Course Reflection

I am like the old dog that can’t be taught new tricks. When I learned that the course was online, I was not happy. I had taken a course that required some minor use of blackboard, but never an online course. I do not like change. I want to sit in a class and listen to the teacher lecture me. That is the way it has always been. If I have a question, I want to be able to get an immediate response. Sending an e-mail and waiting for an answer is unacceptable. I was apprehensive, and unsure of what to expect. I prepared for the worst. However, once I started looking over the provided material, I found a well structured class, with excellent tutorials. It took me awhile to get through all the material, so I was a little behind getting started. But the funny thing is not once did I have to ask a question that was not found in either the course assignments or the course syllabus. So the FIRST thing I learned is that online classes do not come from the devil. I entered the class with a fairly extensive understanding of computers. I co-owned a printing and graphics shop for seventeen years. All twenty-one of our commercial printers were digital. I have worked with all types of computer software. For word processing, I have used Ventura, Quark, Word Perfect, Professional Write, and of course, Microsoft Word. For design work, I have used InDesign, Arts and Letters, Pagemaker, Photoshop, and CorelDRAW. I have used excel not only for budgets, but also for data input for Microsoft Access. And since the company did mail merges, I worked with databases. Based on this experience, I did not expect to learn much about computers that I did not already know.

Blog
I have followed two blogs for a couple of years, both relating to sports teams. However, I always thought that the “blog” part was the comments section. I believed “blogging” meant responding to somebody’s article. And since everywhere I went I saw these nasty, polarizing comments, I did not want anything to do with “blogging”. So the SECOND thing I learned in the class was exactly what a blog is. I want to start by saying I think there are some people that love to put their thoughts down on paper. Then there are those people that would much prefer to keep their thoughts to themselves. I fall into the latter group. I equate a subject blog with those journals I used to have to keep, especially in English Literature and History. I will be the first to tell you I hated those journals. Don’t misunderstand; I have no objection to writing an informational blog, such as the one in this course. Ask a question, I will give you a question. Ask for my reflection, you will get surface at best. However, the way I feel does not mean I do not see its utility in education. I may have hated those journals, but they at least made me think, regardless of my answer. But, I also look at things from a mathematics perspective, since that is what I plan to teach. And a blog does not have the same utility in mathematics that it does in other classes. That said, I think it would be great way for students to do their homework, and have their group comment on their approach to the problems. So if everything was ideal, I would at least try this. But in reality, it would require every child to have access to a computer to do their homework, and I just do not see that being the case.

Threaded Discussion/Listserv
The use of threaded discussion in this class amounted to a help section that had not a single post. The section where we put our URL is only somewhat threaded, since very few comments were placed. However, I have another class, Research in Education, where we did use a threaded discussion. Everybody in the class had to post their introduction section for peer review. Then we had to review three of our classmates work. I will say it was convenient. It was nice to open their paper, make suggestions/comments, save their paper with our name and be done with it. But it is easy enough to open their paper and save it to my computer, do the work, and send it back as an attachment. A little more work, but not much. So while I like threaded discussions, I cannot say that they are significantly more helpful. The other problem is that while I have used the threaded discussion, I have no idea how to set one up in my classroom. Based on these factors, I will most likely not use it in my classroom.
The listserv on the other hand, is quite useful to me. I understand there are other methods of doing the same thing, but I have not been exposed to them. I have never had the occasion to send a group e-mail. That will definitely change as a teacher. If I have 100 students, that is 100 parents I will have to communicate with, quite often through e-mail. Addressing each parent one by one would be a huge waste of time. So yes, I will most certainly be using a listserv as a teacher.

