Students of MIT and UCLA conducted a study of the program, Scratch. They wanted to investigate Scratch's use as a tool in extracurricular computer explorations. For their case study, these researchers surveyed 536 projects and 30 children that belonged to the Computer Clubhouse after school program in South Central Los Angeles (Maloney, 2008, p. 1 & p.4). Scratch is a media-oriented computer programming application that enables users to easily create animated video clips and even simple interactive games using coding and programming concepts! The simple commands and programming threads that are available in this application embody the more complicated concepts of computer programming and coding that are essential to the creation of computer-based applications and projects. Many students at the Computer Clubhouse chose Scratch over all other applications that were available to them, and with it, created countless creative, innovative, and entertaining media projects (Maloney, 2008, p. 3). They received minimal help or oversight, yet still acquired an in-depth understanding of the program through their own explorations. Students liked the idea of expressing themselves creatively, and of being the creators of original and entertaining clips that their peers would enjoy. Despite having created intricate command threads for the animation of their pieces, when asked if they knew anything about computer programming, most students replied that they had no idea what computer programming even was (Maloney, 2008, p.4). This is a huge testament to the fact the Scratch has the ability to teach users complex computer programming concepts in a way that is so feasible and fun that users like exploring the program, and don't even realize that they're acquiring valuable skills at the same time!
The following is an example of what users are capable of creating with Scratch: http://info.scratch.mit.edu/node/163
As far as computer programming goes, I think that Scratch is a phenomenal application! However, I do feel like Scratch projects are too time-consuming to be a valuable asset to any subject matters other than computer science or computer explorations. For instance, we spent about a half hour in class creating a video clip of a hawk carrying away a bunny. Now as far as computer programming goes, I learned some great new concepts! However, had that really been an assignment for science class, I don't see the value in spending a half hour programming a scene to demonstrate the simple concept that hawks are higher up on the food chain than bunnies. With so much information in the required curriculum and standards for students, I feel that turning half-minute concepts into half-hour projects could prove to be extremely detrimental. Needless to say, I don't believe that I will be using Scratch as an integral part of my curriculum. I do, however, think that having one major project using Scratch at some point in the school year could be a good experience! For instance, I could introduce Scratch to my class, then give them two or three weeks to create a sort of animated book report! This could be a fun and valuable alternative to a typical essay-based book report.
As the students of this research report found, Scratch is a great new application that can teach valuable computer programming concepts in a way that's fun and accessible for its users! Children of the Computer Clubhouse after school program used Scratch to create their own games and video clips, without even realizing that they were really learning programming skills. What's more, most kids learned these skills with little to no help from their Computer Clubhouse mentors; they simply explored the program for themselves and were able to easily acquire some very valuable concepts! However, as a future classroom teacher, I don't believe that Scratch is appropriate for optimum multi-subject learning. While I may have my students use it once or twice for larger projects such as book reports, I think that Scratch is better suited for middle school and high school computer science classes.
Scratch fulfills three ISTE standards. The artistic aspect of designing animated characters and scenes meets Standard #1: Creativity and Innovation. The planning and management of each character's commands to create a fluid and coherent scene meets Standard #4: Critical Thinking, Problem Solving, and Decision Making. The general understanding and use of this intricate application meets Standard #6: Technology Operations and Concepts.
Maloney, J., Peppler, K., Kafai, Y. B., Resnick, M., & Rusk, N. (2008, March 15). Programming by Choice: Urban Youth Learning Programming with Scratch. Portland, Oregon, USA.
Wednesday, February 23, 2011
Friday, February 18, 2011
Understanding Digital Images
In his article, "Understanding Digital Images," J.V. Bolkan informs his readers of the technical aspects of photography so that they may make a wise selection in their choice of cameras, and therefore have low-cost, time-efficient, and great quality pictures of their classroom and students! He explains such technicalities such as pixels and megapixels, digital camera resolutions, printer dpi's (dots per inch), photo editing, and the difference between a film camera and a digital camera. Surprisingly, he makes the claim that "a $6 disposable 35 mm snapshot camera is capable of taking higher-quality pictures than the best $1,000 techno-wonder digital camera"! He goes on to explain that a digital camera's resolution could be more limiting than a film camera that uses chemical grains, rather than digital pixels. Bolkan also goes into great detail explaining how photo editing and picture resizing, if not done correctly, can really harm the quality of your pictures. This point is illustrated by the following two pictures....
