Here are links to my e-portfolio. I strongly recommend using Firefox to view these. It looks really awful when viewed with Internet Explorer.
Steel account: http://mypage.iu.edu/~ashroyer/w301/index.htm
Oncourse account: https://oncourse.iu.edu/access/content/user/ashroyer/w301/index.htm
They are basically the same, but regardless of which one you view, USE FIREFOX, or Mozilla, or Safari. ANYTHING but Explorer!
Thanks!
Alex
Thursday, April 26, 2007
Thursday, March 22, 2007
Greatest Map EVER
This map shows a few of the many places we have been.
Uses for google maps:
Water Runoff, studying erosion
Proving the world is round
Continental Drift theory visualization
Oil fields in Iraq
Pyramids
Habitats (Rainforest, Desert, etc.)
Location of Forests, Parks, etc.
These are just a few of the science related uses for Google maps.
This Reflection was brought to you by Max, Brittany, and Alex.
Uses for google maps:
Water Runoff, studying erosion
Proving the world is round
Continental Drift theory visualization
Oil fields in Iraq
Pyramids
Habitats (Rainforest, Desert, etc.)
Location of Forests, Parks, etc.
These are just a few of the science related uses for Google maps.
This Reflection was brought to you by Max, Brittany, and Alex.
Tuesday, February 27, 2007
Reflection 7
The following lessons are ROUGH draft lessons. Much work is needed to enhance all of these.
1. In this lesson that I have constructed, I am targeting a freshman level biology course. The standard in which I want to meet is the first part of Content Standard C, in which this lesson will focus on the cell. I also hope to meet a few ISTE standards. This particular lesson will be done in a space in which every group of students will have access to a computer throughout the entire lesson. The big idea of this lesson is to have students understand the basic structure of the cell. The teacher will present a PowerPoint presentation in which he/she gives hints about the structure of a cell, one structure at a time. In return, students will use an art program (such as Paint), to construct their interpretation of a cell. At the end of the activity, students will print out their models and a group discussion will occur.
This lesson meets ISTE standards, 1- Basic Operations and Concepts, 3- Technology Productivity Tools, 4- Technology Communication Tools, and 6- Technology Problem-Solving and Decision Making Tools.
2. The next lesson is designed around Content Standard F in the National Science Education Standards, going in depth on environmental resources. This lesson will most likely serve well as an assessment tool. The students are asked to write a persuasive paper on what they believe is the number one negative impact on environmental resources. The students are encouraged to use many resources, including the Internet. After research has been collected to students are then allotted class time to write their paper, which must be typed.
Having an assignment such as this would meet ISTE standards 5- Technology Research Tools, 1-Basic Operations and Concepts, and standard 3- Technology Productivity Tools
3. The final lesson plan idea is one that does not incorporate much technology. This lesson is the introductory lesson on evolution, which meets the National Science Education Standard D. Evolution is a tricky subject to teach and I think it would benefit to start from something that the students will enjoy. Using the website, www.danceevolution.com, will break the ice and allow for discussion. After the students view the short clip, lead an open discussion on why it is called “The Evolution of Dance” and not something like, “The History of Dance”. This will lead into a discussion involving change over time.
ISTE Standard 6- Technology Problem Solving and Decision-Making Tools??
1. In this lesson that I have constructed, I am targeting a freshman level biology course. The standard in which I want to meet is the first part of Content Standard C, in which this lesson will focus on the cell. I also hope to meet a few ISTE standards. This particular lesson will be done in a space in which every group of students will have access to a computer throughout the entire lesson. The big idea of this lesson is to have students understand the basic structure of the cell. The teacher will present a PowerPoint presentation in which he/she gives hints about the structure of a cell, one structure at a time. In return, students will use an art program (such as Paint), to construct their interpretation of a cell. At the end of the activity, students will print out their models and a group discussion will occur.
This lesson meets ISTE standards, 1- Basic Operations and Concepts, 3- Technology Productivity Tools, 4- Technology Communication Tools, and 6- Technology Problem-Solving and Decision Making Tools.
2. The next lesson is designed around Content Standard F in the National Science Education Standards, going in depth on environmental resources. This lesson will most likely serve well as an assessment tool. The students are asked to write a persuasive paper on what they believe is the number one negative impact on environmental resources. The students are encouraged to use many resources, including the Internet. After research has been collected to students are then allotted class time to write their paper, which must be typed.
