I created the following wiki to use with my school's technology committee. I was the chairperson this year, and will also chair the committee next school year. I am going to invite the committee members to use this wiki to share ideas. I have added a survey widget to the homepage for the current members to provide feedback of their experience on the team this past year. You may visit my wiki at:
https://windemeretechcomm.wikispaces.com/
Monday, May 31, 2010
Editing Wikipedia
I teach at a charter school which is a part of a company called, "National Heritage Academies". I found someone had already started a Wikipedia page about the company. I added the section you see outlined in orange in the image. There is much more that can be added to this page.
For a better view of this page visit:
http://en.wikipedia.org/wiki/National_Heritage_Academies
I also added two new categories to the bottom of this Wikipedia page. They are "Charter Schools" and "Education".
Thursday, May 13, 2010
Good Middle School Science WebQuests
I teach 7th and 8th grade science. Below are some high-quality, engaging WebQuests I've come across that meet the National Heritage Academy (NHA) learning objectives:
1. Body Systems - "Mission: Cyborg Human"
by Caroline Hughes, Oklahoma State University
http://questgarden.com/103/17/1/100505084432/index.htm
NHA Objective: Describe the interaction between each of the human body systems, including homeostasis and the mechanisms that maintain the balance of body systems.
This WebQuest does an excellent job of engaging and motivating middle school students to learn the organs in each body system and their function through the goal of learning about them in order to help "Captain Awesome" save the planet from "Professor Terrible". The author, Caroline Hughes, does a tremendous job of weaving the storyline into the introduction, task, and process to captivate the learner and establishing a compelling, immediate purpose for learning this content.
2. Cell Parts and Function - "Cell Factory Records Presents"
by Robert DePung, Hancock Place Middle School
http://questgarden.com/83/07/7/100316131930/index.htm
NHA Objective: Describe the basic functions of cell organelles in plant and animal cells
This WebQuest is very well thought-out and will definately grab middle school student's attention. This WebQuest appeals to the dreams and aspirations of many young people with the theme of producing a hit album for a record company. The graphics are supportive and attractive. The rubric is detailed. Everything about this site is polished and engaging.
1. Body Systems - "Mission: Cyborg Human"
by Caroline Hughes, Oklahoma State University
http://questgarden.com/103/17/1/100505084432/index.htm
NHA Objective: Describe the interaction between each of the human body systems, including homeostasis and the mechanisms that maintain the balance of body systems.
This WebQuest does an excellent job of engaging and motivating middle school students to learn the organs in each body system and their function through the goal of learning about them in order to help "Captain Awesome" save the planet from "Professor Terrible". The author, Caroline Hughes, does a tremendous job of weaving the storyline into the introduction, task, and process to captivate the learner and establishing a compelling, immediate purpose for learning this content.
2. Cell Parts and Function - "Cell Factory Records Presents"
by Robert DePung, Hancock Place Middle School
http://questgarden.com/83/07/7/100316131930/index.htm
NHA Objective: Describe the basic functions of cell organelles in plant and animal cells
This WebQuest is very well thought-out and will definately grab middle school student's attention. This WebQuest appeals to the dreams and aspirations of many young people with the theme of producing a hit album for a record company. The graphics are supportive and attractive. The rubric is detailed. Everything about this site is polished and engaging.
Considerations for Creating Computer-Based Instructional Objects
What are "computer-based instructional objects"?
Computer-based instructional objects (CBIOs)are modules created to engage students in the learning process through digital means. Some examples of computer-based instructional objects are stand-alone instructional resources (stAIR projects) and WebQuests. Each module is designed to accomplish specific learning goals. WebQuests are a good way to used an inquiry-based approach to learning content in any discipline, while stAIR projects may use elements of inquiry, but are better suited for teaching specific information using a combination of deductive and inductive instructional approaches. Although these instructional objects usually take on different forms from one another, both are intended for students to operate and learn from independently.
Some Considerations for Creating Computer-Based Instructional Objects so Students Can Use them Independently:
1. Reading level. A CBIO may indicate a particular grade-level, however, since all learners do not read at grade-level, a teacher should identify the reading level of the module and make sure to make a good match between student reading ability and appropriate reading level of the module.
2. Accessibility. A CBIO should be accessible to all learners. Pictures and graphics should contain a description to help the visually impaired.
