10

E-portfolios are great to assess students' work and allow for reflection, as they exhibit students' efforts, progress, and achievements.

Both teachers and students benefit from using rubrics. Rubrics let students know how they will be graded on an assignment, serving as a checklist of what students should include in their assignment. Rubrics also help teachers grade students' work, providing structure for which the teacher can use to determine if a student has met the requirements for an assignment. They are good to use for assignments that do not feature a straightforward answer, such as an essay or a project.

I like the idea of clickers--I like that they increase student interaction and participation, as they allow students who do not usually participate for fear of choosing the wrong answer actively engage in the classroom. However, I do not think I will use clickers in my classroom; instead, I will use individual dry erase boards. The teacher can have students write the answer to a question on their dry erase boards and after sufficient time, hold them up for the teacher to see. I think these are as beneficial as clickers but more convenient because, as a teacher, I would not have to worry if the dry erase boards work, unlike clickers, which are unpredictable.

A computer-scored tests allow students to record their responses on a "bubble" sheet that can be scored by a computer. I took a class where the teacher used scratch-off scantrons for tests. When an answer choice is scratched off, the space is either blank, meaning it is the wrong choice, or a check mark, meaning it is the correct answer. If a student initially chooses the wrong answer, he can scratch off the other choices to see the correct answer, possibly receiving partial credit if he reveals the correct answer on the second try. I like that this type of scantron allowed me to immediately know the correct answer to a question rather than having to wait a week or so for my scantron to be scored. With regular scantrons, by the time I get it back, I most likely have forgotten the material and am no longer interested to see the correct answers to the questions I missed.

Overall, I prefer paper-based tests to computer-based tests, as I can highlight important information, take notes, and cross out answer choices that I know to be incorrect. Furthermore, I can skip more difficult questions and return to them later.

9

Notes
- Purpose of chapter: Technologies that allow us to reason & represent ideas visually
- 2 uses of visualization tools:
- Interpretive- helps learners view & manipulate visuals, extracting meaning from the information being visualized
- Expressive- helps learners visually convey meaning to communicate a set of beliefs
- 5 kinds of visualization tools
1) Scientific visualization tools- science requires understanding visual relationships among things that are impossible to see
- McSpartan program- visualize molecules using 5 different representations; test different bonds & create ions & new molecules
- eChem- build molecular models & view multiple representations of molecules
- Molecular Workbench- create visual models of the interactions among atoms & molecules
- Geographic information systems- storing, retrieving, displaying, analyzing, & manipulating geographic data (195)
- MapTap Atlas, Google Earth, SketchUp
2) Mathematical visualization tools
- Mathematica, MathLab > visually represent mathematical relationships in problems so that learners can see the effects of problem manipulation (seldom used in K-12)
- Graphing calculators- build understanding of linear relationships; make connections between what is happening contextually, numerically, graphically, & symbolically
- TinkerPlots (grades 4-8) > different patterns & clusters in statistical data; enables students w/ different cognitive styles to find a mathematical representation that makes sense to them
- Fathom Dynamic Statistics Software- high school students make sense of large data sets
- Geometric Supposer- making & testing conjectures in geometry through constructing & manipulating geometric objects & exploring the relationships among them
3) Digital cameras & mobile phones
4) Video productions
5) Video modeling & feedback- model actual performance & mental processes involved w/ the performance

Although the tools discussed in the science and math sections are useful, they are too advanced for elementary students. Science topics, especially chemistry, are often difficult for students to visualize because they may be too large or too small to analyze effectively. Technology can be used to help students further understand and visualize a concept. Math equations can also be represented visually. This helps students who have different learning styles.

I like the idea of using a digital camera in the classroom. As I mentioned in a previous post, I think it is a great idea to have a classroom newspaper, and students can use a digital camera to capture images to go along with the stories in the paper.

Digital storytelling would be fun to incorporate in my classroom. It could be used when students learn about the different parts of a story, such as exposition, rising action, climax, falling action, and resolution. The following is an idea of how I could approach this: First, students can identify the parts of a story using a book that is read in class. Then, they can write their own story, making sure to include all the elements of a story in their writing. A checklist of the different parts of a story can be used to help them write their story. Finally, they can film their story.

