Assignment One

Chen, P., & McGrath, D. (2004). Visualize, visualize, visualize: Designing projects for higher order thinking. Learning & Leading with Technology, 32(4), 54-57.

1. Based on your experiences, what are some ways in which you might apply ideas presented by the authors in this article?

I would apply the ideas presented by Chen and McGrath by using Project Based Learning. For example, if I am presenting a history lesson on Ancient Rome to sixth graders, I would first present an overview of the topic, including reading a historically accurate account of Ancient Rome. I would then break the class up into small groups, where they would discuss what life would have been like for children their age during that time. The groups would select a project, approved by me, and which will be presented to their peers. Topics could include family life, school, sports, or buildings in Ancient Rome.

The groups would create their projects using whatever materials and medium they chose, using Internet-based research to prepare. They could, for example, build a replica of a bridge in Ancient Rome, and write a descriptive paper that describes Ancient Roman architecture. They could also include a Power Point presentation, a video depicting Ancient Roman life and architecture, or other multi-media tools.

To take it a step further to higher-order thinking, I would present the children with a problem that would involve them collaborating as a group to investigate and test solutions. This might involve determining what aspects of Ancient Roman life are applicable to their own lives in modern society.

2. What is project-based learning and how does it affect the classroom and the way you will teach?

Project Based Learning is non-traditional approach to teaching that includes collaboration among students who self-regulate their time; the use of technology; hands-on, multi-disciplinary projects; and, encourages students to go beyond the information given to develop cognitive, higher-order thinking. This type of learning directly addresses NETS-T #1a (promote, support, and model creative and innovative thinking and inventiveness) as well as NETS-T #1 (promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes).

3. What is an example of higher-order thinking?

An example of higher-order thinking is analyzing subject matter to come up with new solutions and additional questions, or to go deeper into a subject matter besides simply memorizing facts. For example, with the Ancient Rome subject matter, students might be asked to compare Julius Caesar to modern politicians, or to ruminate on what modern medicines might have had the greatest impact on Ancient Roman civilization, or to look at the factors leading to the fall of Rome and ponder what events could have occurred to prevent such a collapse.

4. Locate at least two more articles or resources that support project based learning.

Two more articles that support Project Based learning are: Project Based Learning Online at http://pbl-online.org./ and Project Based Learning Checklists at http://pblchecklist.4teachers.org/. Both sites provide hands-on, easily accessible information on incorporating PBL in the classroom.

Assignment Two

Richardson, K. (2008). Don't feed the trolls: Using blogs to teach civil discourse. Learning & Leading with Technology, 35 (7) 12-15.

1. Briefly describe what you will use from this article for your own teaching practice.

In my own teaching practice, I will use the guidelines on civil discourse presented in this article. In particular, I found the notion of "if you think you probably shouldn't do something, then don't do it," to be particularly helpful. This advice is applicable to many social situations, not just on-line. It's easy for children to remember and implement. The other guidelines in the article were also valuable, particularly when it comes to posting and responding to Blogs.

2. Find at least one more article that furthers the discussion on Blogs. Tell us where it can be located and describe what you found helpful about it.

Another helpful article on Blogs can be found at http://www.bloggingbasics101.com/2009/08/1639/ . This website provides handy blogging etiquette tips from seasoned bloggers, as well as Frequently Asked Questions (FAQs) from beginning bloggers.


Assignment Three

Niess, M. (2005). Scaffolding math learning with spreadsheets. Learning and Leading with Technology, 32(5), 24-25, 48.

Scaffolding addresses NETS-S #4 (Critical Thinking, Problem Solving, and Decision Making) as well as NETS-T #2 (Design and Develop Digital-Age Learning Experiences and Assessments).

1. Create two questions that you might ask regarding this article. Then respond to them.

My first question involves applying what I read to a classroom situation:

Q.1: What real-life situation could you come up with that uses a spreadsheet for problem solving? Describe first what strategies would be necessary to solve this problem.

A.1: Two brothers, Max and Joe, are saving up for a Wii Game System. Max is older, and earns $10 per week in allowance. Joe earns $8 per week. The gaming system costs $180. How long would it take the two brothers to save up for system? How much more would Max ultimately contribute? Use a graph to illustrate your findings. Was the problem solved as efficiently as possible?