3. Differentiation through appropriate support. Some students will need more support in order to use a CBIO. Webquests with a variety of websites to use as resources will allow for differentiation based upon reading ability, learning style, and computer literacy skills. stAIRs should have re-teaching methods built in to simplify information and perhaps teach it using a different approach if the feedback to the student is they got a question incorrect.
4. Minimize noise. Good CBIOs will be designed with the least amount of noise (page clutter, animation) possible. This is good for all learners, especially those who are easily distracted.
5. Opportunity for success. CBIOs should be designed so all learners can experience success. Students will not want to work independently on a task they do not feel successful at, or something they feel is too overwhelming to try to succeed at. Sequencing tasks in small steps and providing frequent affirming feedback, even if it's in the form of "good try" if a student gets an item wrong, will help students feel successful and motivated to complete the task, thus working independently - longer!
Computer-based instructional objects (CBIOs)are modules created to engage students in the learning process through digital means. Some examples of computer-based instructional objects are stand-alone instructional resources (stAIR projects) and WebQuests. Each module is designed to accomplish specific learning goals. WebQuests are a good way to used an inquiry-based approach to learning content in any discipline, while stAIR projects may use elements of inquiry, but are better suited for teaching specific information using a combination of deductive and inductive instructional approaches. Although these instructional objects usually take on different forms from one another, both are intended for students to operate and learn from independently.
Some Considerations for Creating Computer-Based Instructional Objects so Students Can Use them Independently:
1. Reading level. A CBIO may indicate a particular grade-level, however, since all learners do not read at grade-level, a teacher should identify the reading level of the module and make sure to make a good match between student reading ability and appropriate reading level of the module.
2. Accessibility. A CBIO should be accessible to all learners. Pictures and graphics should contain a description to help the visually impaired.
3. Differentiation through appropriate support. Some students will need more support in order to use a CBIO. Webquests with a variety of websites to use as resources will allow for differentiation based upon reading ability, learning style, and computer literacy skills. stAIRs should have re-teaching methods built in to simplify information and perhaps teach it using a different approach if the feedback to the student is they got a question incorrect.
4. Minimize noise. Good CBIOs will be designed with the least amount of noise (page clutter, animation) possible. This is good for all learners, especially those who are easily distracted.
5. Opportunity for success. CBIOs should be designed so all learners can experience success. Students will not want to work independently on a task they do not feel successful at, or something they feel is too overwhelming to try to succeed at. Sequencing tasks in small steps and providing frequent affirming feedback, even if it's in the form of "good try" if a student gets an item wrong, will help students feel successful and motivated to complete the task, thus working independently - longer!
Saturday, May 8, 2010
Traditional Websites vs. Blogs
What are some differences between a traditional website and a blog?
A traditional website predominately communicates information in one direction: from the website creator to the public. One major difference between a traditional website and a blog is a blog allows opportunity for two-way communication. A blog creator, and whomever they add as an author, will post information on their blog. Members of their virtual audience may post a comment and a rich dialogue may ensue. I view traditional websites as places to go to get information, like going to the library to check out a book. In comparison, visiting a blog would be like participating in a book club or literature circle: people with a common interest can share information and receive feedback from others.
Another difference between a traditional website and a blog is the level of networking that can be achieved. A blog allows people to comment on others' thoughts and for relationships to be built. People of similar interests can follow others' blogs and blogs can also be linked together to create virtual communities. A website is practically unedited or altered by those who view it. The only connection made is usually to a contact person for the site. Greater communication and opportunity for networking are two major advantages of a blog versus a traditional website.
A traditional website predominately communicates information in one direction: from the website creator to the public. One major difference between a traditional website and a blog is a blog allows opportunity for two-way communication. A blog creator, and whomever they add as an author, will post information on their blog. Members of their virtual audience may post a comment and a rich dialogue may ensue. I view traditional websites as places to go to get information, like going to the library to check out a book. In comparison, visiting a blog would be like participating in a book club or literature circle: people with a common interest can share information and receive feedback from others.
Another difference between a traditional website and a blog is the level of networking that can be achieved. A blog allows people to comment on others' thoughts and for relationships to be built. People of similar interests can follow others' blogs and blogs can also be linked together to create virtual communities. A website is practically unedited or altered by those who view it. The only connection made is usually to a contact person for the site. Greater communication and opportunity for networking are two major advantages of a blog versus a traditional website.
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Phil and Jess Scaggs