Video modeling and feedback are useful because it helps the viewer reflect on his performance. However, I do not think I will use this with younger elementary students. I think it is more appropriate to use with students in a Speech class to improve their public speaking skills or for a teacher to use to evaluate the teaching of a lesson.

8

Notes
- Similar strategies used in problem solving & in designing (170)
- Chapter describes 4 such contexts where meaningful learning in traditional subject areas can be enhanced with the use of design activities that are made more effective through learning technologies (Drawing design ideas with computer-aided design software; Testing designs and building mental models with simulation software; Developing programming skills while designing in the media arts; Designing music with composition software)
- Challenge of using design tasks in classrooms > many students are not skilled at converting their conceptions into usable graphics that can then be examined & developed further
- Computer-aided design (CAD) program
-- Early design phases > examine their ideas & make changes in their design's structural features, color, or surface texture
-- Later design phases > produce final drawings from which physical prototypes of devices get made
- CAD program--pro/DESKTOP used in schools > students develop their ideas as virtual objects
- Specialty CAD programs
-- Sketchup--architectural design > helps users build solid models of houses & their interiors from which blue-print styled floor plans can be printed
- Simulation programs > helps students build mental models of how the natural world works, helps students build causal links & explanations of how the system works & how elements within the system interact with one another
- Trebuchet Simulator > provides designers w/ fast feedback on design ideas they have & reveals problems w/ planned devices
-- Iterative design is central to doing an effective design. For iterative design to work, students need to be able to propose ideas, build & test prototypes, diagnose & remedy problems w/ their interim designs, & then implement improvements quickly
-- Too much project time gets consumed making & testing a single design plan

Although computer-aided design software is beneficial to use as it allows students to construct their own learning, I do not think CAD is appropriate to use with elementary school students. The chapter discusses using Pro/DESKTOP to teach children how to make a Lego block, but I think this is too advanced for young students. I do not see myself using this tool in my classroom.

Simulations are great to use in middle school and in high school classrooms. I like that the Trebuchet Simulator allows students to use their time and materials more efficiently because students are able to create their models on the computer before creating real-life versions of their models. This promotes meaningful learning because students continually modify their model based on trial and error. The Trebuchet Simulator can also be used to help students make informed design decisions based on evidence rather than random guessing. When I read about simulations in a previous chapter, I explored a simulation involving a parachute. I could manipulate its thickness and size, among other factors. I did this blindly without knowing how they affect the quality of the parachute, and my parachute was not a success. If I knew how these influenced the quality of the parachute, I could have created a successful one. An activity such as this helps students understand the relationship between various concepts learned in science class, for example.

Scratch was my introduction to designing. Scratch is great for teachers to use to create games for their students to play to review material learned in class. This allows the teacher to control the content addressed rather than relying on just any game for students to play to review the content. It has the same benefits as a teacher creating his own worksheets and quizzes rather than relying on standard, pre-packaged assessment materials. Teachers can also have students design games for their peers to play. By creating their own game, students demonstrate their understanding and mastery of the material because it is necessary for them to really know the material to be able to represent it accurately.

I enjoyed reading about music composition software. I think it is a great idea to incorporate music in the classroom. Such programs as GarageBand and the Musical Sketch Pad allow students to compose their own music. Many schools do not have music programs due to lack of funding; however, with composition software, students are able to experience and to experiment with different instruments without them actually being present.

7

- Children today often interact w/ multiple media inputs simultaneously

- Exposed to 8.5 hours of media use daily

- We, as teachers, cannot ignore this (media multi-tasking) -- risk losing the attention, motivation, & interest of students

- Community building = critical element of meaningful learning (students engage in social negotiation & shared knowledge building)

- Internet > community-centered future

- Communication in an online forum is better than face-to-face communication & other technology-based forms (phone & videoconferencing)

- Although we lose communication cues to meaning (body language, tone of voice, accents, pauses, etc), authors must ensure they are communicating clearly

- Computer conferencing-- group discussion-- messages are stored on computers rather than sent real time (instant messaging)

- Attributes of computer conferencing (142)

- What advantages does computer conferencing have over a face-to-face discussion?

