Objective: Clarify actions that are important in each of the multimedia design process phases: the preproduction phase, the production phase, and the postproduction phase.
Preproduction: Identify key ideas and brainstorm how to get them across to others. Put brainstormed ideas into a sequence. Anticipate what supplies will be needed. If needed, get permission to use supplies. Practice using supplies.
Production: Begin, and complete project.
Postproduction: Plan the presentation of the complete project. Practice using equipment for presentation. Allow someone else to view and and give editing ideas for completed project as a second opinion. Make multiple copies of finished work, possibly adding it to a portfolio.
When using multi-media equipment in the classroom, how do we know what equipment is appropriate for each age group?
I love the idea of making movies for language classes because they incorporate written language, with spoken language and BODY language which is often lost when listening to an audio tape, or reading a script!
Thursday, October 1, 2009
Chapter 13 Assessing Learning with Technology
Objective: Illuminate how teachers prepare for gathering accurate assessments and integrating assessment with technology-enhanced instruction.
Teachers should prepare for assessment by first deciding which types of formative and summative assessments would be appropriate for what they want their students to achieve cognitively. The example the book gave is that if a teacher wants to assess the students' ability to think analytically, a true-false (binary) assessment would be an inappropriate form of assessment because it uses lower cognitive levels.Teachers should be sure to incorporate formative assessments throughout the unit so that they have an idea of how their students are progressing. A portfolio could combine all the formative assessments for a final summative assessment. The book also offers the idea of using an e-portfolio, which is what we, as teachers ed students, are creating throughout our years in the program so that when we are ready to apply for jobs, we have a product to show to our prospective employers.
How is assessment for "technology-enhanced curriculum" different from assessment for regular curriculum? The book makes a point of distinguishing between the two, but when it comes to the examples they show, it seems the only difference is that the students are using a computer, not that they are being assessed any differently.
I think it will be helpful in my classroom to use a portfolio. I particularly like using pretests and then ending with a post test so the students can see for themselves how far they have come. I am not concerned about wether the portfolio is electronic or not. I think the point is to have a collection of work somewhere for the students and their teachers to refer to at a later date.
Teachers should prepare for assessment by first deciding which types of formative and summative assessments would be appropriate for what they want their students to achieve cognitively. The example the book gave is that if a teacher wants to assess the students' ability to think analytically, a true-false (binary) assessment would be an inappropriate form of assessment because it uses lower cognitive levels.Teachers should be sure to incorporate formative assessments throughout the unit so that they have an idea of how their students are progressing. A portfolio could combine all the formative assessments for a final summative assessment. The book also offers the idea of using an e-portfolio, which is what we, as teachers ed students, are creating throughout our years in the program so that when we are ready to apply for jobs, we have a product to show to our prospective employers.
How is assessment for "technology-enhanced curriculum" different from assessment for regular curriculum? The book makes a point of distinguishing between the two, but when it comes to the examples they show, it seems the only difference is that the students are using a computer, not that they are being assessed any differently.
I think it will be helpful in my classroom to use a portfolio. I particularly like using pretests and then ending with a post test so the students can see for themselves how far they have come. I am not concerned about wether the portfolio is electronic or not. I think the point is to have a collection of work somewhere for the students and their teachers to refer to at a later date.
Thursday, September 24, 2009
Chapter 4
Explain how teachers might use the NET-S standard performance indicators in developing their curriculum.
Teachers can use prior indicators to get a feel for what their students already know. This will help them spend less time teaching the students how to use technologies with which they are already familiar. This, in turn, will also help Teachers make logical decisions on which technology to use next. Looking ahead at the upcoming indicators can act as a sort of "teachers' rubric." Teachers can see what it is their students are expected to accomplish, and can help the teachers form curriculum's that will help their students achieve those milestones.
The chapter talked mostly about using computers and other electronic devices as technologies, is a book no longer considered a technology? Do children not need experience using books and navigating a library anymore?
As a Spanish teacher, it has been apparent for a while that audio/visual technology is a more successful way to teach language. I am hoping to be able to create lessons that resemble the "Rosetta Stone" style of technology teaching. If I can do it myself, it might be less expensive!
Teachers can use prior indicators to get a feel for what their students already know. This will help them spend less time teaching the students how to use technologies with which they are already familiar. This, in turn, will also help Teachers make logical decisions on which technology to use next. Looking ahead at the upcoming indicators can act as a sort of "teachers' rubric." Teachers can see what it is their students are expected to accomplish, and can help the teachers form curriculum's that will help their students achieve those milestones.
The chapter talked mostly about using computers and other electronic devices as technologies, is a book no longer considered a technology? Do children not need experience using books and navigating a library anymore?
As a Spanish teacher, it has been apparent for a while that audio/visual technology is a more successful way to teach language. I am hoping to be able to create lessons that resemble the "Rosetta Stone" style of technology teaching. If I can do it myself, it might be less expensive!
Thursday, September 10, 2009
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