"I want to put a ding in the universe".
~Steve Jobs
"A car that smells GOOD? Now that's something new.
But if I built a car, that's just what I'd do. Inside the engine I'll add a machine To capture the odor of burnt gasoline And change it to something more pleasing to noses - Like blueberry muffins or freshly picked roses." ~p. 16 |
"Now that we're cruising, let's head to the lake.
There's no need to panic or slam on the brake. My car can do something that very few can. The fenders will float like a catamaran! We're skimming the waves and we're having a ball! But wait - hold your horses, 'cause that isn't all. Boating is fine till we get the urge To dive underwater..." p. 18 |
"The just SUBMERGE!
Robert will drive as we burble about, We can see catfish and we can see trout. We might even spy the shy stickleback gar From inside our fabulous, waterproof car!" p. 19 |
"Last but not least, the feature of all
Comes down to a button that's shiny and small. Push it and then, in the wink of an eye, The car will take off! We'll be up in the sky!" p. 22 |
We'll fly over land! We'll fly over seas!
To Alaska, Nebraska, Bermuda, Belize, Or take a vacation when things start to freeze And fly us all down to the Florida Keys." p. 23 |
Special Features - integration of concepts
Link to Metaphor:
In every car, there are the special features that ultimately might make or break you from making the final purchase. Much like the technology we choose in our classroom, the question is always whether or not it will make a difference in the overall long term success of the student's ability to learn. Using the "special features" of many of the web 2.0 tools has to be more than a fun activity for those who are finished early or filler before the next assignment. If the proper purpose is applied in using the technology appropriately then tool and application itself is far more useful than any teacher directed activity will ever be.
In both of the artifacts below, I have drawn reference from Ausubel's theory of Meaningful Learning (Novak, 1998). According to Ausubel, meaningful learning "is a a process in which new information is related to an existing relevant aspect of an individual's knowledge structure" (p. 51). The three requirements for meaningful learning to take place are learner chooses, meaningful material, and prior knowledge. Where this fails is when a student decides not to learn in a meaningful way, thus it becomes just a rote exercise. In subjects such as math and science, this is a common practice where students are taught to memorize the material provided by the teacher in order to be successful on an examination. This discourages an actual understanding of the material; therefore any concepts learned quickly disappear once there isn't a need for it. Time wasted. This is also found to be true in Ausubel's theory that information learned meaningfully could be recalled weeks or months after the acquisition (Novak, 1998).
The artifacts reflect this in the areas of Math, Science, and Language Arts. Learning meaningfully may not increase the level of overall achievement in the those areas, but it will increase the interest level and allow students to attain the information for longer periods.
In every car, there are the special features that ultimately might make or break you from making the final purchase. Much like the technology we choose in our classroom, the question is always whether or not it will make a difference in the overall long term success of the student's ability to learn. Using the "special features" of many of the web 2.0 tools has to be more than a fun activity for those who are finished early or filler before the next assignment. If the proper purpose is applied in using the technology appropriately then tool and application itself is far more useful than any teacher directed activity will ever be.
In both of the artifacts below, I have drawn reference from Ausubel's theory of Meaningful Learning (Novak, 1998). According to Ausubel, meaningful learning "is a a process in which new information is related to an existing relevant aspect of an individual's knowledge structure" (p. 51). The three requirements for meaningful learning to take place are learner chooses, meaningful material, and prior knowledge. Where this fails is when a student decides not to learn in a meaningful way, thus it becomes just a rote exercise. In subjects such as math and science, this is a common practice where students are taught to memorize the material provided by the teacher in order to be successful on an examination. This discourages an actual understanding of the material; therefore any concepts learned quickly disappear once there isn't a need for it. Time wasted. This is also found to be true in Ausubel's theory that information learned meaningfully could be recalled weeks or months after the acquisition (Novak, 1998).
The artifacts reflect this in the areas of Math, Science, and Language Arts. Learning meaningfully may not increase the level of overall achievement in the those areas, but it will increase the interest level and allow students to attain the information for longer periods.
Artifact #1
ETEC 533 - Technology in the Mathematics and Science Classroom
It easy to see the uses of technology in the Language Arts, Social Studies and Art curriculum areas. There are so many applications and online tools that not only motivate a student to gain an increased understanding of concepts, but bring a sense of relevance which allows for greater understanding.
My paper asks the same question with regards to Math and Science - Is It Really Worth it? Does the the use of technology in Math and Science curriculum make a difference in student achievement? The answer, I thought, would've been a simple yes; however, my readings proved to be the otherwise.
Although the readings didn't give a clear positive result towards using technology equalling success as I expected, the one comment from an interview with my school librarian did provide me another angle that may be even better than academic success. She felt that the use of technology in the classroom and in her library would at least "motivate and inspire" the students and "create a higher level of interest" in other academic areas. Over time, this will ultimately lead to academic success as students find more relevance between their studies and everyday lives.
It easy to see the uses of technology in the Language Arts, Social Studies and Art curriculum areas. There are so many applications and online tools that not only motivate a student to gain an increased understanding of concepts, but bring a sense of relevance which allows for greater understanding.
My paper asks the same question with regards to Math and Science - Is It Really Worth it? Does the the use of technology in Math and Science curriculum make a difference in student achievement? The answer, I thought, would've been a simple yes; however, my readings proved to be the otherwise.
Although the readings didn't give a clear positive result towards using technology equalling success as I expected, the one comment from an interview with my school librarian did provide me another angle that may be even better than academic success. She felt that the use of technology in the classroom and in her library would at least "motivate and inspire" the students and "create a higher level of interest" in other academic areas. Over time, this will ultimately lead to academic success as students find more relevance between their studies and everyday lives.
Artifact #2
Access to Writing Lesson Site
ETEC 530 - Constructivists Strategies for E-Learning
This was an online lesson on writing for Grade 5 students. It was a constructivists approach to having students learn What is Descriptive Writing? It was meant for students to access the site through the internet and proceed with the lesson on their own. There was lots of examples to help them with their work, a blog or forum that needed to be set up, assessment criteria and an assignment.
It was meant for no immediate consultation with the instructor and if there were issues, students needed to email the instructor or communicate with their peers.
This simple lesson really demonstrates the power of combining the different aspects of technology with the need for everyday curriculum and how it can be a motivating factor for students in understanding. I liken this lesson to something Eunju Yun (2000) described as the Project Approach and the need for projects to be meaningful, social, intellectual,and constructivists. The author describes the "why", not the "what" or "how" of the project approach in classrooms and the importance of this being in early childhood so children are better prepared for the future.
This was an online lesson on writing for Grade 5 students. It was a constructivists approach to having students learn What is Descriptive Writing? It was meant for students to access the site through the internet and proceed with the lesson on their own. There was lots of examples to help them with their work, a blog or forum that needed to be set up, assessment criteria and an assignment.
It was meant for no immediate consultation with the instructor and if there were issues, students needed to email the instructor or communicate with their peers.
This simple lesson really demonstrates the power of combining the different aspects of technology with the need for everyday curriculum and how it can be a motivating factor for students in understanding. I liken this lesson to something Eunju Yun (2000) described as the Project Approach and the need for projects to be meaningful, social, intellectual,and constructivists. The author describes the "why", not the "what" or "how" of the project approach in classrooms and the importance of this being in early childhood so children are better prepared for the future.