- Supports long-distance collaboration among learners

- Enables learners to reflect on their ideas or responses before making them

- Scaffolds different kinds of thinking

- Asynchronous communication (discussion boards)

- Collaborating & discussing meaningful topics outside school allow students to dig deeper & establishes a classroom community that exists beyond one class period

- Supports second-language learning bc provides nonnative speakers time to consider & articulate their ideas

- Increasing one's knowledge, understanding, tolerance, & valuing of other individuals' customs, opinions, & beliefs can have a positive effect on students' ability to work together in collaborative groups

- For students to meaningfully participate in conversations, they must be able to interpret messages, consider appropriate responses, & construct coherent replies

- Our goal, as teachers, is to encourage critical thinking within the discussion (look out for shallow conversation--'I agree', that is unfocused or demonstrates misconceptions, uncertainty or imprecise thinking)

- Suggestion: provide a forum for general discussion

- Guidelines for online discussions (149)

- Instant messaging

- Increases communication & allows easy collaboration

- Guidelines for safety for online communication (152)

- Videoconferencing

- Allows 2+ locations to interact simultaneously by two-way video & audio transmissions

- Connects students in live interactions w/ experts to whom they would otherwise have no access

- Bridges gaps between schools & the community

- Advantages

- Increases motivation

- Improves communication & presentation skills

- Allows students to learn to ask better questions

- Increases communication w/ the outside world

- Lets students learn from a primary source rather than a textbook

- Increases the depth of understanding in subject area content

- Podcasting

- Gives students who may be more skilled in oral communication than in written words the chance to excel

I like the idea of having a discussion board for my students to comment and have conversations about what they are learning in class. I think this will help transform the class from a group of individual students to a community of learners because they will carry on and further their interactions with each other outside the classroom. The discussion board can be separated into different sections, such as one for every school subject. It can also include a "General" section where students can post topics that are completely unrelated to school. For example, a student can post a new topic about a movie he recently watched or talk about his new pet dog. However, I think discussion boards should only be used with upper elementary school students.

There are so many different technologies to use in the classroom, such as twitter, blogs, podcasts, and discussion boards, to name a few. I do not think it is possible to use all these technologies in my classroom, nor do I want to, as doing so might overwhelm myself and my students. I plan to use only several of these technologies. For example, using both a twitter and a blog seems redundant. I prefer to use a blog because the writer can go into detail about what is done in class. Furthermore, if my students help to update the blog, I can use it to help them practice identifying and writing main ideas and supporting details.

I will not use instant messaging in my classroom. I think that this promotes the idea of children sitting in front of a computer, talking to their friends online, instead of playing with them outside.

As I mentioned in a previous post, I think videoconferencing is a great idea. It can be achieved by using a webcam, which is why I chose this as my topic for the Technology Inquiry Project. Videoconferencing has many benefits, as listed in the "Notes" section of my post. I especially like that it gives students access to people and experts who they may otherwise not be able to communicate with. The book also mentioned using webcams to document a class field trip, which I think is a neat idea. For example, if the class visits an art museum and the teacher later teaches a lesson involving one of the artist's pieces that they viewed, they can easily refer back to the video taken of the class trip.

Note to self: bookmark Radio WillowWeb and 'Our City' podcast web site

6

We make our tools, and then they shape us.

We have created such advanced technologies that allow us immediate access to one another, and as a result, we have grown dependent on them.

- Social software allows people to collaborate through computer-mediated communication & to form online communities

- Schools inhibit rather than support knowledge building by:

- Focusing on individual students' abilities & learning

- Requiring only demonstrable knowledge, activities, & skills as evidence of learning

- Teacher-hoarding wisdom & expertise

- Students' knowledge tends to be devalued or ignored

- Wikis

- Allows users to add, remove, or edit available content

- Problem > anyone can create & edit wiki pages so the content may not be accurate

- Environments for students to engage in collaborative work that can continually evolve & improve

- Promotes critical analysis > students evaluate the ideas being co-constructed, make decisions regarding their validity, & participate in a knowledge-building community

Wiki project idea: Students are faced w/ complex choices & outcomes affect the characters

Idea: Students can create their own version of Wikipedia to study or review for a test

Technology can be used to promote collaborative learning. Prior to reading the chapter, I was familiar with several of the community building resources discussed, such as wikis and blogs.