These two images are both from the same picture. The first image is the original. Whatever camera took this picture clearly had a low resolution, because the image is very small. This is a problem because when the picture is enlarged (second image), it becomes grainy and loses its quality. For this reason, it is very important to research cameras before you buy them, keeping in mind what the main purpose for the camera will be. If you're on a tight budget and just want to take a few snapshots of the classroom here and there, you might consider purchasing a film camera or a lower-cost digital camera. However, if you plan to take pictures that you would like to crop, edit, enlarge, print and post on the internet, you could save a lot of time, effort, and money by buying a nicer digital camera that does all the work for you so that you don't have to toil over enhancing low-quality photos.
As a photographer and future teacher, I definitely plan on using a camera in the classroom. However, I definitely do not agree with Bolkan's notion that it would be better to purchase a film camera for this purpose. While film can be great for other occasions, I think it would be much more beneficial to have a digital camera when photographing students and school activities. Some major advantages to going digital are: immediate image display, capacity to take and store hundreds of pictures at a time, ability to delete unwanted images and not waste film on them, quick shutter speed for capturing kids in motion, quality files that can be edited on the computer, and any other fun features that may come with your digital camera such as color accent and self-timers. Canon makes excellent point and shoot digital cameras that last for a long time, take quality pictures, come with great insurance plans, and fall under the price range of the upper-end film cameras that Bolkan was suggesting! As a teacher who plans on doing lots of fun activities with my students, I will definitely be investing in a nice digital camera.
This article is definitely worth reading for a better understanding of how to select a camera and get the best quality out of your pictures. If you're a film person, you may be pleasantly surprised to learn that Bolkan has more faith in a low-cost chemical grain film camera than a low-cost digital pixel camera. However, if you have the budget for it, Bolkan explains that it may be worth your while to invest in a nicer digital camera that has great resolution and a lot of megapixels. In making this investment, you could save a lot of time and money in the long run, especially if you would like to manipulate, print, and post your pictures for your class to see. Regardless of all of the suggestions that this article makes, if you simply do your research and choose a camera that is a perfect fit for you, you should be pretty satisfied with your decision to bring a camera into the classroom!
With its in-depth look at the technicalities of film and digital cameras, as well as the various aspects of photo editing and printing, this article satisfies the ISTE requirements 6.A: Understand and use technology systems, and 6.B: Select and use applications effectively and productively.
(Bolkan, pg. 2)
(Bolkan, pg. 1)
These two images are both from the same picture. The first image is the original. Whatever camera took this picture clearly had a low resolution, because the image is very small. This is a problem because when the picture is enlarged (second image), it becomes grainy and loses its quality. For this reason, it is very important to research cameras before you buy them, keeping in mind what the main purpose for the camera will be. If you're on a tight budget and just want to take a few snapshots of the classroom here and there, you might consider purchasing a film camera or a lower-cost digital camera. However, if you plan to take pictures that you would like to crop, edit, enlarge, print and post on the internet, you could save a lot of time, effort, and money by buying a nicer digital camera that does all the work for you so that you don't have to toil over enhancing low-quality photos.
As a photographer and future teacher, I definitely plan on using a camera in the classroom. However, I definitely do not agree with Bolkan's notion that it would be better to purchase a film camera for this purpose. While film can be great for other occasions, I think it would be much more beneficial to have a digital camera when photographing students and school activities. Some major advantages to going digital are: immediate image display, capacity to take and store hundreds of pictures at a time, ability to delete unwanted images and not waste film on them, quick shutter speed for capturing kids in motion, quality files that can be edited on the computer, and any other fun features that may come with your digital camera such as color accent and self-timers. Canon makes excellent point and shoot digital cameras that last for a long time, take quality pictures, come with great insurance plans, and fall under the price range of the upper-end film cameras that Bolkan was suggesting! As a teacher who plans on doing lots of fun activities with my students, I will definitely be investing in a nice digital camera.
