Wednesday, February 4, 2009
RSS Aggregate Program
I chose to use Google Reader as my RSS program. It was extremely easy to sign up and subscribe to blogs. I signed up to follow Cake Wrecks (hilarious cake mistakes and mix-ups) and Perez Hilton (a funny spoof site regarding celebrities!). An interesting thing that I read on the blog for Cake Wrecks this week, was pertaining to the Super Bowl cakes that were made and for sale in the states. http://cakewrecks.blogspot.com/search?updated-max=2009-02-01T09%3A34%3A00-05%3A00 In this blog, there are cakes on which the team names are spelt incorrectly. It's funny that things like that happen every day, and often go unnoticed by the cakes creators. Goes to show that perhaps a little more care needs to be taken when creating cakes (as well as other things).
Tuesday, February 3, 2009
Educational Software Review
Math Circus 4
Results
This game is very common within elementary schools, and offers a significant amount of educational support for students in the primary/junior divisions. While it obviously will not replace a teacher, it is a well organized game that is very easy for students to use and navigate through. While the learning is not evident to students (which may be a good thing!), there are many possibilities for enrichment. It meets many requirements within the curriculum, specifically related to addition, subtraction and problem solving. Obviously, as the degree of difficulty increases, the specific expectation will change (usually the grade level which is most applicable). This game has very simple, straight forward technical requirements, including Windows 95, 98, ME, 2000, 2003, XP, OR MacOS 9, 10.1 or higher. The game is very colourful and has very appealing "circus" music, which will undoubtedly aid in engaging the students in the game.
Discussion
In order to test the software, I played around with it on my laptop on my own time, and also watched students in the school play. I would say I spent about 2 hours testing the game myself, and about an hour watching students play the game at school. While playing the game, I watched for elements that were on the review sheets (i.e. curriculum connections, engagement for students, ease of use, etc.). I feel that the tests are fairly conclusive. Obviously, there will always be students who dislike the game, but for the most part I think the general attitude towards the game will be similar across students. Our school has a very well equipped computer lab, available to students once a week (as a class). Many of the students at our school are very well versed in technology (they probably know more than I do!). Each classroom has 1 computer, so the game would be usable in a classroom if only one student plays at a time, or they play in pairs or small groups. This game would be appropriate for many grades, probably from around grade 2 up to University (yes, I said it, I couldn't figure out some of the problems at the hardest level!). The very high levels would be far to advanced for the average student in elementary school, and this could pose a serious problem for students in the class. Often, not being able to figure something out leads to poor self efficacy and lack of motivation. I think that by enabling the teacher controls to only allow the basic levels to be activated at first would make this game appropriate and useful in the primary division, and perhaps the advanced questions could be tried by junior/intermediate students.
Sammy's Science House
Results
In contrast to Math Circus, I have never witnessed this game being used in a school environment. Despite this, I feel that this game would also greatly benefit students with their science understanding. Also, much like with Math Circus, the game would never be able to replace a teacher, but acts as an amazing reinforcement for what is being taught in the classroom. It is not laid out as nicely as Math Circus; there are no labels or directions laid out for the students, they have to just "play" with it to figure out how it works. This game also covers many of the curriculum expectations, from categorizing and grouping to identifying types of weather. This program requires Windows 98, ME, 2000 XP, or MacOS 8.6 or higher. This game has a very attractive layout, including an abundance of colour and very cute characters (like a squirrel and sammy the snake!).
Discussion
Much like with Math Circus, I tested the software by playeing around with it on my laptop on my own time. I would say I spent about 2 hours testing the game myself, and while doing so I watched for elements that were on the review sheets (i.e. curriculum connections, engagement for students, ease of use, etc.). I feel that the tests cannot be conclusive because I have never witnessed students playing the game in real time. I can guess that students would like it, but I am positive that there would be students who are unable to figure it out because of the lack of instructions. Our school has a very well equipped computer lab, available to students once a week (as a class). As previously stated, many of the students at our school are very well versed in technology and they probably know more than I do! Each classroom has 1 computer, so the game would be usable in a classroom if only one student plays at a time, or they play in pairs or small groups. This game would be appropriate for students in grades 3-6 if playing independtly of peers or the teacher, because some of the terminolofy used it very advanced for students younger than grade 3 (and may even be too advanced for 3rd and 4th graders). I think that if the teacher was available to aid students with unfamiliar vocabulary, it would be beneficial to the science program for students of all ages and grades.
