SUMMARY
The use of mindtools in a classroom are cognitive tools and are used through selected computer programs that stimulate learning and thinking in students. The combination of technology and traditional methods of teaching work great together. The use of concept mapping is a way to organize thoughts, ideas, or situations.
Week S2 Chapters 1-3 Jonassen
The conceptual change of the research project will be, do
learners change their understanding of the concepts they use when they do a
digital read aloud compared to a traditional read aloud. Keeping in mind a
learner will have their own understanding of a concept; however, when they
experience a discrepancy towards that concept a conceptual change may occur.
But if the learners current conceptions are unable to interpret their
experiences a cognitive conflict
occurs.
learners change their understanding of the concepts they use when they do a
digital read aloud compared to a traditional read aloud. Keeping in mind a
learner will have their own understanding of a concept; however, when they
experience a discrepancy towards that concept a conceptual change may occur.
But if the learners current conceptions are unable to interpret their
experiences a cognitive conflict
occurs.
Bloom's Taxonomy
*Bloom’s Taxonomy:
Critical thinking involves logical thinking and reasoning, while
creative thinking involves creating something new or original
Student will retell (knowledge) and compare (comprehension) in
change (application) between the read alouds and separate (analysis) between the
two. Then, express (synthesis) which has been more of an affect in their
understanding of the text and decide (evaluation) and provide attitudes and
questions to share (affective domain). http://eduscapes.com/tap/topic69.htm
Essential
Questions: Create a concept map
asking questions
Critical thinking involves logical thinking and reasoning, while
creative thinking involves creating something new or original
Student will retell (knowledge) and compare (comprehension) in
change (application) between the read alouds and separate (analysis) between the
two. Then, express (synthesis) which has been more of an affect in their
understanding of the text and decide (evaluation) and provide attitudes and
questions to share (affective domain). http://eduscapes.com/tap/topic69.htm
Essential
Questions: Create a concept map
asking questions
Week S3&4 Modeling Phenomena
The modeling systems that can be used that are interactive and
interdependent, through this component students can organize their thoughts
about the read alouds they experienced. As well they can organize their thoughts
on what they comprehended through the read aloud they experienced through.
interdependent, through this component students can organize their thoughts
about the read alouds they experienced. As well they can organize their thoughts
on what they comprehended through the read aloud they experienced through.
Week S5 Research Paper
Through the years we have seen many changes through the use of technology and upgrades that help incorporate educational instruction or learning experience for our students. Technology is another resource but not the only resource, as we know our instruction cannot be molded to the“one size fits all” because there are differences in learning in our educational system. As new technologies surface they are helping us meet the differences in our classroom, in Reading technology is being implemented for students to listen to others read, to listen to
themselves as they read, or have someone else listen to them read. Overall, the beauty of technology is the flexibility and differences that
can be approached for many students.
According to Rose and Meyer, 2002:
To support individual differences in learning to recognize the world, provide
multiple, flexible methods of presentation
To support individual differences in learning strategies for action, provide
multiple, flexible methods of expression and apprenticeship
·
To support individual differences in what is motivating and engaging, provide
multiple, flexible options for engagement
As teachers, we want to increase the enrichment of the curriculum, opportunities in the classrooms, create a universal design that allows support through the learning
of literacy. So the question is now, what is digital literacy? Digital literacy can be define as, “the ability to use digital technology, communication tools or networks to
locate, evaluate, use and create information. The ability to understand and use information in multiple formats from a wide range of sources when it is present
via computers. The person’s ability to perform task effectively in a digital environment…Literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments.” While understanding what it is, now why is it important? “Digital Literacy is the ability to use technology for different reasons such as information, communication, and the effects it has on us... The goal of Digital Literacy is to teach the basic computer concepts and skills so that people can use the new technology in their everyday life.” While understanding what and why of digital literacy, it has
its importance in the educational process. One area I would like to lend this understanding to would be read alouds with children.
Traditional read alouds, “reading aloud forms a foundation for the early literacy framework. By having stories read to them children learn to
love stories and reading. Reading aloud involves children in reading for enjoyment and provides an adult demonstration of fluent reading. Children can
respond to pictures and text, but the teacher provides full support for children to access the meaning of the story. Reading aloud to children widens their
horizon and understanding about books and the written language. Children develop a sense of story, increase vocabulary, and learn how texts are put together.
Children do not have to take responsibility for the mechanics of gaining meaning; instead, they are simply able to experience the satisfaction of obtaining meaning from reading. This will help establish a desire to become readers”. It is important for teachers to read aloud even though classroom time is limited, I too understand
the pressures that are placed on us teachers, but we have to remember the importance of modeling to our students in reading.
So by understanding a traditional read aloud, do the digital read alouds have the same outcome and influences in developing a enrich, flexible learning curriculum to meet the needs of students. With the growing epidemic of kindles, nooks, ipads can students still reach that feeling of a love of reading. I would like for you to take the time, browse One More Story (http://www.onemorestory.com/) or StoryOnline (http://www.storylineonline.net/). Do you think digital read alouds have the same outcome? Just
like everything else, it might not fit the needs all students but digital read alouds can have effect on many students interacting with literacy at another
level. Especially, since the growth of technology is modern and love for many students now.