Podcasts
This was my first experience with a podcast, but I found they are not much different from the playing of music on the media player. The first podcast proved to be very distracting. I spent more time rewinding, because I found myself looking at the designs too much. That was eliminated when I realized I could minimize the screen without turning off the podcast. The biggest problem I had is that they quite often failed to follow any written information. I have two classes right now that are done in lecture mode, with Power-Point slides provided as a read along, and as a means to facilitate note taking. I get a great deal of retention out of these classes. But these podcasts were, most of the time, unrelated to the book or the Power-Point slides, so I got less utility out of them. The exceptions occurred in the locally produced podcasts. However, for those auditory learners, it would be a good means of instruction. As far as use in the classroom, I am having difficulty seeing it as a major tool in a mathematics class. Unlike other courses, mathematics is not reading intensive. Almost all mathematics instruction is done verbally. The possibility exists that I might try a podcast, at least once, if I knew I was going to be absent. Then the substitute would not have to worry about what to teach.

Video Clips
This is my thing. There is no comparison between a lecture and a video clip, even if it covers the same material. Students today are much more video oriented than in previous generations. Video clips are a great way to engage them. Obviously, as the textbook noted, there are some checks you must do. It must be pertinent, it must be current, and it must be received in the intended manner. But still, video is a great teaching tool. It goes without saying that this is excellent for visual learners, but even other types of learners will be stimulated by this method. The video clips we were exposed to left me with mixed feelings. Sometimes they provided useful information, but quite often the material was too general, or not age appropriate. Discussing how to diverse students in a second grade class does not hold much practical value to a high school teacher. I am all about practical information I can use in my classroom, but most education educators, like some of the video clips like to deal in the big picture. Regardless, I still think video is the future of education. I plan to make as much use of video clips as possible.

Hands-On Projects
This was the core and the essence of this class. Each project provided a learning experience, that will be valuable in teaching, even if I choose a different method. They are also the most memorable aspect of the class, the part of the class that the majority of students will like the most. Each project was provided a tutorial, and examples as helpful aides. The tutorials were structured about as well as they could be. I was able to complete each project without questions because of the instructional materials that were provided. Since I have already commented on the projects, I will only provide a quick summary of each.

Rubric – Every education class I have taken has provided instruction on how to develop a rubric. It is without a doubt, important to almost every subject area, with the exception of mathematics. The only reason I would use a rubric is if I assigned some type of project. When that time comes, I will be amply qualified to develop an acceptable rubric.

Flyer – I understand your comment regarding the reason for this assignment requiring the use of Microsoft Word, and I acknowledge it is a valid point.. I also acknowledge that every teacher will prepare numerous flyers in their career. But I will say it again - there is no way that I will ever create another flyer in Microsoft Word. What took me an hour, would have taken less than ten minutes in CorelDRAW. I have produced well over two hundred flyers in my life, and have never had the difficulty presented by Word.

Grade Chart – Microsoft Excel is an excellent program, well worth an assignment in the program. However, if I was to actually use the assignment in a real situation, I would be fired for revealing confidential information. I understand the assignment was just for learning to use the program. I can say without a doubt that I will use Excel to prepare Progress Reports, I will just compare the student to the class average, not to particular students. I became familiar with the program itself, when it was used for budget development in the military unit I was in.

PowerPoint – This program is probably the best teacher aide ever designed. I cannot imagine a teacher that has not prepared a presentation in this program. It will be utilized quite frequently in my classroom, although I will probably never use the sound feature.

Puzzle – This was my first involvement with this type of program, and I think it is absolutely wonderful. They are so easy to prepare, and will certainly engage students. The variety is also a plus. I will make frequent use of this technology.

Trackstar – I took three other classes in which we had an assignment to research websites and maintain a record of them. The difference was in those class I did the recording manually. The need to keep a record of websites is clear – you never know when you will be asked to provide additional assistance to parents – and you had better be able to provide them that assistance. Trackstar is a wonderful means of maintaining additional sources of information. I have already included previous websites into trackstar for later referencing.

Website – I have never created a website before, and expected it to be much more difficult. I think this was the most valuable exercise, because communication with the parents is the key to success in the student’s education. There is no doubt that I will create one for my classroom, although I am concerned about the constant upkeep that seems to be required.

