David Mazzotti

Journal

EDUC 422

Assignment Five

Holmes, B (1998). The Data Base: America’s Presidents. Learning and Leading with Technology, 25(7), 6 – 11.

Read this article and then answer the following question in a word document.

1. Write a summary of how you would use a database in your class.

To incorporate database technology into an eighth grade, United States History curriculum, I would develop a class project whereby the students compared and contrasted the Articles of Confederation and the United States Constitution. The dates, main provisions, origins and reasons for, and the proponent and oppositional factions of each document would be accessible via a “Governments of the United States,” classroom database.

To facilitate group work, students would organize under different subject areas based upon titular worksheets that posed questions pertaining to the varying aspects of each government. For instance, a group assigned to research information for a worksheet entitled: “Key Components of the Articles of Confederation” might be asked to list the powers ascribed to the federal legislature. After retrieving this information from the classroom database, and after all other questions on the worksheet had been answered, students would then summarize their findings and conjecture as to why the original governing doctrine of this country floundered, while the current constitution has survived the test of time.

In summarizing their findings, each group would expound their opinions to the rest of the class in a presentation format; questions, comments, and differing viewpoints from other students would be encouraged; any resulting debates would be mediated so that the central focus stayed on American Governments. Grades would be determined by students’ ability to utilize the database as a source of supporting evidence for their theories and ideas.

Assignment Six

McKenzie, W., & Hall, D (2003). Find the Best Software: Using Bloom's Taxonomy and Multiple Intelligences to Select and Use Software. Learning & Leading with Technology, 30(8), 54 - 58.

Read this article and answer the following questions in a word document.

1. What considerations need to be made on selecting software for the classroom?

2. Describe what you feel is most important to consider after reading this article

3. How might software address multiple intelligences?

4. Find at least one site on the Internet that explains multiple intelligences and why they are important to consider.

Software selection for a classroom is dependent upon its primary function, the types of intelligences it serves, peer reviews, and a teacher’s ability to incorporate it seamlessly into his or her curriculum. Primary functions, as classified by the authors, include: 1) “offering content, concepts and skills;” 2) applying skills; 3) using skills to accomplish a goal; 4) the completion of tasks to evaluate student progress and performance; 5) problem solving using more than one strategy; 6) “writing, organizing, composing, sorting, calculating, etc. and; 7) providing the opportunity for students to have “vicarious experiences through electronic means” (i.e. problem solving that allows room for “individual values and attitudes, and the opportunity to participate in group collaboration”). Each of these functions serves to condition a certain type of intelligence; the last function listed above (a.k.a. simulation oriented software), for instance, promotes emotional, inter/intra personal intelligence. Along with product reviews, however, the biggest factor in determining what educational software should be brought into the classroom is the teacher’s capacity to integrate the program into the curriculum.

A teacher’s willingness to renovate their curriculum, so as to incorporate educational software into the classroom, is the biggest factor in assessing educational software’s efficacy. The authors admonish against using educational software as “an end in itself.” In other words, teachers cannot expect that a program alone will accomplish the desired outcome. Rather, teachers should assign “pre-software activities” before introducing the software, followed by instruction conducive to strengthening multiple intelligences.

So long as connections between the software’s function and targeted intelligences are not forced, it is possible for educational software to address multiple intelligences: it is merely a matter of providing a context that will enhance the software that is to be implemented. The construction of a lesson plan that utilizes a PEP model (Pre-Software, Experience, Post-Software - briefly touched upon in the previous paragraph - permits teachers to draw multiple connections between curriculum and intelligences. For example, a software program like “Accelerated Reader,” a tool for developing and assessing verbal and logical skills through literary comprehension, could be followed up with a post software assignment requiring students to work together to write a collaborative short story; thereby addressing interpersonal intelligence.

A site that explains multiple intelligences and their importance:

http://www.thomasarmstrong.com/multiple_intelligences.htm

Assignment Seven

Hoffenberg, H., & and Handle, M (2001). Digital Video Goes to School. Learning & Leading with Technology, 29(2), 10-15.