I like the idea of using wikis for class projects, such as the Holocaust project. Students' learning is enhanced when they are able to share and discuss their ideas.

Both teacher-created and student-created blogs are beneficial to use in the classroom. I plan to have a classroom blog for my students and their parents to visit. It will mainly feature what we have been studying in class, and I will post videos and pictures of class activities. The use of a blog in my classroom is the same as the idea of tweeting in the classroom, which I discussed in a previous journal entry. The main difference is that, with a blog, the user has an unlimited amount of characters he can type. So, in my classroom, we can go into detail when discussing what is learned in class and the activities in which the class participates. The benefits are also the same as using twitter. For example, it can improve students' writing.

I also like the idea of each student maintaining his own blog, although this may only be suitable for upper elementary students. The teacher can give students prompts or questions and have students respond to these on their blogs. Because blogs are more informal writing than formal, I think that students will feel more comfortable sharing their opinions. Blogs are also great tools to use to evaluate students' understanding of material if they are required to reflect on activities and information learned in class.

I like the idea of connecting my students with others around the world. Resources such as KidLink, Global Schoolhouse, and iEARN make this possible. It exposes students to people of various cultures and backgrounds and allows them to interact with people who have different perspectives from them. These resources are great promoters of diversity.

The chapter reminded me of a web site I critiqued for another class--Teachers(dot)Net. The site was founded to provide teachers a community, free of charge, where they can communicate, share, and contribute their experiences, knowledge, and ideas. The site offers lesson plans, classroom projects, email discussions, articles, a forum, and job listings. The site is a great supportive community that is beneficial for teachers. For instance, the "Chatboards" section, or the Mentor Support Center, acts as a forum where users can post questions, ask for advice, start a discussion of any topic, and respond to others' posts. All the sections in the forum are active, and by responding to others' posts and by contributing new discussion topics, users are able to network and build relationships with other users. The site also allows users to subscribe to various mailrings, where they can receive information ranging from hot topics in the classroom to specific subject areas, and connect with others who share similar interests.

5

I did not find this chapter to be as useful to me as the previous chapters. The use of Mindtools in the classroom seems to be directed more towards middle and high school students than elementary school students.

Right now, the only Mindtool that I plan to use in my classroom are concept maps, as discussed in the previous journal entry. I like the idea of creating a class concept map throughout the entire school year. It allows students to continuously review and evaluate their learning, and it allows them to see the connections among various content areas.

Spreadsheets can be used with upper elementary students. There are several benefits of using spreadsheets. For instance, collecting data and creating visual representations of the data helps students recognize the relationships and patterns created by the information.

Spex Classic, a "simple children's educational software," [http://www.aspexsoftware.com/spex_charts.htm] is a great resource to use to introduce students to spreadsheets. Students are given a budget to design a room and are able to see the effects of choosing different furniture and prices in the graphs and spreadsheet. The spreadsheet shows the type of furniture chosen for the room design, the price of each piece of furniture, and the total cost. If furniture are added or removed from the room design or if a price is changed, this is displayed in the spreadsheet, as well. The program allows students to experience spreadsheets in a practical way where they can see how spreadsheets are applicable to real life. Note: The program uses English pounds; however, the conversion of English pounds to its U.S. equivalent can be included in a math lesson.

Idea to modify the project for my classroom: The teacher and students can bring in advertisements from various stores (furniture galleries, Macy's, Target, Wal-Mart, etc), and they can furnish their own bedrooms using a budget. Students can be given a list of items that they must include in their rooms, such as a bed and dresser, and students will be able to choose what fun items they want to include in their rooms, such as a computer or board games. Students will be expected to compare prices of the same type of item at different stores to find the best deal. Microsoft Excel can be used to display this information, just as the information is displayed using the spreadsheet and graphs in Spex Classic.

The purpose of Mindtools is to promote students' critical thinking and problem solving skills; however, I am not comfortable incorporating them in my classroom, with the exceptions being concept maps and spreadsheets. I had the most difficulty following the "Modeling Systems with Systems Dynamics Tools" and "Modeling Thinking with Expert Systems" sections. This information is new to me, and the examples offered in the textbook did not help me to better understand the information. For example, I did not know where to begin when looking at the systems model of the sun on page 87. There is too much information, and I felt overwhelmed just looking at it. Once reviewed in class, I hope I will have a better understanding of these Mindtools.