Movie Maker – Besides the puzzle maker, this was the only project I did not have some previous experience with. This project also kicked my tail. I spent over fourteen hours trying to get my narration in sync with the pictures. It became a very frustrating experience, especially when I considered the utility. I cannot envision a situation where I would use this in the mathematics classroom, so it would most likely be used on the website for the parents benefit. The effort is much to exhausting for parental information, especially when a podcast would achieve the same goal. On the bright side, if the situation presents itself that a movie would be the best option, I will know how to prepare it.

Electronic Portfolio
A portfolio is an excellent means to show progress through the school year. Portfolios have been shown to motivate students, and increase self-esteem. Electronic portfolios provide all the benefits of a manual portfolio, however, they are easier to access and update. I acknowledge the benefits and would have no problem utilizing them, however, I am having a difficult time visualizing their use in a mathematics environment. Maybe actual classroom experience will provide the answer.

I came into this course with experience in about half of the information presented, especially dealing with computers. I have experienced the affects of a virus that requires complete wiping of all hard disks, and starting from scratch. I experienced the installation of network wiring, and the switch to wireless. I have utilized dial-up, DSL, and cable connections. I installed Bluetooth devices for connectivity. All these things I have lived through, yet I never considered myself technologically literate. I cannot pretend to match up with even eight graders and their gadgets. Calculators today, like the TI-83 graphing calculator, almost require a dedicated bachelor’s degree to operate. IPods and IPhones and PDAs and now IPads. Touch screens, and whiteboards, and virtual environments. How is an old dude like me supposed to keep up?

Week Thirteen Reflection Question

Question #2: What advantages can broad bandwidth and wireless networking offer schools? Describe the current technologies available for wireless connectivity.

Wireless networking enables two or more computers to communicate using standard network protocols. Wireless networks utilize radio waves instead of network cables to maintain communication channels. The analogy the textbook uses is the connection between cell phones and the telephone company (although it does point out that the technologies are different).Bandwidth refers to the amount of data that can fit through the connection at one time. Bandwidth is expressed in bits per second (bps). Broad bandwidth allows a large amount of data to travel through the connection. Currently, broad bandwidth id categorized as 512kbps upload and 256 kbps download. However, this will continue to change as technology increases. The best way to understand bandwidth is to use the analogy of a highway. Narrow bandwidth is your standard two lane road. Mid bandwidth is your four lane highway, but broad bandwidth is a 20 lane superhighway.

The first advantage to wireless networks is the mobility provided. Previously, data had to travel over network cabling. This required schools to spend large amounts of money retrofitting their buildings, and allowed network access only at specified points. But wireless technology allows connections anywhere. It would be impossible to run cabling to a moving car or an in flight airplane. But this limitation no longer exists in the wireless world. In the school setting, this means the teacher is not restricted by the location of the cable nodes. This allows for greater flexibility and capability to arrange the instructional environment. In conjunction with the wireless networks, broad bandwidth significantly increases our ability to communicate. The ability to broadcast to homebound students, or to connect live to other classrooms are relatively new advances directly related to improvements in wireless and broadband technologies. Audio-conferencing and especially video-conferencing were unheard of twenty years ago. Now, we have the capability to connect to anyone at anytime. Imagine teaching a science class on igneous and sedimentary rocks, and being able to connect to the foremost expert in the world on the subject. The ability to ask direct questions and receive direct feedback increases the educational experience exponentially. Wireless and broadband technologies give teachers access to instructional videos and live broadcasts instantaneously. Large files no longer take three hours to download. Videos are no longer so grainy (low resolution) that you almost have to guess at what is happening. While these are some of the advantages to wireless and broadband technologies, the biggest advantage is the potential for limitless connections. As technology continues to improve, so will the gains in education.