Review Sheets compare and contrast
To review the educational software, I used the tool created in class (as required), and the SGTC Rating Form. These two tools are actually very similar. They both include questions that require being answered on a rating scale. I think this is beneficial, especially if students were to review the programs, because it gives some options yet provides structure. They are also both very easy to read and easy to understand. This is helpful because some technology terms are very hard to read and understand, and using simple, everday terminology enables the "average joe" to evaluate software programs. It also enables parents to see what a beneficial software should ideally include, and they can check programs they may have at home on their computers. The main difference between the two tools, is that the SGTC tool offers different TYPES of questions. Instead of strictly ranking questions, it contains yes/no, rating and short answer questions. While this enables flexibility, it also allows for a more accurate review, including comments and concerns on the review form. The increase in questions can also act as a disadvantage, however, because too many options can cause individuals to not want to fill out the sheet, or become discouraged if they are unable to effectively write their answers.
Recommendations for Class Tool
I think that overall, the class tool was effective in reviewing the programs. While it was produced by teacher candidates, I think that we have fairly solid beliefs about what would create valuable educational software. If I was to change anything on the tool, I would maybe include more questions for each subtopic. Yes, the tool should not be very long or take a long time to complete, but it needs to be thorough. I think we did a very good job at concisely creating our questions for each topic, but there were some things that could have been added, like "how does this software compare to similar software?" I know from a personal perspective, it was very difficult to limit the educational questions to three, and it could have easily been 4 or 5.
Results
This game is very common within elementary schools, and offers a significant amount of educational support for students in the primary/junior divisions. While it obviously will not replace a teacher, it is a well organized game that is very easy for students to use and navigate through. While the learning is not evident to students (which may be a good thing!), there are many possibilities for enrichment. It meets many requirements within the curriculum, specifically related to addition, subtraction and problem solving. Obviously, as the degree of difficulty increases, the specific expectation will change (usually the grade level which is most applicable). This game has very simple, straight forward technical requirements, including Windows 95, 98, ME, 2000, 2003, XP, OR MacOS 9, 10.1 or higher. The game is very colourful and has very appealing "circus" music, which will undoubtedly aid in engaging the students in the game.
Discussion
In order to test the software, I played around with it on my laptop on my own time, and also watched students in the school play. I would say I spent about 2 hours testing the game myself, and about an hour watching students play the game at school. While playing the game, I watched for elements that were on the review sheets (i.e. curriculum connections, engagement for students, ease of use, etc.). I feel that the tests are fairly conclusive. Obviously, there will always be students who dislike the game, but for the most part I think the general attitude towards the game will be similar across students. Our school has a very well equipped computer lab, available to students once a week (as a class). Many of the students at our school are very well versed in technology (they probably know more than I do!). Each classroom has 1 computer, so the game would be usable in a classroom if only one student plays at a time, or they play in pairs or small groups. This game would be appropriate for many grades, probably from around grade 2 up to University (yes, I said it, I couldn't figure out some of the problems at the hardest level!). The very high levels would be far to advanced for the average student in elementary school, and this could pose a serious problem for students in the class. Often, not being able to figure something out leads to poor self efficacy and lack of motivation. I think that by enabling the teacher controls to only allow the basic levels to be activated at first would make this game appropriate and useful in the primary division, and perhaps the advanced questions could be tried by junior/intermediate students.
Sammy's Science House
Results
In contrast to Math Circus, I have never witnessed this game being used in a school environment. Despite this, I feel that this game would also greatly benefit students with their science understanding. Also, much like with Math Circus, the game would never be able to replace a teacher, but acts as an amazing reinforcement for what is being taught in the classroom. It is not laid out as nicely as Math Circus; there are no labels or directions laid out for the students, they have to just "play" with it to figure out how it works. This game also covers many of the curriculum expectations, from categorizing and grouping to identifying types of weather. This program requires Windows 98, ME, 2000 XP, or MacOS 8.6 or higher. This game has a very attractive layout, including an abundance of colour and very cute characters (like a squirrel and sammy the snake!).
Discussion
Much like with Math Circus, I tested the software by playeing around with it on my laptop on my own time. I would say I spent about 2 hours testing the game myself, and while doing so I watched for elements that were on the review sheets (i.e. curriculum connections, engagement for students, ease of use, etc.). I feel that the tests cannot be conclusive because I have never witnessed students playing the game in real time. I can guess that students would like it, but I am positive that there would be students who are unable to figure it out because of the lack of instructions. Our school has a very well equipped computer lab, available to students once a week (as a class). As previously stated, many of the students at our school are very well versed in technology and they probably know more than I do! Each classroom has 1 computer, so the game would be usable in a classroom if only one student plays at a time, or they play in pairs or small groups. This game would be appropriate for students in grades 3-6 if playing independtly of peers or the teacher, because some of the terminolofy used it very advanced for students younger than grade 3 (and may even be too advanced for 3rd and 4th graders). I think that if the teacher was available to aid students with unfamiliar vocabulary, it would be beneficial to the science program for students of all ages and grades.