Notes

- Mindtools

- Engage different types of thinking

- Build models of different phenomena (model domain knowledge--the content that students learn in schools--helps students better comprehend & remember what they are learning)

- Build models of problems

- Modeling Knowledge w/ Concept Maps

- Concept maps- ideas connected by links (statements of relationships)

- Identifying important concepts, arranging those concepts spatially, identifying relationships among those concepts, labeling the nature of the relationships among those concepts

- Students learn more from constructing their own maps than by studying teacher-produced maps

- Modeling Problems w/ Spreadsheets

- Spreadsheets have 3 primary functions: (1) storing, (2) calculating, (3) presenting information

- Used to model phenomena in 4 ways: computational reasoning tools for analyzing data, mathematics comprehension, visualization, simulation modeling tools

- Modeling Thinking w/ Expert Systems

- Expert systems = computer programs designed to simulate expert reasoning to facilitate decision making for various problems

- When students try to learn something well enough to be an expert, they engage in deeper-level thinking

- Students can use expert systems to reflect on and model their own thinking processes (cognitive simulations)

- Why Build Models w/ Mindtools?

- Model building is a natural cognitive phenomenon--When encountering unknown phenomena, humans construct personal theories about those phenomena that are represented as models

- Modeling is constructivist--constructing personal representations of experienced phenomena

- Modeling supports cognitive skills--hypothesis testing, conjecturing, inferring

- When students construct models, they own the knowledge

- Modeling supports the development of epistemic beliefs (what motivates our efforts to make sense of the world)

Overview

- Use of computers as Mindtools for building models of meaning

- How Mindtools (Concept maps, Systems modeling tools, Spreadsheets, Expert systems, Databases) can be used to build a model (domain knowledge, systems, problems, thinking processes, experiences)

4

Notes

- Teaching students to write well is critical

- Many students struggle with learning to write well & learning to enjoy writing (tech tools can support individual & collaborative writing)

- Tech tools to help organize ideas before writing (& planning)
- Benefit of using concept mapping as a precursor to writing > process requires students to actively evaluate & organize their ideas as they are generating them (66)
- Semantic networking tools = computer-based concept mapping tools (effective intentional planning & analysis tools for the writing process)

- Supporting Presentation Writing
- Develop & deliver an effective presentation (PowerPoint)
- PowerPoint offers features that can distract learners from creating an effective presentation--visual design features (animation, slide transitions, etc)
- What teachers can do:

- Presentation requirements

- Students evaluate existing PowerPoint presentations
- Supporting Creative Writing w/ Technology
- Publish the writing = motivates students
- Publish on the Internet for public access--inspires students to take their work more seriously & to engage in a level of reflection about their work that is otherwise rare (71)--to write with a purpose, to think critically about what they write, to read what others have produced, & to compare their own work to the work of others

- Supporting Collaborative Writing w/ Technology

- Collaborative writing = activities where written works are created by multiple people together

- Benefits: positive relationships between students, increased participation by students, opportunities for peer and self-assessment, more sources of input and ideas, varied points of view

- Guidelines to help students successfully engage in collaborative writing:

1. Structure activities at the beginning

2. Help the collaborators work out effective meeting or working procedures

3. Establish up front the expectations for participation in the project

4. Pay attention to students who are often left out

5. Familiarize students with the collaborative writing software

- Supporting Peer Feedback on Writing

- Writing instruction may be difficult for teachers because of the time demands of providing feedback that helps students effectively revise their work and improve their writing

- Solution: student-to-student feedback

Students should be given a list of criteria to look for when doing peer reviews.