Having an assignment such as this would meet ISTE standards 5- Technology Research Tools, 1-Basic Operations and Concepts, and standard 3- Technology Productivity Tools
3. The final lesson plan idea is one that does not incorporate much technology. This lesson is the introductory lesson on evolution, which meets the National Science Education Standard D. Evolution is a tricky subject to teach and I think it would benefit to start from something that the students will enjoy. Using the website, www.danceevolution.com, will break the ice and allow for discussion. After the students view the short clip, lead an open discussion on why it is called “The Evolution of Dance” and not something like, “The History of Dance”. This will lead into a discussion involving change over time.
ISTE Standard 6- Technology Problem Solving and Decision-Making Tools??
Sunday, February 25, 2007
Max, Reflection 6
My first lesson plan idea is about an online Genetics activity. It is geared towards high school Biology I students. I would use an activity online that is very entertaining. It is called 'DNA Fingerprint Lab'. In this lab the students will try and solve a crime by using DNA samples found at the crime scene. The objective of this lab is to get the students to understand DNA fingerprints and how they are used in many every day applications. This follows the standards because they say that they need to understand molecular biology and genetics/heredity and this could be used for both. This could be tied into the whole section on DNA. A computer lab would be needed to do this lab though. The website with the lab is http://www.pbs.org/wgbh/nova/sheppard/labwave.html
My second lesson plan would deal with the heart. My goals would be to have students start to learn and understand about the heart and the circulatory system. It would be geared towards middle school science, probably 8th grade. My main objective would be to have the students understand that the heart is the key organ in the circulatory system and how it has 4 chambers that allow blood to be pumped effectiently. I would also try to get them to understand how one way valves are key and how high cholerstol and an unhealthy diet and very bad on the heart. This would follow the standards that want students to begin to understand the human body and anatomy. Some video's of the heart would be played to help the students visually see the heart working. A computer and some sort of projection system would be needed for this.
My last lesson plan idea covers Charles Darwin and his development of the theory of evolution. This would be geared towards Biology I students also. We would start by covering his voyage on the HMS Beagle and his study of finch's on the galapogo's. This lead to his book The Origin of Species. This book was widely accepted almost immediately after it's publishing because of it's sound scientific reasoning and evidence. My goal would be to get the students to start thinking of evolution and lay the groundwork for later, more complicated lessons on evolution. This lesson would cover several of the standards in the Historical Perspectives section of the biology standards. I would use powerpoint to go over this lesson so I could incorporate pictures, maps, and other things like this to make the lesson more intertaining and interactive.
My second lesson plan would deal with the heart. My goals would be to have students start to learn and understand about the heart and the circulatory system. It would be geared towards middle school science, probably 8th grade. My main objective would be to have the students understand that the heart is the key organ in the circulatory system and how it has 4 chambers that allow blood to be pumped effectiently. I would also try to get them to understand how one way valves are key and how high cholerstol and an unhealthy diet and very bad on the heart. This would follow the standards that want students to begin to understand the human body and anatomy. Some video's of the heart would be played to help the students visually see the heart working. A computer and some sort of projection system would be needed for this.
My last lesson plan idea covers Charles Darwin and his development of the theory of evolution. This would be geared towards Biology I students also. We would start by covering his voyage on the HMS Beagle and his study of finch's on the galapogo's. This lead to his book The Origin of Species. This book was widely accepted almost immediately after it's publishing because of it's sound scientific reasoning and evidence. My goal would be to get the students to start thinking of evolution and lay the groundwork for later, more complicated lessons on evolution. This lesson would cover several of the standards in the Historical Perspectives section of the biology standards. I would use powerpoint to go over this lesson so I could incorporate pictures, maps, and other things like this to make the lesson more intertaining and interactive.
Thursday, February 22, 2007
Reflection 5
Video Case Analysis
Studio on Wheels
I wish I had this opportunity as a high school student. The kids at this school are visited by the John Lennon Educational Tour Bus, a recording studio-on wheels. A few of the kids get to write, produce, and record their own song, and then make a music video of it. While they may not go on to the music business, the experience they share is valuable in terms of gaining experience in technology, working with a group, and managing their tasks.
The studio/tour bus is slightly small, so only a few students and teachers can participate at one time. However, this is advantageous for the students who do participate because they get close to one-on-one teacher interaction. They get to use current and high-tech recording tools, such as digital music and video recorders, electronic instruments, and professional sound/video editing software.
The teachers helped to guide the students, but the point of the exercise was that the students were able to use the technology. This means that the lesson was student-centered. In a way the students were empowered by the fact that they were responsible for producing the very professional product at the end of the lesson.
