My site of the week No. 2 is the Computer Museum History Center
Site Description:
The Computer History Museum focuses exclusively on the history of computing. It maintains a broad range of artifact, documentary and media-based source in computer history from 1939 to 1994. This website includes more than 2,000 published pages and thousands of images and documents.
Author/Sponsor:
This site is managed and maintained by staff and volunteers at Computer History Museum. Sponsored by Hewlett Packard, Microsoft, and Macromedia.
Learning Standards
This site covers the following learning standards for ISTE National Education Technology Standards for Students NET-S.
Technology Foundation Standards for Students
Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Social, ethical, and human issues
Students understand the ethical, cultural, and societal issues related to technology.
Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity
URL: http://www.computerhistory.org/
Monday, April 30, 2007
Monday, April 23, 2007
Evidence Based Posting No. 1
On Line Communication Tools
Traditionally, my learning process has been built around the classroom environment, where teachers and students meet at the same place and at the same time. Since, I started the TIE program I have experienced the use of different online communication tools (asynchronous and synchronous).
The invention of the Internet and the used of the World Wide Web has contributed to a new technology era. Now students do not have to set a foot on a classroom; rather, they can fulfill all the course requirements using the computer and the internet, as we are doing now. The use of online communication tools as for example: e-mails (asynchronous), IM, web conference (synchronous) have enhanced students learning. In the article Designing for the Virtual Interactive Classroom, Judith V. Boettcher state that “The shy students seem to talk more; students often graciously engage and support each other; they seem to reflect and express more thoughtful ideas in online forums; and busy students can learn anytime anywhere.” I agree with her, students may be more comfortable joining online discussions where they can take time to formulate their responses. In my opinion, all these bring more meaningful interactions with the teacher and promote the development and growth of the learning community through the used of student collaboration and group work; as long as access is available to all students, group projects can be assigned even though students cannot arrange for a common meeting time. Students that are absent from class will have the opportunity to participate and to get updates from other classmates or teacher about the activities done in class. I also found fascinate that these tools extend the classroom boundaries to virtual tours, museums, videos, etc.
The conflicts that I see of using asynchronous and synchronous technology in the classroom are:
In synchronous communication, all students have to be at their computers at the same time to participate; scheduling may be difficult. Synchronous technology generally requires special software or other equipment that is not available to all schools and to all students. In synchronous and asynchronous communication body language, such as gestures and facial expressions, are absent, which in some cases can make the conversation more difficult to follow and easier to misunderstand.
References
Judith V. Boettcher, "Designing for the Virtual Interactive Classroom," Campus Technology, 4/29/2005, http://www.campustechnology/article.aspx?aid=40223
V. Singh, M. Khasawneh, S. Bowling, “The Evaluation of Alternate Learning Systems: Asynchronous, Synchronous and Classroom,” Retrieved, 4/20/2007, http://www.ws.binghamton.edu/mkhasawn/Publications/Conference/Other/ICCAES%202002%20(Learning%20Systems).pdf
On Line Communication Tools
Traditionally, my learning process has been built around the classroom environment, where teachers and students meet at the same place and at the same time. Since, I started the TIE program I have experienced the use of different online communication tools (asynchronous and synchronous).
The invention of the Internet and the used of the World Wide Web has contributed to a new technology era. Now students do not have to set a foot on a classroom; rather, they can fulfill all the course requirements using the computer and the internet, as we are doing now. The use of online communication tools as for example: e-mails (asynchronous), IM, web conference (synchronous) have enhanced students learning. In the article Designing for the Virtual Interactive Classroom, Judith V. Boettcher state that “The shy students seem to talk more; students often graciously engage and support each other; they seem to reflect and express more thoughtful ideas in online forums; and busy students can learn anytime anywhere.” I agree with her, students may be more comfortable joining online discussions where they can take time to formulate their responses. In my opinion, all these bring more meaningful interactions with the teacher and promote the development and growth of the learning community through the used of student collaboration and group work; as long as access is available to all students, group projects can be assigned even though students cannot arrange for a common meeting time. Students that are absent from class will have the opportunity to participate and to get updates from other classmates or teacher about the activities done in class. I also found fascinate that these tools extend the classroom boundaries to virtual tours, museums, videos, etc.
The conflicts that I see of using asynchronous and synchronous technology in the classroom are:
In synchronous communication, all students have to be at their computers at the same time to participate; scheduling may be difficult. Synchronous technology generally requires special software or other equipment that is not available to all schools and to all students. In synchronous and asynchronous communication body language, such as gestures and facial expressions, are absent, which in some cases can make the conversation more difficult to follow and easier to misunderstand.
References
Judith V. Boettcher, "Designing for the Virtual Interactive Classroom," Campus Technology, 4/29/2005, http://www.campustechnology/article.aspx?aid=40223
V. Singh, M. Khasawneh, S. Bowling, “The Evaluation of Alternate Learning Systems: Asynchronous, Synchronous and Classroom,” Retrieved, 4/20/2007, http://www.ws.binghamton.edu/mkhasawn/Publications/Conference/Other/ICCAES%202002%20(Learning%20Systems).pdf
Sunday, April 22, 2007
Site of the week No. 1
My site of the week is the National Library of Virtual Manipulatives.
Site Description:
This website contains a library of web-based virtual manipulatives for mathematics instruction. The resources include the following: Number & Operations, Algebra, Geometry, Measurement, and Data Analysis & Probability from grades K to 12. This is a great resource for math teachers to integrate technology in their curriculum.
Author/Publisher:
This site was design by the Utah State University with the supported of The National Science Foundation.
Website Content:
1. Learning games
2. Pictures and illustrations
Illinois Learning Standards
This site covers all the Illinois Learning Standards for Mathematics
State Goal 6 – Number Sense
State Goal 7 – Estimation and Measurement
State Goal 8 – Algebra and Analytical Methods
State Goal 9 – Geometry
State Goal 10 – Data Analysis and Probability
http://nlvm.usu.edu/en/nav/vlibrary.html
Site Description:
This website contains a library of web-based virtual manipulatives for mathematics instruction. The resources include the following: Number & Operations, Algebra, Geometry, Measurement, and Data Analysis & Probability from grades K to 12. This is a great resource for math teachers to integrate technology in their curriculum.
Author/Publisher:
This site was design by the Utah State University with the supported of The National Science Foundation.
Website Content:
1. Learning games
2. Pictures and illustrations
Illinois Learning Standards
This site covers all the Illinois Learning Standards for Mathematics
State Goal 6 – Number Sense
State Goal 7 – Estimation and Measurement
State Goal 8 – Algebra and Analytical Methods
State Goal 9 – Geometry
State Goal 10 – Data Analysis and Probability
http://nlvm.usu.edu/en/nav/vlibrary.html
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