As I walked into this session, the presenter Frank Sobierajski had a video of a first date between and pi, which was interesting. He then showed us how he modeled a problem using Geometer's Sketchpad, where you could determine the minimum and maximum distance to place drinks on the edge of a pool, where the distance is determined on where the two friends are in the pool. It was quite neat.
Frank talked about how he was going to show us many interesting things that we may not know. He begins by showing how to create a scroll bar to adjust values in cells in Excel. He mentions that most of what he is showing he learned by playing around, including noticing that if you change the b value in a standard form equation, the vertex traces another parabola! There are many uses of sliders in Excel. He also shows how they can be used with functions to compare graphs.
He next moves into Geometer's Sketchpad and show sliders as well. This is truly amazing stuff. He started from scratch and ended up with sliders that graph a line in slope-intercept form.
Moving on to Word, we look at putting a grid in and make a triangle in it. In the end, we will have a fractal. From there, he follows the 3 r's of fractals: Reduce, replicate, repeat. Back in Sketchpad, he moves to Sierpinski's Triangle. He breezes through creating it, and it's flooring me. This is such a great constructivist session. With tools like this, you can definitely imagine having more explorations into fractals in today's classrooms. I am so glad that Frank says that we're going to get this information at the end of the session.
I'm sitting next to Pat from West Shore (he didn't even see me when he sat down), and we're constantly turning to each other and saying "Wow!" I wonder how many non-math teachers are in this session. It would be great to get their reactions.
Next is The Chaos Game, back in Excel. Basically, you plot three points to form a triangle. Then, generate (randomly) a fourth point, then plot points that are between there, finding out that if you plot enough points, you see Sierpinski's again.
Next, we see stop signs in Sketchpad. Starting with a square, give the students a chance to turn it into a stop sign, letting them explore how to do so, without previous knowledge of the details.
Moving on, we see finding the angle of descent on Millennium Force, again with Sketchpad. Following that, we see some interesting signing in hotels, schools, and hospitals. Who does this? Obviously not mathematicians!
Next, we see great ways to include photography into math lessons. Take pictures of water coming out of hoses or water fountains and have kids fit curves to it. You can even do it with so many everyday objects and apply so many different mathematical concepts to them. Why don't we all do more of this? If you want to talk about getting the real-world connections for your students, this is how.
Another way to use photography in a math class is to have a scavenger hunt having kids find cases of math in their world. Logos also have many interesting mathematical characteristics, as well.
In the end, Frank gave us a handout with an email address to access to access his content from today. Send an email to fsobierajski@nrwcs.org with subject necc08, and an instant response will be sent to allow you to access the info.
If you know anyone who wants to include more technology in their mathematics, or even if you just want to wow some friends or colleagues, check out his material. You'll see what I mean.
Showing posts with label technology. Show all posts
Showing posts with label technology. Show all posts
7.02.2008
6.30.2008
What's the Buzz about Technology in Afterschool?
This session is being recorded as a podcast, so you can listen as soon as it's uploaded. The presenters are Marilyn Heath and Kathy Dick. There are also resources listed on this page, such as a link to the PowerPoint file. The National Partnership for Quality Afterschool Learning has many resources available. I am taking notes during the session, and posting at the end.
For a quality afterschool program, things that are needed are "safe, academically and socially enriching program." It's not just baby-sitting. There are many students who go home and have nobody there to supervise them until their parents go home. By having an afterschool program, opportunities for technology, the arts, and other activities are made available where they may not have been available before.
These programs do not have to be run in the school, as community groups can run these as well. There are many states who are taking part in investing in these programs, often as part of NCLB. Could this be something that could be tied into CFF, as Marilyn mentioned that many states are including this in their 21st Century initiatives.
As you look into an afterschool program, the idea is to make the instruction somewhat different from classroom instruction. How do you get the kids to benefit from a program like this when the classroom instruction model isn't working for them? This must be different as the students haven't been responding to the classroom model.