This article is definitely worth reading for a better understanding of how to select a camera and get the best quality out of your pictures. If you're a film person, you may be pleasantly surprised to learn that Bolkan has more faith in a low-cost chemical grain film camera than a low-cost digital pixel camera. However, if you have the budget for it, Bolkan explains that it may be worth your while to invest in a nicer digital camera that has great resolution and a lot of megapixels. In making this investment, you could save a lot of time and money in the long run, especially if you would like to manipulate, print, and post your pictures for your class to see. Regardless of all of the suggestions that this article makes, if you simply do your research and choose a camera that is a perfect fit for you, you should be pretty satisfied with your decision to bring a camera into the classroom!
With its in-depth look at the technicalities of film and digital cameras, as well as the various aspects of photo editing and printing, this article satisfies the ISTE requirements 6.A: Understand and use technology systems, and 6.B: Select and use applications effectively and productively.
Thursday, February 10, 2011
Web 2.0: Today's Technologies, Tomorrow's Learning
In their article, Web 2.0: Today's Technologies, Tomorrow's Learning, Jennifer Groff and Jason Hass use examples of real teachers and their experiences to illustrate to their readers the value of modern technology in the classroom, and to attempt to persuade readers to consider exploring and implementing some of these new resources at hand. Groff and Hass are both researchers at MIT's Education Arcade, where they extensively look into new technologies and educational tools, and how to bring such tools into the learning experience for teachers and students. Throughout the article, they promote three key vehicles of technology that can be used for academic purposes: social networking, simulations, and digital games. Spotlighted in the area of simulations is middle school science teacher, Hal Scheintaub. Scheintaub favors an MIT-developed program called Starlogo: The Next Generation, which allows his students to experience phenomena that would otherwise be impossible to learn through a hands-on approach, such as evolution or forest fires.
When I become a teacher, I would love to bring games, simulations, and activities such as these into the classroom. As I was reading about the simulations portion of this article, the first thing that came to mind as far as how I could take advantage of this kind of technology was the idea of doing virtual "dissections." From my own experience, I have seen the problems that arise when doing real-animal dissections in the classroom. Besides the standard complexities of having to get parent permission for the dissections, ordering numerous preserved frogs or other organisms, and trying to get students to overcome their aversion to the smell of formaldehyde and prodding around the inside of an organism, my science teacher also had to deal with the public and disruptive protests of a girl who refused to participate because she believed that dissections were a violation of animal rights. An easy way to avoid all of this and still provide students with an engaging biology lesson would be to use interactive simulations that would allow students to "dissect" and learn about an organism on the computer. Furthermore, each organ or part of what is being "dissected" may offer quick and easy facts when clicked on.
In this day and age, we are lucky enough to literally have the world at our fingertips. Why not take full advantage of that as teachers? Students could get so much more out of the learning experience if they had the opportunity to be engaged in social networking, virtual simulations, and digital gaming. As an elementary school teacher, I could use Club Penguin to create a social network for my class. Other grade levels could use Ning, which is comparable to Facebook. Interactive simulations and digital games such as Muzzy Lane's Making History or Diplomacy are excellent ways for students to learn about history, as well as problem-solving and conflict resolution techniques that can be applied to real issues in their own lives. These examples and more are ready and waiting to provide students with a top-notch and engaging education. It is our job as teachers to explore what is out there, collaborate with other teachers, reach out for additional technical support, and give our students the opportunity to use the amazing resources available to them so that they may attain the best education possible.
The social networking resources mentioned in this article allow students to collaborate with their classmates, as well as with their teacher to enhance their own learning and help enhance others' learning as well. This fulfills NETS standard #2: Communication and Collaboration. With their interactive activities that allow students to choose from numerous options, explore different cause and effect scenarios, and develop problem-solving strategies, simulations and games fulfill NETS standard #1: Creativity and Innovation, and standard #4: Critical Thinking, Problem Solving, and Decision Making.
