Saturday, August 6, 2011

The Use of Personal Digital Assistants as Tools for Work-Based

The Use of Personal Digital Assistants as Tools for Work-Based
Learning in Clinical Internships
“This paper aims to stress the particular value of mobile technologies in supporting work-based learning.” (Akkerman) The authors wrote this article to pioneer the movement towards hand-held computer and mobile devices. They stress the importance of integrating Ipads, tablets, and other mobile devices to the classroom. “We elaborate on our theoretical interest in work-based learning challenges and the way that mobile devices can help address these challenges. (Akkerman) The authors wanted to show the importance of having students from grad school to college have proficiency in these devices to better prepare them for their future work. This is called work-based learning.
I would love to use this. However the funds would be tight if we bought a Ipad for every student. After saying that, I also do believe that it is possible. All the text books could be on those devices, and that alone would save the school thousands of dollars. In a p.e class we could use them for health lectures and projects. We could use them as our video cameras to record plays and videos. We could use them to edit the video so that they can present it to the class. They also can make power point presentations with them. This would a great tool for a school to have and I know the kids would enjoy them and it would make learning more fun for some of them.
In conclusion the author’s state, “we propose organizing interventions in which students use mobile devices as boundary objects between college and work. This requires the involvement of teachers and workplace supervisors, commitment in changing working routines, and an attempt to turn internships into periods of and bases for work-based learning.” (Akkerman) The authors believe that this is best used in college, and can be used at the high school for the most effectiveness in student learning and preparation to the work force. This form of technology use covers nets-s 2,3,and 6.

Akermann, sanne, and Renea felius. The Use of Personal Digital Assistants as Tools for Work-Based. Iste, 2011. Web. 2 Aug. 2011. .

From Watching Newsreels to Making Videos

From Watching Newsreels to Making Videos
The author of this article wrote this to show the ability of watching and making videos has on learning. The author states “showing a video, a reflective teacher will discuss with students the difference between watching as a casual viewer and watching as a scholar. You may also explain to students the learning purpose of the video.” (Hammond) The teacher has the responsibility to teach the students on how beneficial this video is and how to watch it. The teacher, in my opinion, should have some sort of assessment to the video watched or made. This will promote the maximum amount of learning from this experience. Quote, “The most powerful way to immerse students in critical thinking using digital video is to engage them in student authorship—that is, creating video.” (Hammond) He wants present and future educators to promote this style of learning to their classrooms. He writes that there are many benefits to the student’s learning from composing their own documentary or motion picture of a specific topic.
I would use this sort of video watching and making method every unit in p.e. I see the benefit in doing this a lot. I would have some groups make safety videos, others education videos, and others strategies of the game videos. This will really allow for the students to demonstrate their affective and cognitive learning of the unit/sport. There would be a rubric that the students would have and be graded on. I see this as a fun project that gets the students playing and really understanding the sport. When they can teach the sport, they are really learning the sport. I plan to use this style of movie making and video analyzing a lot in my P.E. classroom.
In conclusion the author states, “As you design your own activities with digital video, keep in mind the options available to you, and observe the ways the technology interacts with the content and pedagogy to make your instruction more powerful.” (Hammond) Using this method of video recording is a great tool to use in your class regardless of the subject. Keep looking into more ways that technology could benefit your classroom.
I believe this fulfills every net-s by demonstrating online safety with posting the videos. Demonstrates technological creativity, invent fullness, and responsibility.
Hammond, T. C., & Lee, J. (2009). From watching newsreels to making videos. Learning & Leading with Technology, 36(8), 32-33.

Thursday, August 4, 2011

Lights, camera, learning!

Lights, Camera, Learning!

Dr. Bell wrote Lights, Camera, Learning to educate present and future educators to explore the use of digital video play and recording in their classrooms. He states " digital videos offer new opportunities to teachers of all subjects." (Bull) he explains the benefits to this style of teaching by giving statistics of the amount of footage that is loaded to YouTube by today's youth. "10000 hours of footage is posted to YouTube every day" (Bull) Today's youth is utilizing this aid already, it is up to the educators to tap into this resource now. He states that almost every kid today has a device that is capable of video recording already. This project would not be that difficult for a teacher to assign and assess.
I would love to add this to my lesson plans. After completing the video assignment dorm class made me think about all the benefits of doing a project like this. Having students of a p.e classroom make an education video about the subject will be great affective and cognitive learning. This would give me as the teacher clear way to assess their knowledge of the particular subject we are doing at that time. Have them make videos, or just recording their practice and game times would be a great way for them to analysis themselves. This would aid to the overall learning.
The authors of this article are really trying to educate the teaching field about the resources of video making and watching to a classroom. the authors describe this as a movement. Kids today are doing this on their own because it is fun. If we can do this in the classroom we have the opportunity to make learning fun for them. This should not be how a teacher teaches everything, however it is a great tool to use frequently.
This covers all six of the nets-s which are-
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.     apply existing knowledge to generate new ideas, products, or processes.
b.     create original works as a means of personal or group expression.
c.     use models and simulations to explore complex systems and issues.
d.     identify trends and forecast possibilities.


Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a.     interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.     communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c.     develop cultural understanding and global awareness by engaging with learners of other cultures.
d.     contribute to project teams to produce original works or solve problems.

Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a.     plan strategies to guide inquiry.
b.     locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c.     evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d.     process data and report results.


Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a.     identify and define authentic problems and significant questions for investigation.
b.     plan and manage activities to develop a solution or complete a project.
c.     collect and analyze data to identify solutions and/or make informed decisions.
d.     use multiple processes and diverse perspectives to explore alternative solutions.


Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a.     advocate and practice safe, legal, and responsible use of information and technology.
b.     exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c.     demonstrate personal responsibility for lifelong learning.
d.     exhibit leadership for digital citizenship.


Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a.     understand and use technology systems.
b.     select and use applications effectively and productively.
c.     troubleshoot systems and applications.
d.     transfer current knowledge to learning of new technologies.

Bull, G., & Bell L. (2009). Lights, camera, learning! Learning & Leading with Technology, 36(8), 30-31.