My second question refers to the article.
Q2. As a teacher, how do you determine if the student has mastered the first levels of understanding, such as knowledge and comprehension, before he is ready to move on to higher level thinking and strategies?

A.2: To be certain that a student has a solid foundation in the basics of a subject matter, I would use a variety of assessments including written (quizzes, worksheets), oral (ask the student to explain their thinking), and visual (ask the student to demonstrate via a drawing). I would then continue to check with the student throughout the higher level thinking process to ensure that they still have a solid comprehension of the subject matter.

Assignment Four

Ribble, Bailey, Ross (2004). Digital citizenship: addressing appropriate technology behavior. Learning & Leading with Technology, 32(1), 6-12.

• Briefly describe and give examples of the nine general areas of Digital Citizenship.
• Are there any that you would add?

The nine general areas of Digital Citizenship, as described in this article and which are outlined in NETS-S #5, are:

1. Etiquette: This area includes setting standards for how and when electronic devices should be used appropriately and politely. An example would be students using their cell phone at inappropriate times, such as during class, or in an area where it is rude to be doing so (in a check-out line, for example). Another example would be using a hand-held device when you are having a conversation with another person.

2. Communication: This area of Digital Citizenship discusses the impact technology has on social interaction and human contact. One example of this would be if a group of middle school girls sending out a string of email messages attacking and insulting another girl who is outside of their clique. The outsider may be unaware of the emails, but notices that girls are talking about her and pointing at her at school.

3. Education: This component addresses how technology is increasingly becoming more integrated into classrooms instruction, but teachers may be neglecting to adequately teach how to use technology efficiently, safely and appropriately. For example, students are figuring out ways to use technology to cheat on tests by sharing answers, or to plagiarize information from the Internet. In addition, teachers may not be effectively trained on explaining to students what constitutes Internet plagiarism, nor are they staying current on the inappropriate uses of technology among students.

4. Access: Access refers to the full inclusion of a classroom population when assigning work that includes access to technology. Not all students have ready access to computers, for example, so teachers need to adjust their requirements accordingly, and must allow classroom time to work on computers.

5. Commerce: Commerce includes the study of how students are purchasing goods and services using technology. In addition, many students are researching items on the Internet before purchasing them in stores. An example of Commerce as an area of Digital Citizenship would be the large number of students who purchase and download music and movies on ITunes.

6. Responsibility: Electronic Responsibility refers to students using technology applications and data appropriately, legally and responsibly. For examples, students need to be aware of copyright issues, plagiarism and correctly citing sources, and illegal downloading of music and other protected data,.

7. Rights: Students must be taught that they are provided with copyright protection, as is anyone who creates or publishes something digitally.

8. Safety: This important topic helps students understand the physical effects of long-term, sustained computer and other technology use. For example, students who spend several hours a day sitting in a slumped position over a computer keyboard can develop poor posture and back or spine problems, as well as put themselves at risk for carpal tunnel syndrome. Furniture and lighting should be modified to accommodate frequent computer usage.

9. Security (self-protection): Finally, this component refers to student’s ability to protect identities online, and not making personal information and data readily available online. It also concerns protecting computers from viruses which can be downloaded from Internet websites or via attached documents. For example, students are advised not to reveal personal information on line in chat rooms or on social networking sites.

As a parent, I would add an additional area of Digital Citizenship, and that would be in an area of Monitoring. A parent has the right and the responsibility to know what their child is doing with technology, if the child is using technology appropriately, and if their child is safe while using technology.

Assignment Five

Holmes, Beth. (1998). The database: America’s presidents. Learning & Leading with Technology 25 (7), 6-11.

1.Write a summary of how you would use a database in your class.

There are many uses for databases in the classroom for all grades and ability levels. I would use a database for a science project to compare and contrast endangered species. The categories would be:
• Name of animal
• Genus Name
• Habitat Type
• Geographical Location
• Herbivore, Omnivore, Carnivore
• Population Estimates
• Predators

Students could sort the database based on, for example, Carnivores in Southeast Asia that are endangered. They would then be able to write a report on how many carnivores in Southeast Asia are endangered, and sort these animals by population estimates.

A database fulfills the standards described in NETS-T #1 and #2, as well as NETS-S #4.

