Journal #2: Finding Students Who Learn Through Media

Bull, G. (2010). Finding students who learn with media. Learning & Leading with Technology, 37(5), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/
Volume3720092010/FebruaryNo5/L_L_February_2010.htm doi:
ISSN 1082-5754

In the article, "Finding Students Who Learn With Media," by Glen Bull, Curby Alexander and Bill Ferster, they discuss the significant opportunities for engagement and learning though student-created media. Over the years web-based authoring tools have been explored in order to find ways to implement them into the classroom. One of the tools being PrimaryAccess MovieMaker, which allows students to combine their own text, primary source images, and audio narrations to create an online documentary films. This program has been implemented in many schools allowing students to embed facts and events in a narrative context that will enhance their retention and understanding of materials.

Ultimately students who author media are much more engaged in the classroom. Most students retain information best by visualizing different subject matter and associating it with relevant issues. Through web-based authoring tools students are able to demonstrate a higher-order of thinking and creativity in their work, that they may not be typically received in a traditional classroom environment. Also, PrimaryAccess can automatically collect information on students performance, through tasks performance rather than the traditional assessments and interviews.

Question #1: Is PrimaryAccess Movie Maker a good way to assess students?

I believe that standardized test are good for some, however some students are simply not able to be tested in that manner. Through task performance assessments students are able to be held accountable for their participation, knowledge , and creativity. Therefore assessing their abilities according to their performance rather than their test taking abilities.


Question #2: Are web-based authoring tools good for student engagement?

I believe that anything that allows students to be involved in creating a project will inspire them to be engaged. Allowing students to make things their own gives them a sense of attachment to the project. Web-based authoring tools gives students a greater world to explore.

Journal #1 :The Beginners Guide to Interactive Virtual Field Trips

Zanetis, J. (2010). The beginner's guide to interactive virtual field trips. Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/AM/Template.cfm?Section=March_April_No_6_1&Template=/MembersOnly.cfm&NavMenuID=
4516&ContentID=25443&DirectListComboInd=D doi:
ISSN 1082-5754

In the article "The Beginner's Guide to Interactive Virtual Field Trips," by Jan Zanetis, she discusses the importance of allowing students to experience virtual field trips and the positive benifits they will recieve form these virtual experiences. Virtual Field Trips (VFT's) are conducted through the internet so that students can virtually visit and tour different places, without leaving the classroom. Jan Zanetis believes, that VFT's are similar to traditional field, in a sense that these different trips can take student on tours of historical sites, they are able to view different science experiments and process at museums or other organizations, student may even attend a folk festival, the opportunities are endless.

According to Jan Zanetis there are two types of virtual field trips: Asynchronous VFT's and Interactive VFT's. Asynchronous VFT's are not delivered in real-time, they are generally pre-taped websites that include audio, text and video about specific topics to guide individuals through the trip. Some sites even offer a streamlined video tour with a guided host to aide individuals though the whole virtual experience. Jan Zanetis, believes that VFT's may vary in educational relevance and quality so she listed a few websites that provide reputable VFT's for use of grades K-12.

Interactive VFT's, are real-time field trips that take place over the Internet where students in one location are able to learn from informal educators in another location, using the h.323 videoconferencing technology. The h.323 allows students to interact directly with the educators and hosts from places they are virtually visiting, like NASA. By using the video conferencing interface, students are able to interact with the experts and receive a real-world angle on the topic they are studying. The experts are usually trained to adjust their presentations and discussions to students' comprehension levels. Jan believes that that VFT's benefit students of all ages, connecting them with real-life adventures that they can apply to their studies. VFT's link students to places they may never have a chance to experience, creating a greater knowledge of the the world as a whole.

Question #1: Are virtual field trips a good resolution, when traditional field trips are not a possibility?

I don't feel that a VFT can replace the same stimulus as a traditional trip. However, I feel they are a great educational tools, allowing students to visually sense the topic they are studying rather than just having to read about it and imagine what it is like. The best part about a field trip is that it removes students from the classroom, and takes them to a place of interaction. Although the destinations are greater via the internet, students are still confined to the classroom, therefor not completely serving their purpose.

Questions #2: How can I use VFTs as an educational tool in my future classroom?

I feel VFTs are a great tool to visually see the topic, and comprehend what it is exactly the students are studying. For example a geography class is studying Europe and the different European cultures, rather than just read about it, they are able to take a VFT and experience the culture firsthand. As a student I don't retain information if I just have to read and write about a topic, but if I am able to visualise it and apply what I am reading to the real-life form it makes the experience much more memorable.

Internet Safety: Copyright (NETS-T 4)

In class we viewed JCCS Internet Safety Project.This is an internet Safety Project that is being developed as part of a comprehensive plan to address Internet and other technological resources being used by our students in a safe and responsible manner. In a small group we then broke down six serious issues where internet safety is an important factor, which were Identity Safety, Cyberbullying, Cyber Predators, Piracy & Plagiarism, Inappropriate Content, and Social Networks. We then defined, wrote out and discussed several different scenarios that may occur with students and how to provide them with helpful ways to stay cybersafe.

Newsletter (NETS-T 1 & 3)

A Newsletter is a great way to keep others informed on what is going on either in a classroom or with other events. This Newsletter was created in Microsoft word, using the several different tools that are offered to make it personal and creative.

iMovie: CSUSM-PSA (NETS-T 2,3, & 5)

An iMovie is a great way to demonstrate creative and innovative abilities. This iMovie was created using Apple's MAC iMovie computer program. I was able edit, add sounds and effects, while creating a visually pleasing short movie advising individuals to choose CSUSM as their college.

Inspiration (NETS-T 1-5)

The Inspiration tool is a great tool that enables one to create a visual outline. I created an outline for my NETS-T, that way I would be able to reference it when putting together my Technology-TPE.

Wiki Page (NETS-T 1,2,3, & 5)

A wiki page is a collaborative community web site,that allows educators, students, parents, and other community members to communicate, create, edit, and collaborate on a website. I used a "cool tool" called Animoto, to demonstrate how a slide-show of pictures can create a movie turning a presentation into more of a fun interactive show.



My Wiki Page Link