So by understanding the foundation of reading aloud, and bridging it over to digital literacy, I would like to take this to another level and compare the two. Which is more effective, or do they provide the same instructional understanding and meaning for students to enhance their reading skills to become better readers in the classrooms, home, and so
forth.
themselves as they read, or have someone else listen to them read. Overall, the beauty of technology is the flexibility and differences that
can be approached for many students.
According to Rose and Meyer, 2002:
To support individual differences in learning to recognize the world, provide
multiple, flexible methods of presentation
To support individual differences in learning strategies for action, provide
multiple, flexible methods of expression and apprenticeship
·
To support individual differences in what is motivating and engaging, provide
multiple, flexible options for engagement
As teachers, we want to increase the enrichment of the curriculum, opportunities in the classrooms, create a universal design that allows support through the learning
of literacy. So the question is now, what is digital literacy? Digital literacy can be define as, “the ability to use digital technology, communication tools or networks to
locate, evaluate, use and create information. The ability to understand and use information in multiple formats from a wide range of sources when it is present
via computers. The person’s ability to perform task effectively in a digital environment…Literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments.” While understanding what it is, now why is it important? “Digital Literacy is the ability to use technology for different reasons such as information, communication, and the effects it has on us... The goal of Digital Literacy is to teach the basic computer concepts and skills so that people can use the new technology in their everyday life.” While understanding what and why of digital literacy, it has
its importance in the educational process. One area I would like to lend this understanding to would be read alouds with children.
Traditional read alouds, “reading aloud forms a foundation for the early literacy framework. By having stories read to them children learn to
love stories and reading. Reading aloud involves children in reading for enjoyment and provides an adult demonstration of fluent reading. Children can
respond to pictures and text, but the teacher provides full support for children to access the meaning of the story. Reading aloud to children widens their
horizon and understanding about books and the written language. Children develop a sense of story, increase vocabulary, and learn how texts are put together.
Children do not have to take responsibility for the mechanics of gaining meaning; instead, they are simply able to experience the satisfaction of obtaining meaning from reading. This will help establish a desire to become readers”. It is important for teachers to read aloud even though classroom time is limited, I too understand
the pressures that are placed on us teachers, but we have to remember the importance of modeling to our students in reading.
So by understanding a traditional read aloud, do the digital read alouds have the same outcome and influences in developing a enrich, flexible learning curriculum to meet the needs of students. With the growing epidemic of kindles, nooks, ipads can students still reach that feeling of a love of reading. I would like for you to take the time, browse One More Story (http://www.onemorestory.com/) or StoryOnline (http://www.storylineonline.net/). Do you think digital read alouds have the same outcome? Just
like everything else, it might not fit the needs all students but digital read alouds can have effect on many students interacting with literacy at another
level. Especially, since the growth of technology is modern and love for many students now.
So by understanding the foundation of reading aloud, and bridging it over to digital literacy, I would like to take this to another level and compare the two. Which is more effective, or do they provide the same instructional understanding and meaning for students to enhance their reading skills to become better readers in the classrooms, home, and so
forth.
Week S6 Visualization Tools
e.g.
Week S8 Podcasting
Week S9 Visualizing with Technologies
“Visualizing tools have two major uses, interpretive and
expressive. Interpretive tools help learners view and manipulative visuals to
extract meaning from the information being visualized. Interpretive
illustrations help to clarify difficult to understand text and abstract
concepts.”
expressive. Interpretive tools help learners view and manipulative visuals to
extract meaning from the information being visualized. Interpretive
illustrations help to clarify difficult to understand text and abstract
concepts.”
Week S11 Service Project
Day 1
Lesson Objectives:
Block 1: Digital Read Aloud will be used with block one students in ELA, after the literature piece is read. Students will create a 2d concept map describing the characters in the story, then give a brief summary what the story was about.
Block 2: Traditional Read Aloud will be used with block two students in ELA, after the literature piecs is read. Students will create a 2d concept map describing the characters in the story, then give a brief summary what the story was about.
Students will then be given a preview on the teachers computer what they will be doing the following day with concept maps through the use of technology.
Day 2
Lesson Objectives:
Students will watch a video on how to create a mindmap and concept map
Students will then be given the time through out class to create a map through the use of a computer and selected software (FreeMind) on the story that was read the previous day to explain each character of the story, then create links to extend descriptions for each character.
Lesson Objectives:
Block 1: Digital Read Aloud will be used with block one students in ELA, after the literature piece is read. Students will create a 2d concept map describing the characters in the story, then give a brief summary what the story was about.
Block 2: Traditional Read Aloud will be used with block two students in ELA, after the literature piecs is read. Students will create a 2d concept map describing the characters in the story, then give a brief summary what the story was about.
Students will then be given a preview on the teachers computer what they will be doing the following day with concept maps through the use of technology.
Day 2
Lesson Objectives:
Students will watch a video on how to create a mindmap and concept map
Students will then be given the time through out class to create a map through the use of a computer and selected software (FreeMind) on the story that was read the previous day to explain each character of the story, then create links to extend descriptions for each character.