The Internet has a vast amount of information, whether good, or bad, it’s out there. As a future teacher who plans on incorporating the internet into my classroom I have to be aware of the safety of my students. Although most schools that have internet access have software programs to limit where students can surf, I still have a responsibility to my students and what they view.
When I eventually do teach, I will make sure that I prepare myself for what my students will encounter. At lower grade levels if I have the students research a topic I will have a list of recommended websites that I would have checked out prior. No matter what grade level I teach I will discuss Internet safety with my students. This will include, but limit to, discussing what information they should and shouldn’t share, what types of websites there are, how to search effectively, and how to discern creditability of a website. I will have to take an active role in what my students may be viewing at home on the Internet as well, and discuss this with them as well.
Tuesday, October 30, 2007
Tuesday, October 23, 2007
Spreadsheet Diversity
A lot of people see spreadsheets as a tool in mathematics alone. Being a mathematics major I see math in everything, so I think of spreadsheets as a way to incorporate math into other areas. I think involving the use of spreadsheets in the classroom is a good idea. Not only does the use of spreadsheets allow for corporation of math into other subject areas, it allows students to learn about different software applications and medias in the classroom. It also allows students to organize and analyze material and information.
One way I might incorporate spreadsheets into an elementary classroom would be to have the students list specific qualities…hair colour, eye colour, nationality, favorite colour, pets, etc. The qualities could contain a range of things. Students would then poll their peers to see how many other students fit into the selected qualities. Students would then input their results into a spreadsheet, and graph the results. I believe this assignment would open students’ eyes to the diversity in their very own classroom.
One way I might incorporate spreadsheets into an elementary classroom would be to have the students list specific qualities…hair colour, eye colour, nationality, favorite colour, pets, etc. The qualities could contain a range of things. Students would then poll their peers to see how many other students fit into the selected qualities. Students would then input their results into a spreadsheet, and graph the results. I believe this assignment would open students’ eyes to the diversity in their very own classroom.
Tuesday, October 16, 2007
Discussing Discussion Boards
Discussion boards in the classroom?
Some Pros
Students can use the discussion boards to communicate with each other outside of class time. They can collaborate on projects, or discuss their thoughts and ideas of something said in class. Online discussion boards would help students work on their computer skills – word processing, etc.
Some Cons
As with most online applications, security is an issue. Students would have to know the limits and rules for discussion boards. Discussion boards could be public and therefore anyone has access. Topics/discussions could get off topic or out of hand if not monitored and directed. Not all students may have access to a computer so discussion outside of the classroom for that student may be difficult.
Using discussion boards to enhance classroom interactions.
1. Teachers can use a discussion board to get to know the students better.
2. Teachers could use a discussion board to communicate with parents.
3. Students can help each other (peer tutoring) on problems they may have.
4. Discussions in class that didn’t have enough time can be continued in a discussion board.
5. Teachers can use a discussion board for feedback.
Some Pros
Students can use the discussion boards to communicate with each other outside of class time. They can collaborate on projects, or discuss their thoughts and ideas of something said in class. Online discussion boards would help students work on their computer skills – word processing, etc.
Some Cons
As with most online applications, security is an issue. Students would have to know the limits and rules for discussion boards. Discussion boards could be public and therefore anyone has access. Topics/discussions could get off topic or out of hand if not monitored and directed. Not all students may have access to a computer so discussion outside of the classroom for that student may be difficult.
Using discussion boards to enhance classroom interactions.
1. Teachers can use a discussion board to get to know the students better.
2. Teachers could use a discussion board to communicate with parents.
3. Students can help each other (peer tutoring) on problems they may have.
4. Discussions in class that didn’t have enough time can be continued in a discussion board.
5. Teachers can use a discussion board for feedback.
Tuesday, October 9, 2007
Inspirational Concepts
The program Inspiration has a lot of potential in the classroom. I can see it being used for many subjects. I enjoyed working with it, although I thought it took a while to create my concept map, so it could be time consuming in the classroom. I found Inspiration was really good for organizing ideas and helping see the bigger picture.
This particular concept map that I created deals with rocks, minerals, and soils, a grade 3 science topic. This concept map could help students see how rocks, minerals, and soils are related. Students could even make their own concept map which would show their level of understanding of how rocks, minerals, and soils are related and the properties on how they’re classified.
Using Inspiration for this concept map allows for quite a few of the technology outcomes to be fulfilled, although these are some that fit the best:
C1 Students will access, use and communicate information from a variety of technologies.
C4 Students will use organizational processes and tools to manage inquiry.
P2 Students will organize and manipulate data.
This particular concept map that I created deals with rocks, minerals, and soils, a grade 3 science topic. This concept map could help students see how rocks, minerals, and soils are related. Students could even make their own concept map which would show their level of understanding of how rocks, minerals, and soils are related and the properties on how they’re classified.Using Inspiration for this concept map allows for quite a few of the technology outcomes to be fulfilled, although these are some that fit the best:
C1 Students will access, use and communicate information from a variety of technologies.
C4 Students will use organizational processes and tools to manage inquiry.
P2 Students will organize and manipulate data.
Tuesday, October 2, 2007
Integrating ICT
What kind of rocks?