(Groff & Hass, page 2)
One example of a digital game that I found particularly interesting is Ayiti: The Cost of Life. In this game, students start from scratch with a family on the island of "Ayiti." It is the student's job to help their family make choices in careers, housing, education, finances, and other aspects of life. Just like in "real life," the students are faced with certain financial restraints and other barriers that often times require that judgment calls and sacrificial decisions be made to ensure the general well-being of each member of the family. I think that this is a great way for children to develop their problem-solving skills, while being introduced to what the "real world" is really like and what they can expect to face when they start their own lives and families. Simulations and games such as these can provide students with a profoundly valuable learning experience, both for school and for life outside of school.
(Groff & Hass, page 3)
When I become a teacher, I would love to bring games, simulations, and activities such as these into the classroom. As I was reading about the simulations portion of this article, the first thing that came to mind as far as how I could take advantage of this kind of technology was the idea of doing virtual "dissections." From my own experience, I have seen the problems that arise when doing real-animal dissections in the classroom. Besides the standard complexities of having to get parent permission for the dissections, ordering numerous preserved frogs or other organisms, and trying to get students to overcome their aversion to the smell of formaldehyde and prodding around the inside of an organism, my science teacher also had to deal with the public and disruptive protests of a girl who refused to participate because she believed that dissections were a violation of animal rights. An easy way to avoid all of this and still provide students with an engaging biology lesson would be to use interactive simulations that would allow students to "dissect" and learn about an organism on the computer. Furthermore, each organ or part of what is being "dissected" may offer quick and easy facts when clicked on.
In this day and age, we are lucky enough to literally have the world at our fingertips. Why not take full advantage of that as teachers? Students could get so much more out of the learning experience if they had the opportunity to be engaged in social networking, virtual simulations, and digital gaming. As an elementary school teacher, I could use Club Penguin to create a social network for my class. Other grade levels could use Ning, which is comparable to Facebook. Interactive simulations and digital games such as Muzzy Lane's Making History or Diplomacy are excellent ways for students to learn about history, as well as problem-solving and conflict resolution techniques that can be applied to real issues in their own lives. These examples and more are ready and waiting to provide students with a top-notch and engaging education. It is our job as teachers to explore what is out there, collaborate with other teachers, reach out for additional technical support, and give our students the opportunity to use the amazing resources available to them so that they may attain the best education possible.
The social networking resources mentioned in this article allow students to collaborate with their classmates, as well as with their teacher to enhance their own learning and help enhance others' learning as well. This fulfills NETS standard #2: Communication and Collaboration. With their interactive activities that allow students to choose from numerous options, explore different cause and effect scenarios, and develop problem-solving strategies, simulations and games fulfill NETS standard #1: Creativity and Innovation, and standard #4: Critical Thinking, Problem Solving, and Decision Making.
Wednesday, February 2, 2011
Speak Up
Our world today is ever-growing and ever-changing. Technology continues to advance each and every day. With so many resources and opportunities at our fingertips, it only makes sense that current and future educators should open up this world of technological opportunity to their students!
I strongly believe in everything that the Stand Up Project is fighting for. We need to provide students with an engaging and relevant education that aptly prepares them for our technologically advanced world. Education in the twenty-first century should not be limited to old textbooks and the student's desk in the classroom. Let's open up a brand new door of opportunities for our students!
Look at all of the amazing resources that we use in the college atmosphere. Cougar Courses, online classes, blogging for homework.... Now compare our experience in college to our experience in high school. How about middle school? Elementary? I can't necessarily speak for my fellow classmates, but I know that in my past scholastic experience, I did not have the option to take advantage of such resources. I do, however, already see schools taking steps toward opening the technological "door" to their students, and it is very encouraging! Thanks to previous classes, as well as my job as an elementary-level tutor, I often get the privilege of seeing how technology is enhancing learning today. One of my students, a second grader at Central Elementary School in Escondido, often tells me with excitement about the new vocabulary and spelling words that she learns through educational games on the class iTouches. While observing at Shoal Creek Elementary last semester, I was able to watch first, second, and fifth graders use computer programs and games for spelling and math practice. Electronics such as these definitely can and should find their ways into public school systems across America.
