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.
Thursday, November 29, 2007
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.
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