Presently, there are two technologies available for wireless connectivity. The first is WiFi (wireless fidelity). WiFi is based on the 802.11 standard, the standard set for wireless local area network (LAN) technology. Using radio frequencies set aside for consumer use, WiFi can offer connectivity across a school campus in hardware barely larger than a textbook. The other technology is Bluetooth, which allows diverse types of electronic devices to communicate with one another. Using Bluetooth compliant devices, a personal area network (PAN) is automatically established, operating in the short range, usually up to 30 feet. Within the PAN, devices can share data or interconnect, so that one device controls another. In the classroom, all the computers can print to a single printer, the students can gather or record data on their PDAs, take digital picture, and then transfer the data to computers, without the need of cables.

Week Twelve Reflection

I have prayed tonight that NEVER again will I have to go through the pain and torture I have endured on this assignment. And I am not talking about the listserv. The making of the movie made such a lasting impression on me that if a parent, or administrator request that I make another movie, I will immediately quit and transfer to my other career. I have been practicing “Would you like some fries with that” just in case. In all seriousness, I spent hour upon hour upon hour trying to sync the narration with the video. If there is an easy way, I did not find it. I did try to do a little of everything when it came to effects and transitions, but after the fifth slide I knew what I was doing and stopped. I found the effects and transitions distracting if overly used. To me this would have been an easy and fun assignment if it was not for the narration.

The listserv was easy, I think. I am waiting to make sure I did it correctly. I am not sure that threatening bodily harm to the two members I selected to join my listserv is legal or not. But I will deny any knowledge is questioned. I do like the knowledge gained by the listserv, and I will definitely be using this in the future.

The name of my listserv is Meadows Manglers
You can also view Ken's movie in higher resolution by clicking here My Movie

Week Eleven Reflection Question

Question #1: What is visual literacy? Where and when is it learned? Why is it important? Contrast internet broadcasts, live cams, and net meeting. How can each of these internet-based video technologies be used in teaching and learning?

Webster’s dictionary defines visual literacy as “the ability to recognize and understand ideas conveyed through visible actions or images.” Wikipedia says that “visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image. Visual literacy is based on the idea that pictures can be “read” and that meaning can be communicated through a process of reading.” In other words, you see this picture, and you know that it is a boat. Do you recall when you learned it was a boat? Do you recall how you learned it was a boat? In most cases, we don’t remember. When and where is it learned? Visual literacy is learned in school, but it is also learned in everyday life. It can be formalized, but more often it is informal. You see a rabbit on television, you learn what a rabbit looks like. No classroom involved. This type of learning begins before any other type of instruction. It does not take a baby long to associate a bottle with feeding time. I guess you could say that that visual literacy occurs through just being alive. The importance of visual literacy cannot be underestimated. As I was reading about this, I wondered how safe the roads would be if we never learned what the traffic signs meant. We just take so much for granted in regards to visual learning. It makes me appreciate the difficulties a blind person experiences.

Internet broadcasts are live events and performances offered on web sites. They use streaming video technology. This technology compresses the digital video, and plays it back at the same time it is being received. This technology does require that a video player be installed on the computer.

Live cams are cameras that somebody has connected to their computer. This computer is then connected to the internet, allowing a digitized video image to be sent out over the internet. A person can view this video image by accessing a website that is sharing the camera’s images. In other words, you can see whatever the camera is pointed at.

Internet meetings are conversations with other people utilizing the internet. You are able to see and hear the person or persons and communicate live.

The educational possibilities of these video technologies are mind-boggling. Imagine taking your class on a field trip to Niagara Falls, or to the Atlanta Zoo, without leaving Hattiesburg Mississippi. Imagine discussing the solution to a mathematics problem with a student from China. Better yet, wouldn’t it be nice to watch a live performance by Taylor Swift or Beyonce while sitting in music class? While these technologies are still in their infancies, they are limited only by the imagination. As time goes on, more and more will be available, and the educational benefits will continue to increase.

