Assessment and Evaluation

This article talks about how to use technology for assessment and evaluation purposes. The article talks about what Western Washington University is doing to incorporate NETS*T standards into our IT classes. For this reason, students in IT classes actually do what they are learning about. Also, the article talked about seven tools that IT classes at Western encourage their students to use. These said tools can (and hopefully will) be used later by the students when they are teachers for assessment and evaluation in the classroom. This article also clarified some concepts surrounding the “Assessment Decision-Making Process” and forms of evaluation that are generally misunderstood. This article also clarifies the difference between assessment methods and assessment technologies. The article also talks about the many different forms of assessment technology along with the Assessment Decision-Making Process which will be very valuable information for us, as teachers, to have when we are in the classroom someday.
I really like this article because it is directly related to me in more ways than one. This article connected a lot of previous knowledge from other classes as well as this current IT class. It was really interesting for me to see why I’m doing what I’m doing in a class. I usually don’t have the opportunity to be given such a solid reason for why I’m learning certain things in my classes.

The I-Generation

This article reminded me a lot of some of the other articles we have read, but I think it added some very good points. I like how Carol says that technology can be an excellent tool…as long as the teachers understand the computer and the proper kinds of applications. I also like how, similar to the last article, she writes that no matter how advanced the technology is, it does not have the same educational weight as good teachers (paired with small classes and a challenging curriculum). I think it is very true that we, as teachers, cannot just assume that a computer and software will improve the learning taking place within the classroom; we need to be aware of what is being used and we need to be fluent with whatever is in our classroom. I had never thought of it before reading this article, but it is definitely true that some schools just put computers into classrooms just for the sake of looking good for using technology. But I think we should be more picky about the kinds of applications that make there way into the classroom. If software is expensive, that doesn’t necessarily make it effective. Just think about all of the research (or lack thereof) that was mentioned in the article. I also really like when she writes, “Understanding the student and the learning process is the key. It isn't simply a question of whether the students seem "motivated," are having fun, and can repeat back what was on the software, but whether they understand what they are doing and can apply it in a broader context.” I think this is great because often times teachers associate learning with a student’s ability to repeat back what was mentioned, but this doesn’t necessarily indicate actual learning. The goal is to have the students obtain a deep understanding of whatever is being taught, and I think that we should work to make sure we understand the software being used in our classrooms, how it is connected with the curriculum, how our students might need it (if they do) and what will help them understand the content better. So basically, technology can be a great tool in the classroom, but it must be used appropriately to be effective.

The Biased Trail?

Along with many other people around my age, I grew up with the Oregon Trail and unfortunately, for this reason, I read this article holding on to my biases. For this reason, I do not feel compelled to talk about the direct quotes that are written in the article. Instead, I will focus my attention on the concepts. Although I agree and disagree with different things in the article, I must say, I adamantly believe that teachers should use technology in the classroom, but they should be picky about it, and technology definitely should not replace instruction. Teachers shouldn’t just pick up anything and assume it would be great for their students. Like the article says, teachers should be critical of the biases that may be presented. I mean, a CD ROM can not replace a teacher. When I was in elementary school, the students were only allowed to play on the computers if we had free time because we finished a task early. Even then, we didn’t have the Oregon Trail in my classroom, but rather I played it at home. But I think that CD ROM’s can be great in the classroom as long as they are well chosen and appropriately used. Teachers should be aware of the messages that their games might send and be critical of that. Although I think this article went pretty far, I think the underlying concepts are great for all teachers to have a look at.

The Digital Edge Project

I believe that as future educators, we need to look for opportunities to use a variety of technology in the classroom that is conducive to development and learning. For this reason, I am very excited to have added another resource to my repertoire of places to go to look for new ways to use technology in the classroom: the Digital Edge Project. The Digital Edge Project is an online library exhibiting exemplary teaching paired with the use of technology in the classroom.
After reviewing the site, three lessons stuck out to me in particular: The first was “Photographing Geometry” (in which students recognize and take pictures of geometric shapes in their immediate environment). The second was, “We’ve Got Mail” (where kindergarteners created stationary to send and receive mail using word processing and KidPix). The third lesson I focused on was “Pop Portraits” (which was set in a high school art class to make Pop Art portraits while using digital cameras and iPhoto as an alternative to the traditional use of self-portraits in the classroom).
Of the three lessons above, the one that I am most interested in is “Photographing Geometry”. I really like this lesson because I believe it promotes skills conducive to expression and learning. In this lesson, students are encouraged to work together, create presentations, and share ideas. Students will also feel more comfortable about using technology as a way to express your ideas as well as identifying geometric shapes all around them. Although this lesson was used by this teacher in a second grade classroom, the teacher had the students receive help from their fifth grade mentors which promotes communication skills. I really like this hands-on project because the students are given many opportunities to search for geometric shapes, time to talk with peers, the resources and skills necessary to create a power point presentation, and the opportunity to share and present their creations. I think it is great that the students are able to experiment with a digital camera and that they are given the freedom of choice to decide what they want to use in their own creations. I really like how more than one type of technology is used for this project (especially since the power point presentations are being used as a tool for expression rather than the traditional use of copy and paste from the internet). I could also see how this same lesson could be used while incorporating even more uses of technology (such as photo-sharing programs or social spaces). I mean really, a teacher could get really creative with this lesson, and so could the students.

Rethinking Learning in the Digital Age

I thought this article had a lot of very valid points about education and technology today. I really liked how the article opened up talking about how we need to move beyond thinking of computers as a way to receive information and start thinking about technology more creatively. Going along with that, Mitchel talks about how teachers can’t just put information into a student’s head, the child must learn through an active process through “exploration, experimentation, discussion, and reflection.”
Just as the article talks about, I have found that throughout my educational career, and time I have been introduced to technology (specifically, computers), I have only been taught the “proper” way to type and to search the web. Instead of learning how to create, I’ve been taught how to filter through information until I am able to find what I need. That’s why I thought the Computer Clubhouses were so intriguing. I think that every child should be offered a place where they are free to express themselves and get the support they need to do so. Instead of hovering over students with assignments, rubrics, and grades all of the time, they should get an opportunity to be creative. They should be able to experience the feeling of having made something that reflects who they are.
Although I think it would be very difficult to merge all of the different core subjects of the curriculum, I do think that technology-related assignments should incorporate more than just one core area of the curriculum. It’s definitely true about how learning today was designed for paper and pencil. I agree with the fact that education should have more of a focus on strategies for learning the things you don’t know.