Making Fieldtrips Podtastic! Use of Handheld Wireless Technology Alleviates Isolation and Encourages Collaboration by Aliece M. Weller, John C. Bickar, and Paul McGuinness
The authors of the article describe the benefits of creating podcasts for school fieldtrips. The idea centers on the previous notion and implementation of guided tours at museums using headphones and a portable device that explains the exhibits as one ventures from one exhibit to another. This concept is quite static and structured according to an unknown docent who is primarily concerned with a complete museum visit rather than how the podcasts are structured. The podcast fieldtrips are created by educators and students in collaboration and with a specific goal and theme in mind. Students are more engaged and in control of their learning.
Why is this type of fieldtrip better than the traditional fieldtrip?
I believe that this type of technology helps students engage with the exhibits more than listening to a teacher or docent rattle off some data and facts about something students may not connect with. The podcasts can have an impact on students that will cause them to retain, or even pay more attention to, the information they are being exposed to and even get excited about learning.
Is this type of technology affordable and accessible to students from schools with minimal budgets?
This technology does have many interesting and potentially helpful effects for students, but I am not sure that everyone has access to this technology. It sounds like a fantastic idea, but how can we get students to have access to this technology, which appears to cost more than most districts are both willing and able to spend. There are plenty of people who will say that there are sponsors who are willing to donate their products to help students, but how realistic is this?
Friday, March 28, 2008
Thursday, March 27, 2008
Journal # 7
The Future of Education: Learning While Mobile by Mark Van ‘T Hooft
Hooft’s article discusses the student learning with mobile technology. Mobile technology covers elements like cell phones, GPS systems, wireless computers, media players, etc. Hooft believes that this mobile technology will help prepare students for an increasingly fluid educational future. He claims that teachers who expose students to this type of learning will be able to bridge formal and informal learning to allow students with more hands-on and interactive opportunities for learning. Students will also become more adept at communicating what they have learned with peers as well as operate in various contexts of learning that will go beyond the classroom. He also warns of potential problems with this type of learning like a fear of new technology by adults and ethics problems stemming from using technology.
Who can have access to this type of technology in their classroom?
I researched a few of the museums in San Diego. Most of the museums only have virtual tours and webcasts. The virtual tours take one on a simulated tour of the museum with accompanying voice-over to help guide visitors through each exhibit. The webcasts give specific information about events or research about such things like the San Diego fires: fire prevention or the science of fire and firefighting. Many of the mobile learning tools are only accessible in certain parts of the country. Being from Chicago and recently visiting there, I know that the Museum of Science and Industry have scavenger hunts that begin with classroom research on computers and end with a field trip, where students do their scavenger hunt.
Why is this type of technology useful?
Although this type of technology seems to be limited to a few places, it does appear to get students involved in real world scenarios and it gives them a different use of mobile technology (cell phones, wireless computers, and media players) than they are accustomed to. It forces students to see their everyday technology in a learning environment. This technology is useful because it involves students more in the learning process.
Hooft’s article discusses the student learning with mobile technology. Mobile technology covers elements like cell phones, GPS systems, wireless computers, media players, etc. Hooft believes that this mobile technology will help prepare students for an increasingly fluid educational future. He claims that teachers who expose students to this type of learning will be able to bridge formal and informal learning to allow students with more hands-on and interactive opportunities for learning. Students will also become more adept at communicating what they have learned with peers as well as operate in various contexts of learning that will go beyond the classroom. He also warns of potential problems with this type of learning like a fear of new technology by adults and ethics problems stemming from using technology.
Who can have access to this type of technology in their classroom?
I researched a few of the museums in San Diego. Most of the museums only have virtual tours and webcasts. The virtual tours take one on a simulated tour of the museum with accompanying voice-over to help guide visitors through each exhibit. The webcasts give specific information about events or research about such things like the San Diego fires: fire prevention or the science of fire and firefighting. Many of the mobile learning tools are only accessible in certain parts of the country. Being from Chicago and recently visiting there, I know that the Museum of Science and Industry have scavenger hunts that begin with classroom research on computers and end with a field trip, where students do their scavenger hunt.
Why is this type of technology useful?
Although this type of technology seems to be limited to a few places, it does appear to get students involved in real world scenarios and it gives them a different use of mobile technology (cell phones, wireless computers, and media players) than they are accustomed to. It forces students to see their everyday technology in a learning environment. This technology is useful because it involves students more in the learning process.
