Literary Scavenger Hunt

In class today, we all made googledocs presentations using the pictures we gathered for our scavenger hunts. In my group, we had a scavenger hunt of literary terms. We tried to find as many terms as we could outside, and to be creative with our choices. As we completed the activity, I thought about how much fun this would be for students, also. I kept a copy of our assignment sheet to use as a reference when I begin my internship. Giving students an opportunity to review literary skills and terms using the technology of digital cameras, uploading and resizing photos, and creating their own presentation allows me to help teach skills on a variety of levels. Not to mention the students might even have a little fun along the way.
Here is a screen shot of my organization for the slide show images in my "hunt" folder:

My Digital Image Collection

This week, we had to complete a digital image collection using 5 different mediums. In the order they appear in the slide show, the mediums I used were a scanner, CD collection, web image, digital camera photo, and a screen shot. I learned that there are so many ways to gather images for me to use in my classroom, and also learned how easy it is to organize these on Picasa and do all kinds of things with them just like the slideshow in this blogpot!

Planning Lessons, Trickier Than You Think

Over the past couple of weeks, we have been working in pairs on completing a lesson plan template that incorporates technology. Martha and I decided to plan an intro lesson for a unit on research papers. Practicing the lesson plan process is so important. Prior to my education classes, I never anticipated the importance of not only being prepared for each lesson, but considering every detail from each material needed to the precise wording of the lesson objective. I also learned the importance of screening and providing acceptable websites instead of just letting students roam the internet. In larger classes, supervising every student at all times just is not feasible. Deciding on accepable websites ahead of time ensures that the class will stay on task and on appropriate and relevant websites.

Do Computers Negatively Affect Student Growth?

One of my other classes this semester is TPTE 517 which deals with trends and issues in education. This week, I reviewed two articles that address the question, “Do computers negatively affect student growth?”. The two opposing articles actually did little to oppose each other. While they both discussed the use of computers and technology in K-12 schools, they focused on two different aspects that were virtually unrelated.

In “The Human Touch”, Lowell Monke passionately asserts his prediction that increased technology in the younger years of education will be the end of all creativity, authenticity, and meaningful experience. He naively claims that youths can learn all computer skills needed in the workplace or college during “one year of instruction during high school” (p. 329). Dr. Monke should try this argument with the thousands of adults who have tried to assimilate to the culture of the technology world without any prior experience. A small fraction, if any, would agree that a one-year (or only a semester, if a school has block scheduling!) course would be able to put them up to speed in the workplace. Technology is complex, and constantly changing, as well as increasing in importance as a medium of our society. In his conclusion, Monke advocates a concentration of “high technology in the upper grades” in order to “honor the natural developmental stages of childhood” (p. 332). This goal is completely defendable. A gradual increase in exposure to technology, just like any other subject in education, makes for a logical progression. Monke sees computers as a threat to creativity and ingenuity, but they can be the exact opposite when used responsibly and correctly. Computers can, and should, function as outlets and encouragements for students’ inner talents and development.

Frederick M. Hess takes his argument in a completely different direction. “Technical Difficulties” focuses on how educators and administrators can more effectively use technology, spending little time on students’ use or non-use. He points out the tendency for schools to use technology frequently, but inefficiently. The main remedy of the article is for teachers to “spend less time on trivia while adding more value” (p. 338). With the use of assessment software to aid in essay-grading and other assignments, educators will be able to “slash the time spent on rote tasks” and redirect their efforts on more important matters (p. 339). Hess views technology as a tool, not a miracle cure, for a problem vaguely stated, but assumed to be inefficient learning in schools.

Taking Sides: Clashing Views in Education is the book that I have cited in this post.