I've actually seen this before as part of an educational package. When I first logged onto mind mapper, it was slow and a little sluggish. Maybe it is my computer. Whatever the reason I have used these in classes before on a white board. I think students would react more positively to this digital version that can be updated quickly. Students could conceivably add to mind maps outside of the classroom and these could be used as part of their assessment, much like portfolios are used today.
After reviewing this for some time I began to think about how students learn now as apposed to the pre-digital age. Does there need to be an entertainment factor included in our lesson planning as compared to before? Or is the use of technology a natural evolution in how we now gather and process information.
Sunday, June 15, 2008
del.icio.us
This is a terrific tool. It was easy to set up and I will no longer be using "My Favorites" as a way to track my web sites. I have many sites affiliated with Egyptian, Viking, Roman, Greek, Middle Ages, Renaissance, and Reformation history when I used to teach Grade 8 Social Studies. Frequently I would research at home and at work and more than once after I had found a relevant and interesting web page I lost it because I made it a favorite on another computer. This would be very beneficial for my school where there is a lot of team teaching. Teachers could build their own web site catalogue to share with other members of the team. I have already started tagging sites for administrators.
Goggle Docs
I found it interesting when we tried Google docs. Although at first it was a little confusing with people adding and changing text, I do see some practical applications. This would be quite useful in a classroom setting where you have multiple users posting and updating entries. Peer editing is a great way to use this tool. Students could edit each others' assignments. From an administrative stand point, I can see how this would save time and avoid confusion. When I publish a monthly newsletter, there are several staff members who need to contribute. I usually email them and they email me back with their versions and contributions. However, there have been times that they have needed to edit their contributions. I see an immediate use for Google Docs in these situations. By having just the one document, always updated by the staff, there would be less confusion and more collaboration.
Sunday, May 18, 2008
Technology
I think I'm out of the starting gate. I have been trying to edit my blog and it looks better. As for the ICT course, I still have questions.
Recently I attended a conference on the Middle School Initiative and the question of the use of technology was raised. The issue was how to use technology more in the classroom. Most teachers were quite eager to share examples of their use of technology. Indeed, the students themselves have driven this multi media into the school, whether we want it or not. A debate did arise as to how much technology should be used. Should it be curbed or embraced? Needless to say, each side presented valid points. The proponents against technology were not denying its impact and usefulness, but focused their concerns on the the availability of technology in some regions of the province. They argued that a growing reliance on teaching through the use of the various technologies was not possible to them because of the lack of infrastructure. In effect they relied on more traditional methods and were sceptical about the loss of human contact. These comments received applause from several pockets of listeners.
Of course the majority of attendees agreed that technology can only enhance learning and in many ways allows students to experience more of their environment. While I certainly see the application of technology as an exciting way of teaching while enabling teachers to address the need for differentiated instruction, some of the issues raised by the "anti-techs" did resonate with me. Is the reliance on technology harmful to social relationships critical to the teacher - student instruction, or is this simply a natural evolution into a brave new world.
Recently I attended a conference on the Middle School Initiative and the question of the use of technology was raised. The issue was how to use technology more in the classroom. Most teachers were quite eager to share examples of their use of technology. Indeed, the students themselves have driven this multi media into the school, whether we want it or not. A debate did arise as to how much technology should be used. Should it be curbed or embraced? Needless to say, each side presented valid points. The proponents against technology were not denying its impact and usefulness, but focused their concerns on the the availability of technology in some regions of the province. They argued that a growing reliance on teaching through the use of the various technologies was not possible to them because of the lack of infrastructure. In effect they relied on more traditional methods and were sceptical about the loss of human contact. These comments received applause from several pockets of listeners.
Of course the majority of attendees agreed that technology can only enhance learning and in many ways allows students to experience more of their environment. While I certainly see the application of technology as an exciting way of teaching while enabling teachers to address the need for differentiated instruction, some of the issues raised by the "anti-techs" did resonate with me. Is the reliance on technology harmful to social relationships critical to the teacher - student instruction, or is this simply a natural evolution into a brave new world.
Sunday, April 27, 2008
Subscribe to:
Posts (Atom)