Assignment Six

McKenzie, W (2003). Find the best software: using bloom's taxonomy and multiple intelligences to select and use software. Learning & Leading with Technology, 30(8) 54-58

1. What considerations need to be made on selecting software for the classroom? There are many considerations needed when selecting software appropriate for the classroom. This article stresses that, in general, software should be fully integrated into classroom instruction, not left as a stand-alone instructional device. Teachers must incorporate the software and its applications into the curriculum.
Specifically, the article details four criteria for selecting software: Content, Interface, Design and Documentation. Content refers to how the software can be used in the curriculum, and how it can address multiple intelligences. Interface refers to, for example, the support provided by the software, the ability of the software to interface with various types of learners, and way a software tracks progress. Design refers to the responsiveness of the software, the ability of the software to be applicable to classroom activities, and the adaptability of the software. Finally, Documentation includes the thoroughness and effectiveness of the software manual; can teachers use the manual easily, is it practical, and does it address all of the teacher’s needs?

2. Describe what you feel is most important to consider after reading this article.

After reading this article, I feel the most important consideration when evaluating software is to determine the practicality and versatility of a software. I will need to look past the “bells and whistles” that a software proclaims, and find out how exactly it enhances the curriculum. I also must make sure that it meets the needs of as many multiple intelligences as possible.

3. How might software address multiple intelligences?
Software might address multiple intelligences by offering various activities to appeal to each intelligence. For example, a software designed to supplement a history curriculum could include a writing component, a reading component, a hands-on activity component, a musical interpretation, and a creative arts component.


4. Find at least one site on the Internet that explains multiple intelligences and why they are important to consider.

I liked this website, http://www.edwebproject.org/edref.mi.th.html, because not only does it define multiple intelligences, but it shows how this is relevant to the classroom. This website, http://school.discoveryeducation.com/lessonplans/programs/multipleintelligences/, gave a lesson for high school students to determine their own intelligence, and to discuss what this means for them as a student and as a member of society.

This article gives an example of how a teacher would meet the NETS-T standard #5 (evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning).

Assignment Seven

Hoffenberg and Handler (2001). Digital video goes to school. Learning & Leading with Technology, 29 (2), 10-15.

1. What skills are students developing in the process of making a video?

Students are developing a variety of skills when making a video, including technical skills, visual literacy skills, and higher-level thinking skills as they analyze and synthesize information.

2. What type of video formats fit well as a culminating activity?

There are many video formats that fit well as a culminating activity, including video newscasts, documentaries, infomercials, and video clips.

3. What types curriculum characteristics make sense for video?

As described in this article, the curriculum characteristics that make sense for video are
• emotion
• heritage or culture (the story and the
• storyteller)
• memorable experiences
• change over time
• a process
• a phenomenon in nature
• a process slowed to view frame by frame to better understand it

4. Briefly describe the guidelines for video use.

Planning ahead is critical to a video project’s success. Students must have an overall idea of the video’s purpose and style. Student’s should begin by choosing a subject with which they are familiar; this gives their project authenticity. They must think, both at the beginning and during the entire process, about their audience and the message they are hoping to convey. Students must consider style elements of their video, such as the merits of using close-up shots versus distance. Finally, students can edit their video to ensure their message was conveyed and it was appropriate for their audience.

This article gives examples of how students can fulfill NETS-S standards #1 and #4, and NETS-T #1.

Assignment Eight

Levin, H (2003). Making history come to life. Learning & Leading with Technology, 31(3), 22-27.

1. After reading this article it is hard not to realize the power of using video with students. Describe a way you could use video in a similar way.

This article clearly demonstrates the power of oral history. It makes history literally come alive to students; to hear and see real people who experienced the historical events they are reading about in books gives history meaning. Isn’t that the purpose of learning history, which is to learn from the past?

Video can be used to teach and reach students in other ways. I would use video to have students experience current events in their community by having them choose a local non-profit organization. Students would select an organization and present their choice to their peers. The class would discuss the merits of each group, then choose one to support. The students would then make a video depicting the work of this non-profit, showing examples of who it benefits.

For example, the students might choose a non-profit that provides benefits to military families. They could film the activities of the non-profit, and then interview families who benefit from their services. This would allow the students to hear first-hand the difficulties military families have with lengthy separation, fear for their military spouse or parent, and the difficulties they might have financially.