Project from EDTE 281: Tools and Curriculum
Click for Googledoc Presentation: Promoting Thought Using Think-Alouds
Process: This was a final presentation for the course created by Letty Kraus, Annie Gervais and me. Coming from three different disciplines: history, English language arts, and mathematics, we determined that a Think-Aloud strategy utilizing recordings captures on a tablet app like Show Me or Educreations would promote thinking. We each contributed to compose and deliver parts of the presentation.
Technology: We used a Googledoc Presentation to create this document, which allowed each of us each add slides, graphics, comments, notes about what to present. We also had 2 conference calls while editing on the Googledoc as we were preparing for the face-to-face presentation.
Sample Discussion Post from EDTE 251i: Education for a Democratic and Pluralistic Society
We were reading a book by Sherry Turkle, Alone Together: Why We Expect More From Technology and Less from Each Other.
Process: After reading specific chapters, we posted our responses to Dr. Jelinek's reflective prompts an online discussion forum. This is my response to my classmate, April Braun. Reading other's thoughts, and continuing the dialogue with them assisted me to process ideas. Technology: I composed this in a word document, pasted in April's post, and responded. Then I pasted my response into the forum on Sac CT. |
April,
I hadn’t brought to the forefront of my mind some of the issues you point out about Turkle’s reporting and data. You said: I realize that she has been observing and experimenting with robots for a number of years, but I feel that her information base is anecdotal data that does not represent a significant portion of the population. I had given her credit for being in a position to study these issues over a number of years, thinking that might bring some perspective. But I think you have hit the nail on the head. She seems to be staying within her own Petri dish—collecting similar sorts of folks to study who fall into the category of extremely lonely and neglected, and who react similarly to the different robots. The name of MIT must certainly attract a narrower segment of the population to participate in research studies. You ask some very good questions about those participating in her studies. I also agreed with you when you said: I feel that she has also failed to make the distinction between what children experience and what adults experience. If I saw a child treating a robot as though it were a real person or raising a robot dog as a pet, I wouldn’t be bothered by it. It is only natural for kids to be questioning what makes something alive, and to pretend that things are alive. Deb |
Webquest for EDTE 284: Problem Solving and Project Development
Process: This was a powerpoint with embedded video clips that I made as a web quest learning event to support students at CSUS studying to be math teachers in thinking about the types of teaching they need to use in their classrooms. The purpose was to provide some contrasting methods of teaching so students could consider examples of by teaching by telling or teaching for conceptual understanding, and motivating wonder about a puzzling issue, and checking for understanding.
Technology: I used Powerpoint to embed video clips and reflective prompts. Students would be asked to submit their reflections and video urls in response by using email or Powerpoint or making their own videos.
Technology: I used Powerpoint to embed video clips and reflective prompts. Students would be asked to submit their reflections and video urls in response by using email or Powerpoint or making their own videos.
Video Blog from EDTE 286: Digital Storytelling
Click to view My Blog about learning to tell stories through video.
Process: This was a blog about the ideas presented in the book, Digital Storytelling in the Classroom, by Jason Ohler. It also includes my thoughts, and classmates responses to my own digital story video creations. One of the videos was silent (Notice and Wonder: How not to Become Charlie Brown's Teacher), which was an interesting challenge. My final project for the course, Who Did the Math Thinking Today, tells the story of 4 teachers collaborating and co-teaching lessons about equivalent fractions for two third grade classrooms. It documents how a fourth grade special education student shines and inspires the teachers. It shows his understanding about 2/3 changing into other equivalent fractions, even to 200/300.
Technology: I created the blog using blogspot.com as suggested by Dr. Rodriguez. I used a camera checked out through the CSUS, and video from my iPad. I began by editing video using my iPad and iMovie, but part way through the semester I purchased a Macbook Pro, and began editing video using iMovie on that.
Process: This was a blog about the ideas presented in the book, Digital Storytelling in the Classroom, by Jason Ohler. It also includes my thoughts, and classmates responses to my own digital story video creations. One of the videos was silent (Notice and Wonder: How not to Become Charlie Brown's Teacher), which was an interesting challenge. My final project for the course, Who Did the Math Thinking Today, tells the story of 4 teachers collaborating and co-teaching lessons about equivalent fractions for two third grade classrooms. It documents how a fourth grade special education student shines and inspires the teachers. It shows his understanding about 2/3 changing into other equivalent fractions, even to 200/300.
Technology: I created the blog using blogspot.com as suggested by Dr. Rodriguez. I used a camera checked out through the CSUS, and video from my iPad. I began by editing video using my iPad and iMovie, but part way through the semester I purchased a Macbook Pro, and began editing video using iMovie on that.