you choose to survive and why?

strength:  ties it all together in a way that makes sense to child and teacher by providing questions for discussion

weakness:  does not offer further extensions

Is this a webquest you think you could use without modification in your classroom? What might you have to change?the only modification I think I might make is that this could be an individual assignment rather than a group (depending on the dynamic of the class). i also would have them make illustrations to share during their presentations.  We could take it one step further and make it an interactive whiteboard project.

Applying ISTE to a Lesson

ISTE standard for my gade level: Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (4,6)

But other ITSE standards that fit in this unit are:  Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1,2).   In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. (1,2,6)

I will be teaching a unit on poetry.  I plan to cover 4-5 types of poems by reading to the class, describing what makes them the type that they are, and having the students write their own.   They will also be doing a poetry reading for the class.

Using the technology available to us (the internet) I could try to find the poet (or another famous person) and show them reading a certain poem, as well as show an example of a poetry reading.  I could also use my flip video camera when we have our poetry readings and tape some of the children presenting their poetry so they can go back and watch it at a later time.   I hope to kind of decorate the room like a café, serve cocoa and cookies, kind of like a real café where they might do poetry readings at (Beatnik-esque).  

We have a publishing center at our school, and the children will have their poems published so they each have their own book. 

Cell Phones in the Classroom?

http://theinnovativeeducator.blogspot.com/2010/10/thinking-outside-ban.html#comment-form 

I'm still on the fence about the 'cell phone in schools' debate.  While your article brings to light some good points, I feel like they could still be a nuisance.  How do we go about 'regulating' them?  I worry about kids sitting in the back row (or even the front) and texting their friends about weekend plans or playing games rather than using them for educational benefit. I know that cell phones are banned in some locker rooms because people were taking inappropriate pictures and sending them to all their friends.  And there is always the issue of theft, or kids whose families cant afford them...

Also, what age is it appropriate to allow children to use them in class?

It will take a lot of trust and responsibility in the students to see this implemented properly.  I'm curious to see where the future will lead this discussion.

Get rid of the pen? Not quite yet!

http://theinnovativeeducator.blogspot.com/2010/09/pen-is-no-longer-weapon-of-choice.html#comment-form

For me, personally, i like to take notes by hand. I feel that I write faster than i type, and it means more to me to write it (see it, write it, say it). I am a spatial learner, so being able to draw pictures or graphs quickly to go along with my notes is very valuable to me.

Often when I have an assigment that I need to read online, I end up printing it out so that I can take notes on it or highlight it, and it's easier for me to read and comprehend that way.

I do agree, however, with your point about being able to spell check and share the notes, and especially reducing the clutter that so many papers causes.

Thanks so much for your enlightening article!