The technology makes the lesson engaging because the students get to see how the technology directly relates to what they are doing in the physical world. They can see the waveforms produced when they sing, for example, and see how those compare to waveforms produced by drums.
From a teacher-preparation standpoint, the lesson is very impractical, because the amount of technology and equipment needed would be very expensive, and the people who know enough about it to be good teachers would be very hard to find. The teachers for this lesson are, in a sense, experts in their field, and they travel to schools to share this experience. It is not something the average teacher could replicate.
The teachers used modeling strategies, as well as directed activity strategies during the lesson. To assess student performance, one would have to look at how involved the student was, what they contributed to the production of the music and video, etc. To assess their learning, I would use something like a reflection essay so they could explain what they learned.
The advantage of the use of technology here is that it is industry-standard equipment and they are exposed to very current technology. The things they use in this lesson could be applied to many different technological areas.
The biggest challenge is the lack of resources available to everyday teachers. They do not have access to this expensive, hi-tech tour bus. A secondary challenge would be finding time to ensure all the willing students were able to participate.
Monday, February 19, 2007
Reflection 5
Video Case Analysis Instruction and Guideline Questions W301 Integrating Technology in Teaching Name: Max Class: Thurs. 8:00 am
“An Incredible Journey”
http://www.edutopia.org/video/movie.php?reset=cookie&keyword=137&id=Art_1145
I watched a video about a new school. It focuses on education using The Arts and Technology. In the students Earth/Space class the students studied the topic of watersheds. They then went to a small stream located on campus and took water samples. They did some research in the field like finding O2 levels and such and then took the water samples back to the lab and analyzed them further. Then in another class specifically designed towards technology they prepared a report about this study of local waters and made a short television news segment highlighting the important aspects. The technologies used ranged greatly; from water probes and oxygen sensors to televisions and video editing equipment. They also used power points to learn about watersheds.
These technologies were student centered. The students were the ones using the probes and other equipment to analyze the water. They might have had some instruction from the teacher on how to use them but they analyzed their own water sample. They also were the ones on camera and editing the video to be put on the air. I do believe the technologies made this lesson much more engaging. Without the equipment a lecture on watersheds is boring and I do not think there would be much retention. But when they are analyzing water samples and making a news program this will help the students remember the information. This lesson would help students learn several different science aspects; from water conservation to Ecology and environmental responsibility. This kind of technology could be more strenuous on the teachers though.
The teachers would need to make sure they understand how to properly use all the equipment. This technology can be very expensive and misuse could be very costly so the teachers need to make sure they have a good grasp on the technology being used.
“An Incredible Journey”
http://www.edutopia.org/video/movie.php?reset=cookie&keyword=137&id=Art_1145
I watched a video about a new school. It focuses on education using The Arts and Technology. In the students Earth/Space class the students studied the topic of watersheds. They then went to a small stream located on campus and took water samples. They did some research in the field like finding O2 levels and such and then took the water samples back to the lab and analyzed them further. Then in another class specifically designed towards technology they prepared a report about this study of local waters and made a short television news segment highlighting the important aspects. The technologies used ranged greatly; from water probes and oxygen sensors to televisions and video editing equipment. They also used power points to learn about watersheds.
These technologies were student centered. The students were the ones using the probes and other equipment to analyze the water. They might have had some instruction from the teacher on how to use them but they analyzed their own water sample. They also were the ones on camera and editing the video to be put on the air. I do believe the technologies made this lesson much more engaging. Without the equipment a lecture on watersheds is boring and I do not think there would be much retention. But when they are analyzing water samples and making a news program this will help the students remember the information. This lesson would help students learn several different science aspects; from water conservation to Ecology and environmental responsibility. This kind of technology could be more strenuous on the teachers though.
The teachers would need to make sure they understand how to properly use all the equipment. This technology can be very expensive and misuse could be very costly so the teachers need to make sure they have a good grasp on the technology being used.
Thursday, February 15, 2007
Reflection 5
Video Case Analysis Instruction and Guideline Questions W301 Integrating Technology in Teaching Name: Brittany Class: Thurs.
“Leapin’ Lizards”
http://www.edutopia.org/video/movie.php?reset=cookie&keyword=037&id=Art_1251
Watching the video was quite surprising for me! If I can recall, the video captured a 4th grade class involved in a year round project that integrated all subjects. Math, science, social studies, art, and writing were all prevalent in this assignment. The project dealt with the horny toads in the state of Washington and the 4th grade students worked in conjunction with a University in the state as well as local farmers within the school district.