Each program offered different things, such as Lego robotics, geocaching, creating music and video, online homework support, and tutorials. There was even a program where students wer taught how to build a computer that they were able to keep in the end! What a concept! A great way to teach new skills, and also a way to help students get their own computer.
One thing that is being talked about quite a bit by Marliyn is that she is talking about looking for more creativity in the afterschool programs, which I agree with. This is a great chance to give these extra opportunities to expand on learning and skills obtained during the school day. This brings up another thought: is there creativity in the regular classroom? There is such a push for hitting the standards during the regular school day, that many teachers have said they don't have the time to be creative because they have to get through the content. We have to do well on the test, right? This is something I have seen a lot when talking with teachers. They will say, "How can I do these projects and be creative when I have to cover the content?" Why can't you do both? Creativity and covering standards are not mutually exclusive ideas. They should go hand-in-hand. Why is it that we have to expand on the school day in order to bring in creativity? Maybe these ideas could be expanded into the regular school day.
Kathy took over and started covering the toolkit and curriculum resources. As she started, she mentioned a way to get audiences (teachers or students) more attentive is to pass out Atomic Fireballs. I'm trying to check out the links they are at in the presentation, and I'm not quite able to access the same pages they are at.
These are some great resources, and they're aligned to ISTE standards, and it's helpful as the instructors may not be certified teachers. I am a bit tuned out of this session now, as it seems to be just covering the Afterschool Training Toolkit. It is nice that these lessons are broken down into fully-planned lessons, but I would like to see more of how to integrate technology in. This is more just a session on the Toolkit at this point that says there are lessons and resources out there.
A video on GPS in an afterschool program was then shown. The instructor talks about how he had to learn the technology from scratch, just like the students will, except they have him as a guide. The students are showing a lot of excitement, and it's great because it gives them a chance to apply what they have learned in geography and math classes. It also helps with extending knowledge, as the activity could be used as an activating strategy.
Watching this video has me wondering why this is an afterschool activity? There are so many possibilities for this to be used in regular instruction as well. The only difference is that there aren't standards and content to cover in an afterschool program, so there is more flexibility.
This session is getting my juices flowing. I have been thinking about starting an afterschool technology program, where I can help students discover more ways that they can use technology to enhance their lives and education. There are so many students that I see only using technology for socializing and entertainment. They don't always see how they can use these tools to create new ideas and concepts and to collaborate to extend their own knowledge.
Marilyn takes over again and offers some challenges: "How can you bring technology to afterschool? Who are decision makers that can help you accomplish this? What are your challenges? What are some solutions or options? Can the National Partnership help?" A booklet was then shared with us that contains information for helping with set up and how to include technology into the program.
In the end, the big idea I am getting from this session is that due to the flexibility available in an afterschool program, there are many opportunities for extending instruction in a fun way. Resources are available, and students are given the freedom to explore and make mistakes, all in the name of having fun learning.
For a quality afterschool program, things that are needed are "safe, academically and socially enriching program." It's not just baby-sitting. There are many students who go home and have nobody there to supervise them until their parents go home. By having an afterschool program, opportunities for technology, the arts, and other activities are made available where they may not have been available before.
These programs do not have to be run in the school, as community groups can run these as well. There are many states who are taking part in investing in these programs, often as part of NCLB. Could this be something that could be tied into CFF, as Marilyn mentioned that many states are including this in their 21st Century initiatives.
As you look into an afterschool program, the idea is to make the instruction somewhat different from classroom instruction. How do you get the kids to benefit from a program like this when the classroom instruction model isn't working for them? This must be different as the students haven't been responding to the classroom model.
Each program offered different things, such as Lego robotics, geocaching, creating music and video, online homework support, and tutorials. There was even a program where students wer taught how to build a computer that they were able to keep in the end! What a concept! A great way to teach new skills, and also a way to help students get their own computer.