Pages 21 and 22 of the Speak Up report include statistics that represent student and parent opinions on using games in the curriculum.
These numbers indicate that a rather large number of students and parents alike would be excited to include educational games in the classroom, as they are a great vehicle for "appealing to different learning styles," "engaging students," and "providing immediate feedback." With this in mind, I would like to try to mirror the efforts of Central Elementary and Shoal Creek Elementary, and incorporate personal electronics and computers into my curriculum. I recognize the importance of utilizing resources such as interactive gaming tools to engage children in learning, and will work hard to ensure that my students receive the enriching experiences that technology can offer them.
Another idea that I found incredibly interesting is the concept of a "textbook" that is completely online. Pages 23-25 of the Stand Up report explain what this would entail, and how students and parents feel about it.
It seems as though a majority of students and parents are interested in this concept of online "textbooks," and would like them to include aspects such as games, tutors, social interaction, video clips, assessments, activities, and a variety of other learning tools and resources. This concept is so intriguing to me that I printed out the entire Speak Up article for future reference, so that I may design a class website or portal that incorporates all these desired aspects. I definitely feel that a carefully crafted online class "textbook" such as this could prove to be immeasurably beneficial not only to students, but also to parents, teachers, and other staff members.
I learned a great deal from the Speak Up Project, and am excited to further explore ways to enhance the elementary school experience with technology!
I strongly believe in everything that the Stand Up Project is fighting for. We need to provide students with an engaging and relevant education that aptly prepares them for our technologically advanced world. Education in the twenty-first century should not be limited to old textbooks and the student's desk in the classroom. Let's open up a brand new door of opportunities for our students!
Look at all of the amazing resources that we use in the college atmosphere. Cougar Courses, online classes, blogging for homework.... Now compare our experience in college to our experience in high school. How about middle school? Elementary? I can't necessarily speak for my fellow classmates, but I know that in my past scholastic experience, I did not have the option to take advantage of such resources. I do, however, already see schools taking steps toward opening the technological "door" to their students, and it is very encouraging! Thanks to previous classes, as well as my job as an elementary-level tutor, I often get the privilege of seeing how technology is enhancing learning today. One of my students, a second grader at Central Elementary School in Escondido, often tells me with excitement about the new vocabulary and spelling words that she learns through educational games on the class iTouches. While observing at Shoal Creek Elementary last semester, I was able to watch first, second, and fifth graders use computer programs and games for spelling and math practice. Electronics such as these definitely can and should find their ways into public school systems across America.
Pages 21 and 22 of the Speak Up report include statistics that represent student and parent opinions on using games in the curriculum.
(Figure 16, page 21)
(Table 3, page 22)
These numbers indicate that a rather large number of students and parents alike would be excited to include educational games in the classroom, as they are a great vehicle for "appealing to different learning styles," "engaging students," and "providing immediate feedback." With this in mind, I would like to try to mirror the efforts of Central Elementary and Shoal Creek Elementary, and incorporate personal electronics and computers into my curriculum. I recognize the importance of utilizing resources such as interactive gaming tools to engage children in learning, and will work hard to ensure that my students receive the enriching experiences that technology can offer them.
Another idea that I found incredibly interesting is the concept of a "textbook" that is completely online. Pages 23-25 of the Stand Up report explain what this would entail, and how students and parents feel about it.
(Figure 17, page 23)
(Figure 19, page 24)
(Table 4, page 25)
It seems as though a majority of students and parents are interested in this concept of online "textbooks," and would like them to include aspects such as games, tutors, social interaction, video clips, assessments, activities, and a variety of other learning tools and resources. This concept is so intriguing to me that I printed out the entire Speak Up article for future reference, so that I may design a class website or portal that incorporates all these desired aspects. I definitely feel that a carefully crafted online class "textbook" such as this could prove to be immeasurably beneficial not only to students, but also to parents, teachers, and other staff members.
I learned a great deal from the Speak Up Project, and am excited to further explore ways to enhance the elementary school experience with technology!
Subscribe to:
Posts (Atom)