Reflective Statement
Since
I had started teaching full time, I always tried to take advantage of
whatever technology the school had available to incorporate its use in
my classroom. With the big push on technology that came with a
brand new science wing at the high school I teach at, I had at my
disposal a wealth of technology that I could implement in my
lessons. I made my students do simple Powerpoint/research
projects, a few web-based labs, and use the computers for word
processing. Early on I was not happy with the results of such
activities. I didn't feel as though they were getting much out of
the use of the technology available. So I scaled back on what I
had my students do as far as using computers/technology and I
concentrated on using this wonderful technology in ways where I could
model for them difficult to grasp concepts on natural phenomena.
It was here where the power of the technology began to appear. I
began to realize that using technology is beneficial if it serves a
real purpose and not just to be used for the sake of being used.
This is what got my interest sparked on utilizing technology and my
pursuit of a Master's degree in the CDIT program and specifically what
I have come to learn and reinforce what experience has taught me in
taking Educational Computing (ETAP 526).
One of the most important things that I have learned in this course is how to use the computer as a mindtool. Computers, when used properly, can deepen student understanding of concepts being taught as well as give them experience in using the tools they may need in the professional workforce. I can say without reservation that my job as a teacher would be extremely difficult without computers. They allow me to be able to make class presentations utilizing a variety of media and real-world examples as well as to present to my students a multitude of simulations of real world phenomena that would otherwise difficult, expensive, or impossible to show in any other manner. These simulations become powerful tools for the student where the simulations can be manipulated and higher level cognitive skills are used to enhance learning. The fact the students can use real world examples motivates students and makes learning more meaningful. In addition, today's computer software gives both teachers and students a means to cater lessons for multiple intelligences. Using computers alone is not a substitute for the teaching and mastery of the basic skills of reading, writing, and arithmetic, but used as a mindtool, computers can be used in conjunction with a basic skill set to apply one's knowledge to a variety of real-world simulations and experiences that most everyone will need to acquire before becoming contributing members of our media savvy and technology dependant society.
As an educator, I feel that it is my responsibility to "stay ahead" of my students (or at least keep up with them) with respect to the technology use and availability of a variety of media that can be utilized for educational purposes in the classroom. This course has given me a great deal of confidence as well as experience in using computer technology in ways that will be effective for student learning. I have learned, and am learning how to create my own education web site/blog where I can use the site as a resource to links to a variety of reliable web sites for both research and enjoyment. Here I can talk about the things that really interest me about science and share ideas with others from anywhere in the world. I hope that I can effectively incorporate many of the things I have been taught in this course to expand upon the introductory Astronomy course I teach. This course provides for me the perfect platform to try out many of the ideas discussed; it is a course that I created and has no mandated curriculum to follow (other than what I decide). I envision my students being able to communicate with me and others in sharing ideas, thoughts, and comments via my web blog. I hope that through its use that this computer technology can help my students experience these far away places that one could never go to and be motivated to learn and research more through the use of computers. It has been through the practicums that I have gained the experience and confidence that whatever computer tools I chose to use in my classroom, I can, with confidence, teach my students how to become effective users of computer technology that will benefit their learning.
In my website - my eportfolio - I have included as artifacts of my work a couple of practicum assignments that I feel represent what I not only believe to be representative of the kind of work I can do, but also represent some very important aspects that any teacher utilizing computer technology will find valuable. A new program to me called Inspiration has been an inspiration to me. With this software, interactive concept maps can be produced to show relationships between ideas or concepts; this can be an effective means of deepening learning and transfer for students. For my portfolio, Artifact A is my module 3 lesson plan that makes use of Inspiration to show how stars go through various stages in evolution. As opposed to a typical concept map that can be drawn on a classroom board, Inspiration is linkable to the web so that students can incorporate real world examples and links to produce a concept map that provides much more for students to gain from. Here's an example on rocks. The second assignment that I have chosen to include in my portfolio, Artifact B, is my module 2 practicum - a rubric for evaluating websites. I feel strongly that all educators that ask students to research a topic must give their students a means for evaluating websites that may be used. This becomes a powerful tool for students to be able to efficiently and effectively choose sites that may be of use for them without the worry that their research may be irrelevant or just plain wrong. In addition to the rubric, an evaluation of three of my favorite and most useful websites follows. In doing this assignment, I was curious as to how I would evaluate my favorite astronomically related sites - The Nine Planets, Astronomy Picture of the Day (APOD), and Sky and Telescope. I had never formally evaluated sites before; I always knew many of the things a good site should have, but this rubric is now a tool I, or my students, can use effectively. By the way, they each rated good to excellent. Check them out!
One last tool that I have learned about that I feel may have real importance for me as a teacher of a Regents level science course is called Hot Potatoes 6. With this tool, I can create a variety of interactive quizzes that not only tell a student what the correct answers are to the questions, but also why. Here is an example: quiz 1.
Webquests are a new tool for me. I have never used a webquest before, and never even knew what one was before this course. After having read several articles about webquests, I find them to be extremely interesting and probably a very effective means to give real meaning to what a student learns. I plan on trying a few webquests with my Astronomy students, but unfortunately, implementing a webquest for my Regents Earth Science class will prove difficult. The mandated curriculum is heavy on factual retrieval and use of Reference Tables and light on transferable cognitive skills that a webquest would be designed for. There simply is too much that must be covered (that in itself is a shame) to allow a more thorough and relevant experience for students to have. Maybe after I try a few in my Astronomy course, I may be more willing (or daring) to try one in Earth Science. If I do choose to do one, maybe it will be on the webquest I made for this portfolio on Earth History. In any event, I strongly believe that webquests can be very powerful, motivating, and useful experiences that should be implemented in any classroom (time provided).