One thing that is being talked about quite a bit by Marliyn is that she is talking about looking for more creativity in the afterschool programs, which I agree with. This is a great chance to give these extra opportunities to expand on learning and skills obtained during the school day. This brings up another thought: is there creativity in the regular classroom? There is such a push for hitting the standards during the regular school day, that many teachers have said they don't have the time to be creative because they have to get through the content. We have to do well on the test, right? This is something I have seen a lot when talking with teachers. They will say, "How can I do these projects and be creative when I have to cover the content?" Why can't you do both? Creativity and covering standards are not mutually exclusive ideas. They should go hand-in-hand. Why is it that we have to expand on the school day in order to bring in creativity? Maybe these ideas could be expanded into the regular school day.
Kathy took over and started covering the toolkit and curriculum resources. As she started, she mentioned a way to get audiences (teachers or students) more attentive is to pass out Atomic Fireballs. I'm trying to check out the links they are at in the presentation, and I'm not quite able to access the same pages they are at.
These are some great resources, and they're aligned to ISTE standards, and it's helpful as the instructors may not be certified teachers. I am a bit tuned out of this session now, as it seems to be just covering the Afterschool Training Toolkit. It is nice that these lessons are broken down into fully-planned lessons, but I would like to see more of how to integrate technology in. This is more just a session on the Toolkit at this point that says there are lessons and resources out there.
A video on GPS in an afterschool program was then shown. The instructor talks about how he had to learn the technology from scratch, just like the students will, except they have him as a guide. The students are showing a lot of excitement, and it's great because it gives them a chance to apply what they have learned in geography and math classes. It also helps with extending knowledge, as the activity could be used as an activating strategy.
Watching this video has me wondering why this is an afterschool activity? There are so many possibilities for this to be used in regular instruction as well. The only difference is that there aren't standards and content to cover in an afterschool program, so there is more flexibility.
This session is getting my juices flowing. I have been thinking about starting an afterschool technology program, where I can help students discover more ways that they can use technology to enhance their lives and education. There are so many students that I see only using technology for socializing and entertainment. They don't always see how they can use these tools to create new ideas and concepts and to collaborate to extend their own knowledge.
Marilyn takes over again and offers some challenges: "How can you bring technology to afterschool? Who are decision makers that can help you accomplish this? What are your challenges? What are some solutions or options? Can the National Partnership help?" A booklet was then shared with us that contains information for helping with set up and how to include technology into the program.
In the end, the big idea I am getting from this session is that due to the flexibility available in an afterschool program, there are many opportunities for extending instruction in a fun way. Resources are available, and students are given the freedom to explore and make mistakes, all in the name of having fun learning.
5.07.2008
Back to the same old argument
It seems that some conversations that are held with/among my colleagues are somewhat cyclical. An issue arises, we discuss, disagree, agree to disagree, and then come back around to it later down the road.
One of these arguments/discussions that is going on at the moment is about student email. Many districts do not allow their students to access their personal email through the school's network, but they issue student email addresses that allow for only certain domains to get through. Others block all access and do not issue email address. Then there are some schools that allow access to personal email. Who is right? Is anyone right?
In an ideal world, all districts could just open up this access. Let the kids obtain personal email, as they may use it as a way to transfer files from a home computer to a school computer so they can work both from home and at school. It also allows for more open communication between teachers and students.
However, we do not live in an ideal world. When a district opens up personal email, they open themselves up to viruses, SPAM, spyware, etc., depending on filters and antivirus software, as well as the diligence of the teachers and tech staff. However, teachers and tech staff can only monitor so much, antivirus software needs constant updating, and students will always find ways around filters (which isn't completely a bad thing, as skills go, but I'll talk about that later).
Now, with Web2.0 (or is it Web3.0 now?) being fully encompassed my classrooms across the country, there is a high need to have access to email so students can register for many of the tools out there. True, there are many of these tools that have come up with solutions to these problems, such as wikispaces and Google allowing a teacher to contact them with student info so usernames and passwords can be generated. Then again, what happens when a student forgets a password? Does the teacher really need to have one more thing to do?