Read this article and answer the following questions in a word document.

1. What skills are students developing in the process of making a video?

2. What types of video formatting fit well as a culminating activity?

3. What types of curriculum characteristics make sense for a video?

4. Briefly describe the guidelines for video use.

A video based project helps students to develop the technical skills of “making and editing video,” enhances their visual literacy, and introduces to them a higher level of thinking; students learn the significance of content analysis and synthesis when they compile images and sound for their video.

For culminating activities, a variety of video formats satisfy the “final reporting of a project,” including video newscasts, documentaries, infomercials, and video clips from a web page and/or multimedia presentation.

The types of curriculum characteristics that can be addressed when making a video are: emotion; heritage/ cultural; memorable experiences; change over time; a process; a “natural phenomenon” and; a frame by frame process that allows the viewer to not only understand the content of the video, but the videographer’s purpose in making it.

The guidelines for making of a successful video are as follows: choose a subject with which you are familiar; when planning the storyboard, make sure you consider the purpose of your video, as well as the audience; plan the camera angles and shots you think will best convey what it is you are trying to capture; decide whether or not sound will be integral to the overall effect you want to achieve. As a final reminder, you must communicate to your students the importance of thinking about the content of their video in relation to visual representation.

Assignment Eight

Levin, H (2003). Making History Come Alive. Learning & Leading with Technology, 31(3), 22-27.

Read this article and answer the following question in a word document.

1. After reading this article it is hard not to realize the power of using video with students. Describe a way you could use video in a similar way with your own K-12 students.

For a 12^th grade, U.S. history class, I would assign a group project in which students used digital video to document the history of the civil rights movement in their surrounding community. In place of lectures and readings from secondary sources, a review of the works by Frederick Douglas, W.E.B. Dubois, Lucretia Mott, and Cady Stanton would serve as a backdrop to the mid-twentieth century push for progressive change; primary source readings of The Supreme Court ruling in Brown v. Board of Education, the Civil Rights Act of 1965, and the writings of Martin Luther King would act as an introduction to the video project.

The project itself would consist of students interviewing members of the community, including historians, city council members, activist groups, and writers from local newspapers, to retrieve information pertinent to the course subject matter. After filming, students would edit their footage and compile audio to arrive at a finished product. A week would be devoted to showing the interviews; students would present their views and thoughts regarding the project after their video aired, and, if need be, a question and response session would follow. Family members, interviewees and the community in general would be able access the interviews via our class website.

This assignment would replace the conventional teaching of race relations and social policy. Students would have to learn the technicalities of, and accompanying software for, the video-making process throughout the duration of the project; group work would be scheduled during and after class, and work outside of class would be each individual group’s prerogative. The significance of the civil rights movement would impact students deeply after being given an oral history of the tribulations of those who fought, as well as those who continue to fight, for equality. Not only would student appreciation for the struggles that earlier generations put up in the name of justice grow, but so would that of the community’s.

Journal Articles

David Mazzotti
Journal
EDUC 422

Assignment One

Chen, P., & McGrath, D (2004). Visualize, Visualize, Visualize: Designing Projects for Higher-Order Thinking. Learning & Leading with Technology, 32 (4), 54 - 57.


Read this article and then answer the following questions in a Word document.

1. Based on your experiences, what are some ways in which you might apply ideas presented by the authors in this article?

2. What is project-based learning and how does it affect the classroom and the way you will teach?

3. What is an example of higher-order thinking?

4. Locate at least two more articles or resources that either support project based learning or for double credit try to find an author who argues against project based learning. List these in APA format and summarize their key points.