As I continue to learn and perfect my craft, I am always reminded by my fellow students and professional colleagues how much more I still have to learn. All that I do know is in no small part do to what I have learned from others both in this course and from experience in the classroom. To me, that is what is fun. Learning new things is fun. Learning how to use something that makes my job more interesting is fun. It's the journey we take when we correspond with others and exchange thoughts and ideas that we grow as individuals. I know there will always be more to learn, so I look forward to having more fun.
Thomas Cutonilli
ETAP 526 Educational Computing
Fall, 2007
One of the most important things that I have learned in this course is how to use the computer as a mindtool. Computers, when used properly, can deepen student understanding of concepts being taught as well as give them experience in using the tools they may need in the professional workforce. I can say without reservation that my job as a teacher would be extremely difficult without computers. They allow me to be able to make class presentations utilizing a variety of media and real-world examples as well as to present to my students a multitude of simulations of real world phenomena that would otherwise difficult, expensive, or impossible to show in any other manner. These simulations become powerful tools for the student where the simulations can be manipulated and higher level cognitive skills are used to enhance learning. The fact the students can use real world examples motivates students and makes learning more meaningful. In addition, today's computer software gives both teachers and students a means to cater lessons for multiple intelligences. Using computers alone is not a substitute for the teaching and mastery of the basic skills of reading, writing, and arithmetic, but used as a mindtool, computers can be used in conjunction with a basic skill set to apply one's knowledge to a variety of real-world simulations and experiences that most everyone will need to acquire before becoming contributing members of our media savvy and technology dependant society.
As an educator, I feel that it is my responsibility to "stay ahead" of my students (or at least keep up with them) with respect to the technology use and availability of a variety of media that can be utilized for educational purposes in the classroom. This course has given me a great deal of confidence as well as experience in using computer technology in ways that will be effective for student learning. I have learned, and am learning how to create my own education web site/blog where I can use the site as a resource to links to a variety of reliable web sites for both research and enjoyment. Here I can talk about the things that really interest me about science and share ideas with others from anywhere in the world. I hope that I can effectively incorporate many of the things I have been taught in this course to expand upon the introductory Astronomy course I teach. This course provides for me the perfect platform to try out many of the ideas discussed; it is a course that I created and has no mandated curriculum to follow (other than what I decide). I envision my students being able to communicate with me and others in sharing ideas, thoughts, and comments via my web blog. I hope that through its use that this computer technology can help my students experience these far away places that one could never go to and be motivated to learn and research more through the use of computers. It has been through the practicums that I have gained the experience and confidence that whatever computer tools I chose to use in my classroom, I can, with confidence, teach my students how to become effective users of computer technology that will benefit their learning.
In my website - my eportfolio - I have included as artifacts of my work a couple of practicum assignments that I feel represent what I not only believe to be representative of the kind of work I can do, but also represent some very important aspects that any teacher utilizing computer technology will find valuable. A new program to me called Inspiration has been an inspiration to me. With this software, interactive concept maps can be produced to show relationships between ideas or concepts; this can be an effective means of deepening learning and transfer for students. For my portfolio, Artifact A is my module 3 lesson plan that makes use of Inspiration to show how stars go through various stages in evolution. As opposed to a typical concept map that can be drawn on a classroom board, Inspiration is linkable to the web so that students can incorporate real world examples and links to produce a concept map that provides much more for students to gain from. Here's an example on rocks. The second assignment that I have chosen to include in my portfolio, Artifact B, is my module 2 practicum - a rubric for evaluating websites. I feel strongly that all educators that ask students to research a topic must give their students a means for evaluating websites that may be used. This becomes a powerful tool for students to be able to efficiently and effectively choose sites that may be of use for them without the worry that their research may be irrelevant or just plain wrong. In addition to the rubric, an evaluation of three of my favorite and most useful websites follows. In doing this assignment, I was curious as to how I would evaluate my favorite astronomically related sites - The Nine Planets, Astronomy Picture of the Day (APOD), and Sky and Telescope. I had never formally evaluated sites before; I always knew many of the things a good site should have, but this rubric is now a tool I, or my students, can use effectively. By the way, they each rated good to excellent. Check them out!
One last tool that I have learned about that I feel may have real importance for me as a teacher of a Regents level science course is called Hot Potatoes 6. With this tool, I can create a variety of interactive quizzes that not only tell a student what the correct answers are to the questions, but also why. Here is an example: quiz 1.
Webquests are a new tool for me. I have never used a webquest before, and never even knew what one was before this course. After having read several articles about webquests, I find them to be extremely interesting and probably a very effective means to give real meaning to what a student learns. I plan on trying a few webquests with my Astronomy students, but unfortunately, implementing a webquest for my Regents Earth Science class will prove difficult. The mandated curriculum is heavy on factual retrieval and use of Reference Tables and light on transferable cognitive skills that a webquest would be designed for. There simply is too much that must be covered (that in itself is a shame) to allow a more thorough and relevant experience for students to have. Maybe after I try a few in my Astronomy course, I may be more willing (or daring) to try one in Earth Science. If I do choose to do one, maybe it will be on the webquest I made for this portfolio on Earth History. In any event, I strongly believe that webquests can be very powerful, motivating, and useful experiences that should be implemented in any classroom (time provided).
As I continue to learn and perfect my craft, I am always reminded by my fellow students and professional colleagues how much more I still have to learn. All that I do know is in no small part do to what I have learned from others both in this course and from experience in the classroom. To me, that is what is fun. Learning new things is fun. Learning how to use something that makes my job more interesting is fun. It's the journey we take when we correspond with others and exchange thoughts and ideas that we grow as individuals. I know there will always be more to learn, so I look forward to having more fun.
Thomas Cutonilli
ETAP 526 Educational Computing
Fall, 2007
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