This chapter proved to be an interesting read. Prior to the reading, I had planned how I will approach writing in my classroom, but the reading encouraged me to consider how I can incorporate technology into writing, as well. Last semester I was enrolled in LAE 4314, a class concentrated on teaching writing in elementary classrooms. One piece of information from the class that I noted is that it is a great idea for each student to read aloud a piece of his writing to the class and then have his classmates write positive comments on index cards. Incorporating technology into this idea, students can record their voices reading aloud their stories or poems and post it online. This can be accomplished using VoiceThread, for example. With VoiceThread, students can also upload images to accompany the audio recording of their story. There are several options to post comments, as well, including using voice, text, or video. Another bit of information from LAE 4314 that I noted is the idea of author visits, in which students from upper grades share their work with students from lower grades and vice versa. A webcam can be used to connect students in one class with students in another class or even another school. Webcams can also be used to communicate with the author of a book the class is reading or an author students admire. I think it would be great for my students to create and manage their own classroom magazine or newspaper on the computer. The content can include what they have been studying, interviews with classmates, a faculty member spotlight, students' fiction and nonfiction work, and their artwork, among other items. Students will be exposed to various writing styles through these activities. For example, the format of a creative writing story is much different than a straight-forward news story.

Throughout my schooling, I have been taught to always write an outline before jumping directly into the essay. Concept maps are a great way for students to organize their ideas. This tool also helps students stay focused on the task at hand because it clearly lays out the different points and topics that students will address to support their thesis.

Personally, I do not enjoy collaborative activities or group projects; however, I do plan to use it in my classroom, as the benefits outweigh the negative aspects. I agree that it is important to give structure to group projects; students must understand what is required of them. Furthermore, each member will be assigned a specific task or, depending on the students' ages, each member will choose a task. I also plan to group students myself. These guidelines ensure that all students participate in the activity and that no one is isolated.

Based on the description of Poetry Forge in the textbook, my initial reaction was that this is a horrible website because it does not allow students to create their own poems, rather it generates poems for the students. Users enter their own adjectives, nouns, and prepositional phrases, and the tool combines them into "poetic" phrases. The site, according to the textbook, is designed to help learners engage in poetry writing and practicing the application of literary structures that are essential and commonly used in poetry writing. I explored the website and created several poems by typing in random adjectives, nouns, and prepositional phrases about Spring. The different poems that were generated as a result of my contributions were unsatisfactory. I feel that this site would stifle children's creativity. The child is not creating for himself. Yes, it can be used to introduce children to writing poetry for the first time, but I prefer students to read and study different poems and be inspired by these to create their own, rather than just type in random words and phrases, and have special software combine them for the user.

Twitter can be used to help students develop their writing skills. For example, because the user is limited to 140 characters, this helps students practicing editing and revising. This helps students extend their vocabulary, as students really need to consider their word choice. Furthermore, students can tweet about what they learned in class that day. This helps students with their summarization skills and thinking about the main idea.

Note to self: collaborative writing idea > in google docs have each student write a sentence to create a classroom story (one student starts the story and then the next student adds a sentence and so on > class can read story together and peer review)

3

Notes

- Benefits of causal reasoning

- Enables students to...

- Make predictions, inferences, & explanations

- Draw implications

- Argue for (provide justifications) actions they have taken

- "The computer should be an object to think with" (45)

The reading discusses the use of technology to promote higher levels of thinking, such as causal thinking. I agree that it is important for students to learn how to reason causally. It is imperative that students understand the relationship between various concepts, rather than solely memorize facts.

Currently, I do not feel comfortable using microworlds in my classroom. I participated in the "Air Resistance and Falling Objects" simulation and the "Air Powered Projectile" simulation from the Interactive Physics microworld. Although this may be beneficial to use if I, as a teacher, do not have the funds to provide such materials, I would prefer to do these experiments with real objects, not with a computer. I feel reluctant to use technology to replace activities that I can easily create in my classroom. I think that students will better understand the material if they experience it in real life.

I also visited the Funderstanding Roller Coaster Simulation page. I think it is great to use to explore the relationship between speed, mass, gravity, and friction. However, it should follow a lesson that more comprehensively explains these concepts. The simulation alone is not sufficient to promote students' meaningful learning; it should be used as a reinforcer. This encouraged me to think of how I would teach a Physics lesson using roller coasters. I like the idea of students designing their own roller coasters, with pipe insulation and a marble, for example. The roller coaster simulation can be used for additional practice.

