Wednesday, December 5, 2007
Thursday, November 29, 2007
WebQuest Reflection
The webquest was too much work, but it was a lot of fun. I really liked the group I had to work with; they are all good and dependable. I really like doing the activity where we looked at the 4 different webquests. This gave a great introduction of they are and what they should do. It was also very helpful to use them as patterns. I also liked the way we each took a different view and then analyzed the webquests according to that view and then shared it with each other. I liked how we used these different viewpoints to rate the webquests.
I did think that it would be much harder to build the webquest than what it was. Our group did a really good job of splitting up the work and finding what we needed and then bringing it all back together again. We all really liked how we could be researching 4 different things and sharing what we found immediately using Google Docs. That was a great tool in getting this done quickly and efficiently. My group really was great and we all contributed in several ways, making this assignment much easier than I thought it would be.
I really liked how our webquest turned out. With each of us combining our strengths and ideas, I think we came up with a great project; much better than I could have done on my own. I am using this as part of my technology-rich lesson plan. When we were trying to decide on a topic, nobody offered any so I piped up and gave this idea so I could use it. What foresight.
The only thing that I did not like was I felt very lost in the beginning of the project, even with the webquest on webquests activity. I really just do not have enough schema on technology. I have much more now than I did, in case you were worried that I have not learned anything. Once I began to get it, the project flowed really smoothly for me. I already mentioned several things that I liked such as my group, the way it turned out, and the way you introduced the project.
I did think that it would be much harder to build the webquest than what it was. Our group did a really good job of splitting up the work and finding what we needed and then bringing it all back together again. We all really liked how we could be researching 4 different things and sharing what we found immediately using Google Docs. That was a great tool in getting this done quickly and efficiently. My group really was great and we all contributed in several ways, making this assignment much easier than I thought it would be.
I really liked how our webquest turned out. With each of us combining our strengths and ideas, I think we came up with a great project; much better than I could have done on my own. I am using this as part of my technology-rich lesson plan. When we were trying to decide on a topic, nobody offered any so I piped up and gave this idea so I could use it. What foresight.
The only thing that I did not like was I felt very lost in the beginning of the project, even with the webquest on webquests activity. I really just do not have enough schema on technology. I have much more now than I did, in case you were worried that I have not learned anything. Once I began to get it, the project flowed really smoothly for me. I already mentioned several things that I liked such as my group, the way it turned out, and the way you introduced the project.
Tuesday, November 27, 2007
Tuesday, November 13, 2007
Annotated Bibliography Part II
Anna Freeman
11/06/07
Annotated Bibliography
Lessons Learned: Findings from MIT Initiatives in Educational Technology (2000–2005). Breslow, Lori. Journal of Science Education & Technology; Oct2007, Vol. 16 Issue 4, p283-297, 15p.
This article reviews a group of projects that produced educational technology applications for use in the classroom or for classroom-based activities and were assessed by educational researchers in the Teaching and Learning Laboratory. Found three major findings on the role and impact of educational technologies: 1) the most successful educational technologies meet a specific instructional need that has been unmet or poorly met by traditional media; (2) too much technology or technology that does not work well can be detrimental; and (3) there are important relationships between the technologies and the learning environments in which they operate.
What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning? Dunleavy, M., Dexter, S., Heinecke, W.F. Journal of Computer Assisted Learning; Oct2007, Vol. 23 Issue 5, p440-452, 13p.
The purpose of this study was to document typical use and configuration of 1:1 computing in two schools focusing on the added value and unique challenges these uses present. Results indicated that online research, productivity tools, drill and practice, and eCommunications were the most frequent uses of computers in the 1:1 classroom. n order to create effective learning environments, teachers need opportunities to learn what instruction and assessment practices, curricular resources and classroom management skills work best in a 1:1 student to networked laptop classroom setting.
Digital Games in Education: The Design of Games-Based Learning Environments. Gros, Begoña. Journal of Research on Technology in Education; Fall2007, Vol. 40 Issue 1, p23-38, 16p.
This article takes into consideration that multimedia design for training and education should combine the most powerful features of interactive multimedia design with the most effective principles of technologically-mediated learning. It also looks at the main obstacles and challenges to the use of games for learning.
11/06/07
Annotated Bibliography
Lessons Learned: Findings from MIT Initiatives in Educational Technology (2000–2005). Breslow, Lori. Journal of Science Education & Technology; Oct2007, Vol. 16 Issue 4, p283-297, 15p.
This article reviews a group of projects that produced educational technology applications for use in the classroom or for classroom-based activities and were assessed by educational researchers in the Teaching and Learning Laboratory. Found three major findings on the role and impact of educational technologies: 1) the most successful educational technologies meet a specific instructional need that has been unmet or poorly met by traditional media; (2) too much technology or technology that does not work well can be detrimental; and (3) there are important relationships between the technologies and the learning environments in which they operate.
What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning? Dunleavy, M., Dexter, S., Heinecke, W.F. Journal of Computer Assisted Learning; Oct2007, Vol. 23 Issue 5, p440-452, 13p.
The purpose of this study was to document typical use and configuration of 1:1 computing in two schools focusing on the added value and unique challenges these uses present. Results indicated that online research, productivity tools, drill and practice, and eCommunications were the most frequent uses of computers in the 1:1 classroom. n order to create effective learning environments, teachers need opportunities to learn what instruction and assessment practices, curricular resources and classroom management skills work best in a 1:1 student to networked laptop classroom setting.
Digital Games in Education: The Design of Games-Based Learning Environments. Gros, Begoña. Journal of Research on Technology in Education; Fall2007, Vol. 40 Issue 1, p23-38, 16p.