I long for the day when education drives industry, instead of the other way around. Why is it that we, as educators, often wait for something to happen in industry before utilizing the skill in our classroom? If we know there are benefits to having these technologies available for use as tools for education, why are we restricting these opportunities?
I, for one, am glad that students have found ways to get around the filter at our school numerous times. True, there are instances where I have had to deal with students who are accessing inappropriate materials in school. You will always have inappropriate uses of technology as long as it is around. There will always be games on graphing calculators. There will always be kids texting on their cells while keeping the phones in their pocket so the teacher can't see. There will always be kids who figure out how to override a filter so they can play Tetris in study hall.
My goal for next year is to try and utilize these skills in my classes to help my students achieve. My summer will be filled with researching how to use cell phones and iPods in my classroom. I want to find a grant that might help me obtain an iPod cart for use in our school. I want to continue to find new ways to include various technologies into everyday instruction and learning. And I want my students to help lead some of this. Afterall, it is their education. I am also going to run some technology sessions after school for those interested in learning more about and exploring technology and possible uses. I want kids to think about ways to beat the filter. I want to learn those ways and learn how we can use these methods to improve filtering, but also to get the students to think in ways other than how we've always thought. If we are in charge of moving these students not only into the 21st Century, but to mold them into the leaders and thinkers of tomorrow, I think we better start right here and now.
One of these arguments/discussions that is going on at the moment is about student email. Many districts do not allow their students to access their personal email through the school's network, but they issue student email addresses that allow for only certain domains to get through. Others block all access and do not issue email address. Then there are some schools that allow access to personal email. Who is right? Is anyone right?
In an ideal world, all districts could just open up this access. Let the kids obtain personal email, as they may use it as a way to transfer files from a home computer to a school computer so they can work both from home and at school. It also allows for more open communication between teachers and students.
However, we do not live in an ideal world. When a district opens up personal email, they open themselves up to viruses, SPAM, spyware, etc., depending on filters and antivirus software, as well as the diligence of the teachers and tech staff. However, teachers and tech staff can only monitor so much, antivirus software needs constant updating, and students will always find ways around filters (which isn't completely a bad thing, as skills go, but I'll talk about that later).
Now, with Web2.0 (or is it Web3.0 now?) being fully encompassed my classrooms across the country, there is a high need to have access to email so students can register for many of the tools out there. True, there are many of these tools that have come up with solutions to these problems, such as wikispaces and Google allowing a teacher to contact them with student info so usernames and passwords can be generated. Then again, what happens when a student forgets a password? Does the teacher really need to have one more thing to do?
I long for the day when education drives industry, instead of the other way around. Why is it that we, as educators, often wait for something to happen in industry before utilizing the skill in our classroom? If we know there are benefits to having these technologies available for use as tools for education, why are we restricting these opportunities?
I, for one, am glad that students have found ways to get around the filter at our school numerous times. True, there are instances where I have had to deal with students who are accessing inappropriate materials in school. You will always have inappropriate uses of technology as long as it is around. There will always be games on graphing calculators. There will always be kids texting on their cells while keeping the phones in their pocket so the teacher can't see. There will always be kids who figure out how to override a filter so they can play Tetris in study hall.
My goal for next year is to try and utilize these skills in my classes to help my students achieve. My summer will be filled with researching how to use cell phones and iPods in my classroom. I want to find a grant that might help me obtain an iPod cart for use in our school. I want to continue to find new ways to include various technologies into everyday instruction and learning. And I want my students to help lead some of this. Afterall, it is their education. I am also going to run some technology sessions after school for those interested in learning more about and exploring technology and possible uses. I want kids to think about ways to beat the filter. I want to learn those ways and learn how we can use these methods to improve filtering, but also to get the students to think in ways other than how we've always thought. If we are in charge of moving these students not only into the 21st Century, but to mold them into the leaders and thinkers of tomorrow, I think we better start right here and now.
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