Cognitive, project-based learning is applicable to the improvement of implementing and understanding concepts presented by the teacher. Within every school subject, the reception of ideas and theories new to students depends upon their ability to recollect and utilize ideas learned from previous lesson plans; learning is a continuous process. Take, for example, the distributive property. If a student were to forget this mathematical rule, learned in the sixth and seventh grades, they would struggle in future math courses because the distribution of integers and variables is integral to solving algebraic equations. As a remedy, cognitive PBL could be used to help dispel student confusion and frustration by “mapping out” the logical processes that enables one to connect past ideas and themes to those of the present. Specifically, I would use something similar to the concept map displayed in this article for a social science class to convey to students how the development of ideologies engendered certain constitutions and political parties, and how changing perceptions can alter they way people use ideology to identify themselves.

Project based learning is a method of instruction that greatly increases student participation and, therefore, thinking in the classroom. Instead of the orthodox way in which material is usually presented (i.e. lecturing), students are now given the opportunity to implement their newfound knowledge with hands on exercises. In this article, for instance, the authors encourage the application of tools like data charts, hypertext documents, and outline tools in classroom assignments to document a comparison and contrast evaluation between teacher and student thinking processes. What this means for the next generation of teachers is that they will be spending less time standing in front of the chalk board; instructors will now have to input more effort and time in developing their lesson plans so as to consider the expanding role of the student.

An example of higher order thinking is the cognitive apprenticeship, the purpose of which, as stated by the article, is to “take scaffolding and authentic participation of the traditional apprenticeship and bring them into the classroom.” In other words, the teacher serves as a “master thinker” to his or her student understudy; the teacher helps the student to think on a higher level, one that includes uncovering “misconceptions” and opening the student up to differing points of view.


Scott, K., & Thompson, K (2007). Point-Counterpoint: Is PBL Practical?. Learning & Leading with Technology, 35(1), 8-9.


Mambo, Bernard., & McGrath, Diane (2005). Vive Les Villages!: PBL In a Language Immersion Program. Learning and Leading with Technology, 32(6), 37-39.



Assignment Two:

Richardson, K (2008). Don’t Feed the Trolls: Using Blogs to Teach Civil Discourse. Learning & Leading with Technology, 35 (7), 12-15.

Read the article and then answer the following questions in a word document.


1. Briefly describe what you will use from this article for your own teaching practice.

2. Find at least one more article that furthers the discussion on Blogs. Tell us where it can be located and describe what you found helpful about it.

The section of the article that refers to incorporating blogs, and other online forms of communication, into classroom curriculum interested me very much. As a teacher, one of my goals will be to encourage students to participate in the intellectually stimulating discussion of pertinent issues, theories and ideas, as they pertain to topics presented in class. Depending on the grade being taught, however, this could prove to be very difficult; many kids are too shy to voice their opinions, while a smaller, converse group of students will have much to say – inadvertently leading to a one-sided debate. Fortunately, Karen Richardson offers a solution.

Through online discussion boards and blogs, students can learn and practice the rules of discourse without having to engage each other in a face-to-face setting. This serves two purposes: 1). Those who normally would not speak in class are given the opportunity to actively participate along with the rest of their classmates, the effect of which is confidence building and a chance to establish friendships; 2). Facilitates student awareness and understanding of differing points of view, which will help students to have more “effective conversations overall.” Overtime, the students should start to feel more comfortable with, and have a greater respect for, each other. The skills they develop on this online medium will be conducive to having a “civil discourse” in the classroom.

In an article entitled, “Blogger’s Café: A Vision for Classroom Blogging,” Anne Davis, a proponent of educational blogging, proposes building a network that begins with the classroom, but grows to include the surrounding community at large. She argues that introducing students to blogging will “encourage students . . . to think deeper about what matters for learning,” and that once they create their own personal blog, they will have “ownership of their own learning.” She continues with the idea that a blog constructs an environment in which students feel valued, thereby giving them the confidence they need to “take risks in their thinking and their writing.” Later in the article, Ms. Davis posited the idea of setting up a network whereby college students could comment on the class blog, thereby giving K-12 students an invaluable amount of support and encouragement from people they look up to. I particularly liked this last concept, one which I may develop for my classroom.

This article can be found on the ISTE Website, Volume 35(5).



Assignment Three:


Niess, M (2005). Scaffolding Math Learning with Spreadsheets. Learning and Leading with Technology, 32 (5), 24 - 26.