Week Ten Relection

Creating a website was the most confusing activity I have undertaken in this class. I never could quite understand the instructions, and of course, I was trying to personalize the site as much as possible. I had this plan of what I wanted to do, but no clue how to get there. This resulted in one brick wall after another. But it also gave me an opportunity to play around with the exercise and get a much better understanding of how the system works. All you get to see is the finished product, fortunately for me, you don't get to see the six drafts I was able to delete. I spent many more hours than were necessary working on this exercise because I believe that a website will be the best communications tool I have with the parents, and that is a necessity.

The name of my website is Mr. Meadows' Class

Week Eight Reflection

Trackstar
Web Evaluation
Test
Rubric
Puzzle

This was a fun exercise. The testmaker was my first adventure into the wilds of producing a test in something besides Microsoft Word (MW). I liked the way it worked, but I think it was a little difficult to get the formatting correct for my taste. I have more flexibility in MW, but it is more time consuming. I am not sure whether I will use it or just go MW once I get a job. I did like the way it spit out an answer key to go with the test. I really liked the puzzle maker. These are the types of things that can make learning fun. I only wish that the puzzle could be made bigger. I have worked with rubistar once before in adifferent class. I like how easy it is to produce a rubric. However, I look at everything from a math perspective, and as such, I still question what value it has on a math test. I could certainly understand it's use on say a project or something along those lines, but on a test, the question is either right or wrong. The only inbetween is a calculation error. So while I understand the need for the exercise, I will wait and see what my fellow math teachers say. Ther is not much to say about the web evaluation - it was pretty much straight forward. I picked a web site that I found during an exercise in my very first graduate class. I still think this is one of the best math help sites available. No to trackstar. I previously took a class for special needs children, where we did an assignment similar to this in that the object was to develop a reference list. I will say that the use of trackstar make accessing the sites much easier than using a sheet of paper that has been filed away.
I was able to get all of the assignments to open in the post, although my web evaluation takes forever to open - I keep thinking it has locked up, and then poof - it opens. It took me a number of attempts to get trackstar to work - i assume it was because I was trying to save it as a complete webpage. Once I tried a .mnt file, it worked right away. Now if I can just get them through blackboard.

Week Seven Reflection Question

Question #3 How can a classroom web site improve communications with students, parents, and community? What is an acceptable use policy? What impact does it have on the use of the Web in the classroom?


Many teachers utilize classroom web sites to improve communications with the students, parents and the community. To increase communications with the students, the web site can contain class assignments with instructions for completion, as well as homework assignments. This can be updated daily or weekly. The web site could also contain a frequently asked question (FAQ) section anticipating commonly asked questions. It could contain information concerning the grading system. It could provide links to other relevant sites, such as the school’s computer use policy. In addition, it can provide multimedia learning experiences utilizing voice, animation, and movie video.

It also provides a means for students to communicate with the teacher, especially those students that are too shy to ask questions in class. The web site can allow for email or electronic chat services, allowing for synchronous, recorded text pages. Finally the site could contain a forum and/or blog section to increase student interaction.

A class web site can build bridges to parents and community. The web site allows parents to share in classroom events and keeps them involved with their children’s activities. Posting of assignments and homework allows parents to monitor the preparation of their child for class. By using a secure service to post grades and attendance, parents can immediately access their child’s progress. Using the electronic chat and email provisions of the web site allows parents to communicate directly with the teacher, whether public or private, without having to play phone tag.

The inclusion of a community page, along with the posting of current and upcoming events, allows the teacher to build community partnerships. The web site could be used to solicit volunteers. There are many people in the community that have valuable experience that could be beneficial to the students.

The purpose of an Acceptable Use Policy (AUP) is to avoid abuse of the internet. It is usually established by the district or the school. It articulates the ways in which the internet can be used by the students. It typically requires parental confirmation of understanding as well as consequences for violations.

The AUP impacts the use of the internet in the classroom because the school, and therefore the teacher, is responsible for limiting access to websites that contain inappropriate information for children. The teacher must be ever vigilant to abuse of the policy.