References/Resources
Payton, T. (Ed.). (1999). Rock Hounds with Rocky: Discover How Rocks are Formed. Retrieved on September 29, 2007 from http://www.fi.edu/fellows/payton/rocks/create/index.html
Author(s) Unknown. (2002). Minerals. Retrieved on September 30, 2007 from http://www.theimage.com/mineral/index.htm
Wheeling Jesuit University/Center for Educational Technologies. (2005). The Rock Cycle. Retrieved on September 30, 2007 from http://www.cotf.edu/ete/modules/msese/earthsysflr/rock.html
Science Grade 3
Description
Students would learn about rocks and minerals from websites listed above, texts if available and samples of rocks and minerals if available. They would explore the similarities and differences of the many properties. Students would learn the characteristics for classifying and identifying rocks and minerals. Students would each collect 5-10 samples around the school, home, or community that are different. They would then use the knowledge learned and the resources to classify the rocks. The would then share with the class a few of their finds.
General Learner Outcome
3-5 Demonstrate knowledge of materials that comprise Earth’s crust, and demonstrate skill in classifying these materials.
Specific Learner Outcomes
1. Compare samples of various kinds of rock, and identify similarities and differences.
2. Given a description of the properties of a particular rock or mineral, identify a sample rock or mineral that matches those properties. Properties that students should be able to describe and interpret include:
- colour
- lustre or “shininess”; e.g., shiny, dull, glassy, metallic, earthy
- texture; e.g., rough, smooth, uneven
- hardness, based on scratch tests with available materials
- presence of carbonates. Note that the presence of carbonates can be tested with vinegar or another mild acid
- crystal shape for minerals, or overall pattern of rocks.
3. Describe and classify a group of rocks and minerals, based upon the above properties.
4. Recognize that rocks are composed of a variety of materials; and given a course grained rock and magnifier, describe some of the component materials.
ICT Outcomes
C1 1.2 Process information from more than one source to retell what has been discovered.
C6 1.3 Use technology to support and present conclusions.
P2 1.1 Read information from a prepared database.
P3 1.1 Access images, such as clip art, to support communication.
Rationale
Technology would help this activity because Geology samples that contain different numbers of rocks and minerals can be expensive. Also the sample boxes usually include only one (maybe two, but not likely) variety of a particular rock or mineral making classification and identification difficult. Using online galleries allows students to look and compare with many different rocks, as different minerals could make the rocks appear different. The website where Discover How Rocks are Formed has animated processes for the rock formations. This adds some dimension to the activity and allows for different methods of teaching. This lesson could be taught without technology but I believe that the Technology adds to it.
References/Resources
Payton, T. (Ed.). (1999). Rock Hounds with Rocky: Discover How Rocks are Formed. Retrieved on September 29, 2007 from http://www.fi.edu/fellows/payton/rocks/create/index.html
Author(s) Unknown. (2002). Minerals. Retrieved on September 30, 2007 from http://www.theimage.com/mineral/index.htm
Wheeling Jesuit University/Center for Educational Technologies. (2005). The Rock Cycle. Retrieved on September 30, 2007 from http://www.cotf.edu/ete/modules/msese/earthsysflr/rock.html
Science Grade 3
Description
Students would learn about rocks and minerals from websites listed above, texts if available and samples of rocks and minerals if available. They would explore the similarities and differences of the many properties. Students would learn the characteristics for classifying and identifying rocks and minerals. Students would each collect 5-10 samples around the school, home, or community that are different. They would then use the knowledge learned and the resources to classify the rocks. The would then share with the class a few of their finds.
General Learner Outcome
3-5 Demonstrate knowledge of materials that comprise Earth’s crust, and demonstrate skill in classifying these materials.
Specific Learner Outcomes
1. Compare samples of various kinds of rock, and identify similarities and differences.
2. Given a description of the properties of a particular rock or mineral, identify a sample rock or mineral that matches those properties. Properties that students should be able to describe and interpret include:
- colour
- lustre or “shininess”; e.g., shiny, dull, glassy, metallic, earthy
- texture; e.g., rough, smooth, uneven
- hardness, based on scratch tests with available materials
- presence of carbonates. Note that the presence of carbonates can be tested with vinegar or another mild acid
- crystal shape for minerals, or overall pattern of rocks.
3. Describe and classify a group of rocks and minerals, based upon the above properties.
4. Recognize that rocks are composed of a variety of materials; and given a course grained rock and magnifier, describe some of the component materials.
ICT Outcomes
C1 1.2 Process information from more than one source to retell what has been discovered.
C6 1.3 Use technology to support and present conclusions.
P2 1.1 Read information from a prepared database.
P3 1.1 Access images, such as clip art, to support communication.
Rationale
Technology would help this activity because Geology samples that contain different numbers of rocks and minerals can be expensive. Also the sample boxes usually include only one (maybe two, but not likely) variety of a particular rock or mineral making classification and identification difficult. Using online galleries allows students to look and compare with many different rocks, as different minerals could make the rocks appear different. The website where Discover How Rocks are Formed has animated processes for the rock formations. This adds some dimension to the activity and allows for different methods of teaching. This lesson could be taught without technology but I believe that the Technology adds to it.
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