Journal #6: Collaborative Idea Maps
Collaborative idea maps are similar to document sharing because one can collaborate on idea maps with other students. These idea maps can be used for free on various sites: www.bubbl.us; www.freemind.com; mindmiester.com (used by one educator for his physics students); www.managemyideas.com; and www.kayuda.com. Traditionally, students created idea/mind maps on paper, making circles and writing in their ideas. This is a solitary process and not very practical if one doesn’t know exactly where the ideas are going. This results in lots of drafts that end up in the trash. With these online idea maps, students can move their ideas around and graphically see where they want to position their ideas without trashing their drafts, resembling how Inspiration and Kidspiration function. The most exciting part of these idea maps is the collaborative aspect of the software. Students can share their work with other students they select to share with, similar to Google Docs.
The forums in Classroom 2.0 – Collaborative Idea Maps discuss idea maps and how the educators participating in the discussion use them in their classroom. The discussion thread begins with how one educator uses www.bubbl.us in his classroom to get students to collaborate on research paper ideas. Others in the discussion asked questions about specific use and specific classroom applications; others offer different sites that offer distinct applications for different disciplines: math, science, etc.
I think this is a great way of interacting with students. It makes students more involved in the learning process. They are placed in the “driver’s” seat and may feel more excited about learning and more willing to participate. A couple of the members in the discussion forum feel that this collaborative process allows for more differentiated instruction. They didn’t explicitly state this, but their use of www.bubbl.us allowed lower performing students to gain much needed confidence and early on successes with collaboration. I believe these collaborative tools will help students engage the learning, giving them the security to succeed without the pressure to perform in front of a whole class.
The forums in Classroom 2.0 – Collaborative Idea Maps discuss idea maps and how the educators participating in the discussion use them in their classroom. The discussion thread begins with how one educator uses www.bubbl.us in his classroom to get students to collaborate on research paper ideas. Others in the discussion asked questions about specific use and specific classroom applications; others offer different sites that offer distinct applications for different disciplines: math, science, etc.
I think this is a great way of interacting with students. It makes students more involved in the learning process. They are placed in the “driver’s” seat and may feel more excited about learning and more willing to participate. A couple of the members in the discussion forum feel that this collaborative process allows for more differentiated instruction. They didn’t explicitly state this, but their use of www.bubbl.us allowed lower performing students to gain much needed confidence and early on successes with collaboration. I believe these collaborative tools will help students engage the learning, giving them the security to succeed without the pressure to perform in front of a whole class.
Monday, March 3, 2008
Journal #5
Interaction Fiction Enhances Reality by Brendan Desilets (L&L)
Desilets' article focuses on language arts and technology. He discusses a computer-based form of literature called Interactive Fiction (IF) to get students involved in reading and learning basic features and elements of literature and reading strategies. Conventional reading, according to Desilets, doesn’t allow for constant interruptions, but IF is based on various interruptions because it forces students to take on an active role in creating the story they are reading. They can interact with the story by assuming the role of one of the characters in the story and making decisions about behavior and speech.
Question #1: How does a computer-based story help students?
IF is intriguing because it helps students learn to solve problems. There are a series of pauses in interactive fiction that force students to solve problems based on the reading. In these pauses, students take time to use unfamiliar words, in the story, to solve a larger puzzle that will give them clues about what a character needs to do in order to proceed further with the plot. Students become more involved with the reading and comprehension increases.
Question #2: How does IF helps students with problem solving?
IF helps students with problem solving by giving them opportunities to ask questions, within the computer program, to achieve a certain goal, and try to solve a problem based on the information given. Students learn to ask precise questions that make the characters successful in achieving their goals. Therefore, students are more aware of the information they are reading, more aware of potential solutions, and more aware of outcomes associated with the kinds of questions they ask. Students’ problem-solving skills play a vital role in reading these interactive stories, skills that are not as easily learned with traditional textbooks.
Desilets' article focuses on language arts and technology. He discusses a computer-based form of literature called Interactive Fiction (IF) to get students involved in reading and learning basic features and elements of literature and reading strategies. Conventional reading, according to Desilets, doesn’t allow for constant interruptions, but IF is based on various interruptions because it forces students to take on an active role in creating the story they are reading. They can interact with the story by assuming the role of one of the characters in the story and making decisions about behavior and speech.
Question #1: How does a computer-based story help students?
IF is intriguing because it helps students learn to solve problems. There are a series of pauses in interactive fiction that force students to solve problems based on the reading. In these pauses, students take time to use unfamiliar words, in the story, to solve a larger puzzle that will give them clues about what a character needs to do in order to proceed further with the plot. Students become more involved with the reading and comprehension increases.
Question #2: How does IF helps students with problem solving?
IF helps students with problem solving by giving them opportunities to ask questions, within the computer program, to achieve a certain goal, and try to solve a problem based on the information given. Students learn to ask precise questions that make the characters successful in achieving their goals. Therefore, students are more aware of the information they are reading, more aware of potential solutions, and more aware of outcomes associated with the kinds of questions they ask. Students’ problem-solving skills play a vital role in reading these interactive stories, skills that are not as easily learned with traditional textbooks.
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