Review Sheets compare and contrast
To review the educational software, I used the tool created in class (as required), and the SGTC Rating Form. These two tools are actually very similar. They both include questions that require being answered on a rating scale. I think this is beneficial, especially if students were to review the programs, because it gives some options yet provides structure. They are also both very easy to read and easy to understand. This is helpful because some technology terms are very hard to read and understand, and using simple, everday terminology enables the "average joe" to evaluate software programs. It also enables parents to see what a beneficial software should ideally include, and they can check programs they may have at home on their computers. The main difference between the two tools, is that the SGTC tool offers different TYPES of questions. Instead of strictly ranking questions, it contains yes/no, rating and short answer questions. While this enables flexibility, it also allows for a more accurate review, including comments and concerns on the review form. The increase in questions can also act as a disadvantage, however, because too many options can cause individuals to not want to fill out the sheet, or become discouraged if they are unable to effectively write their answers.
Recommendations for Class Tool
I think that overall, the class tool was effective in reviewing the programs. While it was produced by teacher candidates, I think that we have fairly solid beliefs about what would create valuable educational software. If I was to change anything on the tool, I would maybe include more questions for each subtopic. Yes, the tool should not be very long or take a long time to complete, but it needs to be thorough. I think we did a very good job at concisely creating our questions for each topic, but there were some things that could have been added, like "how does this software compare to similar software?" I know from a personal perspective, it was very difficult to limit the educational questions to three, and it could have easily been 4 or 5.
Wednesday, January 28, 2009
Math Circus 4 Review
The software game, Math Circus 4, appears to be a very engaging, interactive game for students! From a student's perspective, the game can be quite simple or rather challenging, depending on the level of play selected. As the child completes a question, they have the option of either remaining at the same difficulty level OR advancing to the next level. While playing some of the "games" at the more advanced levels, it was easy to see how some students could get very frustrated, as I couldn't solve the problems as an adult with a university degree! From a teacher's perspective, the game could be beneficial depending on what is being taught at the time. Many of the games are focused on addition, subtraction and problem solving, which would be excellent for students at the primary level. The advanced levels could be helpful for students in higher grades (junior) or students in need of enrichment.
I was unable to find an online review for this software specifically, however there were an abundance for an alternate "Math Circus" software, that had mixed reviews from partents, students and teachers.
I was unable to find an online review for this software specifically, however there were an abundance for an alternate "Math Circus" software, that had mixed reviews from partents, students and teachers.
Wednesday, January 21, 2009
Technology Inventory Reflection and Personal Development Plan
I feel that as an upcoming educator, I feel is it important to incorporate educational software and technology into the classroom and activities whenever appropriate and available. This is important for students for many reasons, such as media literacy and familiarity with technology to name a few. Keeping this in mind, I was not surprised by the results of my technology skills inventory. While I feel I am fairly proficient with technology, I am not in denial that I have a LOT of things to learn and become better at. For example, it was determined in the inventory that I am a "yellow" in the ethics sections. While I have a thorough understanding of copyright laws and things of that nature due to my undergrad in law, I do on occassion download music for my own use, which is in fact unethical (and technically illegal). I think I need to be more aware of the subtle things that I may not see as a big deal, but could in fact set a negative example for others, as well as my students. I also scored "red" on the cross section professional preparation and teaching, learning and the curriculum. I agree that I need a little work in this area, but don't believe that it should be one of my "red zones." I understand and appreciate benefits of software in the classroom to reinforce curriculum expectations. My confusion and misunderstanding stems from how these programs can efficiently be used in the classroom itself. For these reasons I would like to focus on the use of educational software in the classroom for my SMART goal. I feel that this would be a good way for me to expand my knowledge of technology in a “safe” manner, and along with other TEC’s or teachers at the school I may someday work at. I would like to make an effort to become familiar with the different technologies and software that are available within the school board, design activities encompassing technology that remain inclusive for all students, and deliver units/lessons that incorporate both the curriculum goals AND the technology goals of the students.