This article takes into consideration that multimedia design for training and education should combine the most powerful features of interactive multimedia design with the most effective principles of technologically-mediated learning. It also looks at the main obstacles and challenges to the use of games for learning.
Tuesday, October 16, 2007
5 ways to use publisher
5 Ways to use Publisher to teach History topics
Advertisements-students could create advertisements that would sell different historical misconceptions or the correct version.
Calendar-students could create calendars that could be used to timeline events such as the events leading up to and including the Boston Tea Party.
Resume-students could create a resume for different historical characters such as Napoleon or Alexander the Great.
Award Certificates-students could use these to give awards to outstanding historical characters for different achievements they had.
Newsletters-students could create newsletters that would provide different parts of historical stories such as the Civil War battles.
Advertisements-students could create advertisements that would sell different historical misconceptions or the correct version.
Calendar-students could create calendars that could be used to timeline events such as the events leading up to and including the Boston Tea Party.
Resume-students could create a resume for different historical characters such as Napoleon or Alexander the Great.
Award Certificates-students could use these to give awards to outstanding historical characters for different achievements they had.
Newsletters-students could create newsletters that would provide different parts of historical stories such as the Civil War battles.
Wednesday, October 10, 2007
Anna Freeman
Annotated Bibliography
Technology as a Change Agent for the Teaching Process. Michael J. Johnson; Richard L. Schwab; Lin Foa. Theory into Practice > Vol. 38, No. 1, Redefining Teacher Quality (Winter, 1999), pp. 24-30.
Technology is used to empower teachers and students to create dynamic learning environment and experiences. Institutional transformation to a more student-centered educational process.
Classroom Effects Walter Doyle. Theory into Practice > Vol. 18, No. 3, The Complex Classroom: A Research Focus (Jun., 1979), pp. 138-144.
Studies the effects of learning in a classroom aided by the use of technology versus learning in another environment using technology (e.g. the home or library).
'Just Don't Ask Me to Define It': Perceptions of Technology in the National Curriculum Colin Mulberg. Journal of Design History > Vol. 6, No. 4 (1993), pp. 301-305.
Defining technology and its need and uses in the classroom. Getting people to understand the social and economic effects of technology in a school curriculum.
Annotated Bibliography
Technology as a Change Agent for the Teaching Process. Michael J. Johnson; Richard L. Schwab; Lin Foa. Theory into Practice > Vol. 38, No. 1, Redefining Teacher Quality (Winter, 1999), pp. 24-30.
Technology is used to empower teachers and students to create dynamic learning environment and experiences. Institutional transformation to a more student-centered educational process.
Classroom Effects Walter Doyle. Theory into Practice > Vol. 18, No. 3, The Complex Classroom: A Research Focus (Jun., 1979), pp. 138-144.
Studies the effects of learning in a classroom aided by the use of technology versus learning in another environment using technology (e.g. the home or library).
'Just Don't Ask Me to Define It': Perceptions of Technology in the National Curriculum Colin Mulberg. Journal of Design History > Vol. 6, No. 4 (1993), pp. 301-305.
Defining technology and its need and uses in the classroom. Getting people to understand the social and economic effects of technology in a school curriculum.
Wednesday, September 26, 2007
Friday, September 7, 2007
UEN Resources
http://my.uen.org/myuen/202529
I am doing both history and music because I will be teaching both.
UEN Resources
1) http://www.pbs.org/riverofsong/teachers/ This site offers is the Mississippi River of Song and it offers an exciting opportunity to experience the wide variety and types of musical contexts that run through our nations heartland. It has a great teacher's guide and introductory and extension activities. It also has a letter to send to the parents to incorporate them if they would like.
2) http://memory.loc.gov/learn/features/index.html This site is the Library of Congress learning page that has wonderful activities for history teachers. It also offers feature presentations that look across the American Memory collections to investigate curricular themes. This site is under the curriculem link under American Memory Project.
3) http://www.surweb.org/Search/ms_imatrix.asp?catview=1&selectcat=700.5 This site is a great resource for Utah History activities. It is under the Utah link under SURWEB. This site has image selections, media shows, testing, and learning segments. The videos that I viewed were fun and informative.
I am doing both history and music because I will be teaching both.
UEN Resources
1) http://www.pbs.org/riverofsong/teachers/ This site offers is the Mississippi River of Song and it offers an exciting opportunity to experience the wide variety and types of musical contexts that run through our nations heartland. It has a great teacher's guide and introductory and extension activities. It also has a letter to send to the parents to incorporate them if they would like.
2) http://memory.loc.gov/learn/features/index.html This site is the Library of Congress learning page that has wonderful activities for history teachers. It also offers feature presentations that look across the American Memory collections to investigate curricular themes. This site is under the curriculem link under American Memory Project.
3) http://www.surweb.org/Search/ms_imatrix.asp?catview=1&selectcat=700.5 This site is a great resource for Utah History activities. It is under the Utah link under SURWEB. This site has image selections, media shows, testing, and learning segments. The videos that I viewed were fun and informative.
Wednesday, September 5, 2007
welcome to my blog!
my name is anna freeman. i am a history major and i am getting a choir endorsement because that is what i really want to do. i have 4 children, 1 cat, and a hamster. i run every morning at the legacy center in lehi. i chose history because it is fun and i have some experience teaching it. i chose choir because i love it. i love my flowers in my yard and working in my yard is one of my favorite relaxation type things to do. i love camping and reading. i used to love scrapbooking, but now lack to necessary time to do so. i love playing games with my friends. and that is all.
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