Many different technologies were used throughout the year. The students used certain computer programs to graph data obtained by observing locations and numbers of horny toads. The students also used a computer art program for various tasks. GPS systems were used on site. The researcher from the University provided the GPS devices and taught the students how to use the GPS devices to locate specific sites. A tracking system was also brought on site trips. Students were able to use the tracking system to find a horny toad that had the tracking device attached to its back. Looking at all of the technology displayed, it is easy to say that the students utilized the technology. The teacher and researcher may have instructed the students how to use the technology, but the students were encouraged to use the technology and understand why using that technology is helpful.
Watching this short video honestly surprised me. The students had an advantage over most students of the same age across the United States because such an opportunity was given to them. The technology used in this particular project was abundant, comprehensive, and engaging. I believe that most 4th graders do not know how to use a GPS device. I know that I do not. The technology did enhance this experience for the students. The students understood why such technology was being used and they gained knowledge on how to use that particular technology and apply it to their learning.
The uses of the particular technologies in the project were used over the course of a full school year. Much planning had to occur for this project to take place. The teacher obviously worked in conjunction with the University’s researchers and I am assuming that the researchers provided the GPS devices and the tracking devices. The teacher must have worked closely with the researcher to construct such an elaborate lesson. The teacher must also have kept in mind the academic, as well as the technology, standards that are mandated. This project must have taken quite a while to construct because it expands over an entire year. Of course, the teacher also had to consider that students have different technological knowledge. The film, however, portrayed the students learning the particular uses of the technology at the same time, which would make it a little easier for the teacher, allowing her to teach everyone at once.
The advantages of using the technologies are obvious. Without the use of the technologies, the project could not have existed. The GPS devices and tracking systems allowed the students to collect data and locate horny toads. Without such technologies, the students would have been running wild in the fields. This was also an amazing experience for the students. The students probably felt proud of their accomplishments using and collecting from such devices.I am not sure what question 8 is asking. Of course, integrating this sort of technology in any classroom would be difficult given that most schools do not offer such resources.
“Leapin’ Lizards”
http://www.edutopia.org/video/movie.php?reset=cookie&keyword=037&id=Art_1251
Watching the video was quite surprising for me! If I can recall, the video captured a 4th grade class involved in a year round project that integrated all subjects. Math, science, social studies, art, and writing were all prevalent in this assignment. The project dealt with the horny toads in the state of Washington and the 4th grade students worked in conjunction with a University in the state as well as local farmers within the school district.
Many different technologies were used throughout the year. The students used certain computer programs to graph data obtained by observing locations and numbers of horny toads. The students also used a computer art program for various tasks. GPS systems were used on site. The researcher from the University provided the GPS devices and taught the students how to use the GPS devices to locate specific sites. A tracking system was also brought on site trips. Students were able to use the tracking system to find a horny toad that had the tracking device attached to its back. Looking at all of the technology displayed, it is easy to say that the students utilized the technology. The teacher and researcher may have instructed the students how to use the technology, but the students were encouraged to use the technology and understand why using that technology is helpful.
Watching this short video honestly surprised me. The students had an advantage over most students of the same age across the United States because such an opportunity was given to them. The technology used in this particular project was abundant, comprehensive, and engaging. I believe that most 4th graders do not know how to use a GPS device. I know that I do not. The technology did enhance this experience for the students. The students understood why such technology was being used and they gained knowledge on how to use that particular technology and apply it to their learning.
The uses of the particular technologies in the project were used over the course of a full school year. Much planning had to occur for this project to take place. The teacher obviously worked in conjunction with the University’s researchers and I am assuming that the researchers provided the GPS devices and the tracking devices. The teacher must have worked closely with the researcher to construct such an elaborate lesson. The teacher must also have kept in mind the academic, as well as the technology, standards that are mandated. This project must have taken quite a while to construct because it expands over an entire year. Of course, the teacher also had to consider that students have different technological knowledge. The film, however, portrayed the students learning the particular uses of the technology at the same time, which would make it a little easier for the teacher, allowing her to teach everyone at once.
The advantages of using the technologies are obvious. Without the use of the technologies, the project could not have existed. The GPS devices and tracking systems allowed the students to collect data and locate horny toads. Without such technologies, the students would have been running wild in the fields. This was also an amazing experience for the students. The students probably felt proud of their accomplishments using and collecting from such devices.I am not sure what question 8 is asking. Of course, integrating this sort of technology in any classroom would be difficult given that most schools do not offer such resources.
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