SMART goals to increase my technology literacy and software available within the school board:
Specific- In order to achieve my goal, I will need to include individuals who have knowledge of experience both with the school board and the software. These individuals could include teachers at a specific school, board representatives, technology personnel, etc. The learning of the software and technology available would need to take place where these things are available; most likely in a school within that board. Ideally, I would like to complete this goal by the end of April, when we are finished in our placement schools. Some constraints that may apply include; not having access to the same software programs or technology outside of that school or school board, lack of appropriate amount of time to explore the software and being unable to find a “technology mentor.”
Measurable- I ideally would like to become familiar with one software program for each “subject.” I think that this is achievable if I am able to spend at least an hour a week working with the software and technology available. As stated before, I would like to achieve this goal by the end of our last practicum (end of April).
Achievable/Realistic- I think that these goals are achievable and realistic if I make a concerted effort to take the time to learn the technology and software. It’s not something that will come together on its own like magic, but will require time and effort. It is also realistic because the software programs available within the boards are available within the schools, so the school is the best place to get acquainted with the technology.
Tangible/Timely- As far as sensing my goals go, I can definitely see them because they are directly in line with other projects I have going on this semester. Coordinating my goals here with some of my other projects will make it significantly easier to achieve my goals without taking up any additional time.
SMART goals to increase my technology literacy and software available within the school board:
Specific- In order to achieve my goal, I will need to include individuals who have knowledge of experience both with the school board and the software. These individuals could include teachers at a specific school, board representatives, technology personnel, etc. The learning of the software and technology available would need to take place where these things are available; most likely in a school within that board. Ideally, I would like to complete this goal by the end of April, when we are finished in our placement schools. Some constraints that may apply include; not having access to the same software programs or technology outside of that school or school board, lack of appropriate amount of time to explore the software and being unable to find a “technology mentor.”
Measurable- I ideally would like to become familiar with one software program for each “subject.” I think that this is achievable if I am able to spend at least an hour a week working with the software and technology available. As stated before, I would like to achieve this goal by the end of our last practicum (end of April).
Achievable/Realistic- I think that these goals are achievable and realistic if I make a concerted effort to take the time to learn the technology and software. It’s not something that will come together on its own like magic, but will require time and effort. It is also realistic because the software programs available within the boards are available within the schools, so the school is the best place to get acquainted with the technology.
Tangible/Timely- As far as sensing my goals go, I can definitely see them because they are directly in line with other projects I have going on this semester. Coordinating my goals here with some of my other projects will make it significantly easier to achieve my goals without taking up any additional time.
Monday, January 19, 2009
To Blog, Or Not To Blog...That is the Question!
I have never really experienced the "blog" scene before, so this is extremely unfamiliar territory to me! However, I felt that setting it up was fairly simple *even though I couldn't figure out how to post anything for the LONGEST time!* At this point, I can't say that I feel it will be helpful to keep a blog throughout the semester, but I'm willing to give it a good try.
Currently in the class I am in, there is one computer for the class to use at the teacher's discretion. Clearly, only one or two students can use it at a time, therefore it is not a great asset or regularly used. There is, however, a computer lab that the class has access to once a week for almost an entire block of the day.
http://www.downes.ca/post/38502
The link above provides access to the article by Stephen Downes, entitled "Things You Really Need To Learn." The purpose of his article is to stress the "10 things" you need to learn this year that you will not be taught in school. I feel this article is very useful and practical because, lets be honest, no matter how much time you spend getting "educated," there will always be things that you wish you could have been taught, and they are ALWAYS the practical things. I do however believe that many of the things he claims we do not learn in school, we actually do, just in subtle ways. For example, learning to empathize. While we may not get a specific lesson or lecture on the topic, it is touched on through activities regarding bullying (to name only one).
Currently in the class I am in, there is one computer for the class to use at the teacher's discretion. Clearly, only one or two students can use it at a time, therefore it is not a great asset or regularly used. There is, however, a computer lab that the class has access to once a week for almost an entire block of the day.
http://www.downes.ca/post/38502
The link above provides access to the article by Stephen Downes, entitled "Things You Really Need To Learn." The purpose of his article is to stress the "10 things" you need to learn this year that you will not be taught in school. I feel this article is very useful and practical because, lets be honest, no matter how much time you spend getting "educated," there will always be things that you wish you could have been taught, and they are ALWAYS the practical things. I do however believe that many of the things he claims we do not learn in school, we actually do, just in subtle ways. For example, learning to empathize. While we may not get a specific lesson or lecture on the topic, it is touched on through activities regarding bullying (to name only one).
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