The adventure game Lemmings is a great tool to use to help children practice the skills of planning and strategizing. I was first introduced to the game in elementary school, and, since, I have enjoyed it. The goal of Lemmings is for the player to safely get a certain percentage of lemmings from an entrance to an exit. For the player to achieve this, he must devise a plan for the lemmings to overcome obstacles and dangers posed in the level, usually by assigning individual lemmings specific tasks, such as building stairs or digging. At the start of each level, the player can pause the game to survey the problem scene and create a plan to overcome the obstacles. Then, the player can test his ideas, with the results being immediately noticeable. As the levels become more difficult, the player uses previous strategies and knowledge to solve the problem. The game has many benefits. It allows children to practice problem solving skills and reasoning skills. Furthermore, it allows children to hypothesize and make predictions about what will happen next as a result of a certain move. Note to self: The board game Stratego is great for strategic thinking.

In general, I think that I would use microworlds, simulations, games, virtual worlds, etc. either as options for free time activities for students or to briefly support a lesson plan. I do not feel comfortable sitting children in front of a computer for long periods of time. They most likely use the computer a lot at home and will use it a lot as they progress through school, so I want my classroom to offer a break from it. On my classroom webpage, I would link to such sites and offer ideas on how students can use the sites or offer directions, but I would not depend on them for a lesson in my classroom.

2

• Technology can provide the means for active, authentic learning through investigation in the classroom and in the field
• Flexibility is required for effective thinkers-- Emerging and rapidly changing technologies demand individuals who are prepared to experiment, adopt, or discard technology tools as they appear, evolve, become successfully entrenched, or fall by the wayside (14)
• How to use the Internet as a source of information for meaningful learning
• The teacher must model the process of asking questions, such as who, what, when, and where, to identify search terms that are associated with the problem
• As students navigate the Internet, they must think about the information they encounter and how it relates to their existing knowledge
• How to use the Internet as a source for information: (1) Equip students with the skills to search effectively; (2) Know whether a web site is reputable and contains accurate information
• Teaching effective research skills will decrease the likelihood that students will access inappropriate sites
• Online simulations
  

Prior to reading the chapter, I did not realize that children actually need to be taught how to distinguish between "good" and "bad" web sites. I had never considered that it is the teacher's responsibility to help students gain the skills needed to effectively evaluate a web site and determine if the information is valid. This encouraged me to create a plan of how I would teach this to my students. To begin with, I like the idea of incorporating WebQuests in my classroom (25). I would create a WebQuest on how to evaluate a web site. In addition to criteria for web site evaluation, I would also include a list of several sites for students to evaluate. For example, I would ask students to visit the two web sites posted on the WebQuest of the same topic, with one being valid and the other "bad." Using the aforementioned criteria, I would have students determine which is the credible source. UPDATE: I modified an existing WebQuest on how to evaluate a website to better fit my view of how I plan to approach the subject in my classroom: http://docs.google.com/present/edit?id=0AdGcUjfT_XtWZGZrNnRjcGdfMmcyYzN4Y2d0&hl=en.

While searching the Internet for ways to teach children how to evaluate a website, I came across this page: http://www.radcab.com/. The design of the page immediately caught my attention, and I found it to be appealing to the eyes with its bright colors and cartoon-like images. In fact, I plan to create a poster using the information and graphics to hang in my classroom in the computer area. I like that the site offers a mnemonic acronym for web site information evaluation accompanied by a brief description that children can understand.

RADCAB - Your Vehicle for Information Evaluation

Relevancy- Am I on the right track? Is the information related to my purpose?

Appropriateness- Is the information appropriate for my age?

Detail- How much information do I need?

Currency- Is the information up-to-date? When was it published or updated?

Authority- Who is the author? What are his qualifications?

Bias- Why was this information written? Was it written to inform me, persuade me, entertain me, or sell me something?

The chapter also encouraged me to consider taking virtual field trips in the classroom. I was introduced to the EarthCam web site (http://www.earthcam.com/) in EME 2040. This would be great to incorporate in the classroom, especially when studying Geography.

I am concerned that, as a teacher, I am expected to keep up with the latest technologies; however, I cannot even keep up with the technologies that are widely used today. I am not familiar with how to use an iPod or GPS system, for example. In fact, I do not enjoy using my cell phone often. Furthermore, there is the issue of how I would obtain these mobile technologies to familiarize myself with them.