Read this article and then answer the following question in a word document.

1.Create two questions that you might ask regarding this article. Then respond to them.

A. The author makes reference to the term “scaffolding” at the end of the article, and underscores its importance in teaching students how to use tools to facilitate comprehension of the subject matter. How could the spreadsheet be used as a scaffold from which to teach non-mathematical/scientific lessons?

B. One might argue that using the spreadsheet as a project based learning tool is counter-productive at the middle school level – a time when the understanding and development of mathematical concepts and skills are more important to students than learning a software program – and even more so now considering the added pressure to achieve high marks on standardized tests. What conditions would you propose for the implementation of this PBL to allay any doubts about its capacity to produce positive results?

Responses:

A. With a subject like social studies, for example, a spreadsheet can be used to organize and view election results and public opinion polls; chart data to analyze disparities between populations’ socio-economic, cultural, racial, and ethnic make – up on a national or global scale; and display historical facts in tables for easy viewing and understanding.

B. To ease apprehensions over the efficacy of scaffolding math and spreadsheet instruction, there must be some reassurances. First, and prior to the introduction of spreadsheet lesson plans, students in the class should learn, and show proficiency in, important mathematical concepts requisite to passing into the next grade level. Secondly, because not all students may have access to computers at home, teachers must not assign homework requiring the use of spreadsheet software; teachers need to set aside class time so that students may work on their assignments in the computer lab.



Assignment Four:

Ribble, M., Bailey, G., &  Ross, T (2004). Digital Citizenship: Addressing Appropriate Technology Behavior. Learning and Leading with Technology, 32 (1), 6 – 11.

Read this article and then answer the following questions:


1.Briefly describe and give examples of the nine general areas of Digital Citizenship.

2. Are there any that you would add?

The nine areas of Digital Citizenship are as follows:

1.) Etiquette –Admonishes against inappropriate uses of technology, including answering the phone in a middle of a face to face conversation, or texting while in class. One of the best ways to improve student etiquette is to lead by example.

2.) Communication – The cell phone is a means by which children exclude peers; email “shorthand” is showing up on classroom assignments. Proscribed methods to establish acceptable forms of communication with technology include clarifying when “email grammar” can be used; and allowing the use of cell phones for looking up information relevant to subject matter.

3.) Education – Teachers are not doing enough to inform their students of how to find credible sources of information on the internet. Educators must infuse technological applications, like power point presentations and message boards, into their curriculum.

4.) Access – Because disadvantaged students may not have access to computers at home, teachers and educational officials must collaborate to gather the funds to pay for computers, “identify students . . . and accommodate their technology needs,” and, finally, “provide time for . . . and allow students to work together” on assignments requiring the use of school technology.

5.) Commerce – The convenience of online shopping increases susceptibility to impulse buying and identity theft. Students should learn how to protect their identity; and compare and contrast strategies for shopping online.

6.) Responsibility – The Web allows for uninhibited access to myriad texts, music and video files. Many students do not believe that illegal downloading should be considered a crime. Copy right laws, the fair use clause, and campus policy/penalties for infractions need to be reviewed with students so that they understand the consequences of not abiding by the rules and regulations.

7.) Rights – Students have the same rights, under copyright law, which content creators have, with the exception of those who misuse school technology.

8.) Safety – Unsafe use of technology can lead to carpal tunnel syndrome, poor posture and eyestrain. Educators need to teach students about “appropriately sized furniture” for technology use and the ramifications of not having proper ergonomics.

9.) Security – With computer viruses (e.g. Trojan horses and worms) running rampant, students and instructors alike need to be more knowledgeable about backing up data and updating virus protection.

A possible area of digital citizenship not included on this list is the “further use and sharing of technology.” To be included as a subset under “security,” students should be cautioned about the risks that viral emails pose, as well as the potential dangers of downloading/saving data from someone else’s computer onto their removable memory card (e.g. flash drive); one could unknowingly upload a virus onto their computer by doing so.