Well, it's hard. I'm slow in reading. Trying to keep up with the post every day is hard. Now it's 2:17 but i still have one chapter to go. I love the assigned books though. It would be a even better course if it was taught in fall or spring so that i could have more time in reading and again. Right now, there is absolutely no time to read back!
The goal of the course for me: understand the tables in research paper, making sense of what they are and whether they are there
Second goal is that i may come up with a nice instrument or design to make a proposal for my own research. Though it is one of the assignment, i really would like to put it into a pilot study or real in life so that i could make it to AERA. I don't know if i could make it. But i will have a try.
I love the way of dealing with real life data in my content area. It makes more sense to me. I would like to learn something more with Excel and definitely SPSS. Khan Academy's instruction is enjoyable, too though i dozed off from time to time watching them.
Hopefully i could be ahead of the reading with the weekend coming up and so that give myself some time to work on the papers and think what i would like to come up with.
Thursday, June 18, 2015
Wednesday, April 22, 2015
observation 2
Class observation 2
Date: 3/6/15
Time: 1:15 math block
Site: Rousseau
Teacher: Ashley
Student: 1st grader (differentiated)
I did a
short introduction at first and answered a few questions about China ( I got
one at the end of the block when they prepared to go out for recess).
One boy
asked me to sit beside him and I did that. However, when I took out my Ipad for
note taking, I found out that it was a distraction for her. So first, I put my
Ipad on his table and showed him what I was typing. Then I opened the Evernote
(audio note got something wrong) and audioed the lesson and occasionally took a
picture. I just laid it beside him and it turned black after a while. I hope that he will be not so much distracted
in this way.
Ashley
showed me that she used ipad with reflectors and Apple TV connected. So what
she did on her ipad will be on the screen, so that every kid could see what
happened.
At the very
beginning, she used educreations to write each calculation on it and she gave
one of the kids the Ipad to draw the answer.
Then when
the kids went to quiz, she used Ipad as a timer shown on the screen, so that
the kids could keep track of time.
She then
wen to the Second Grade Math Magic and gave different kids to choose the answer
on the Ipad with each question. At the same time, the other kids used their
whiteboards. As this app has to pay for more exercises, she only covered a few.
After
working on the homework, they went to Geoboard. The kids were excited to do
this. So Ashely made a square, then the kids were asked to make ½, ¼, 1/8,
1/16, 1/32. They would not let it stop but the time ran out.
Reflection:
I should have taken a picture of the
seatings of the classroom but forgot.
As for the
apps, kids definitely showed interests. As for the educreations, it seemed they
just feel ok. The second Grade Math Magic was a new one as it was introduced on
880 yesterday. So kids were pretty knew but it was like a quiz. I got the Ipad
on my hand at that time, so the kids were looking at me. I think they would
like to have fun. But the Geoboard was a hit. It was not new to them. When they
heard the word, they got excited. When they began the learning, I should say
that everybody raised their hands and would like to have a try on Ipad.
Compared with other two apps, which only some of them raised hands, this app
did make a difference. My supposition is those two apps are presented like a
quiz, while this one is a game. Indeed, the knowledge passed down in the
Geoboard is more advanced (fractions) than the other two (one is addition and
subtraction, the other is about time). Well, if it’s a game, it should be fun
and everybody would like to have fun. Learning should be fun! Right?
One thing: the
homework Ashely went over with the kids has a question (Tell which is greater
without finding the answer. Explain. ½ of 60 or ¼ of 60). So Ashley took some time and did draw and illustrated in
order to explain the question. But in the Geoboard thing, it matched so well,
that if she could go on saying that look at here 1/8 square does look bigger
than the 1/16 squares, right? Why ? It would be such a nice scaffolding.
Another
thing I noticed was that not every child could have the chance to touch the
Ipad in class though Ashley tried to reach everybody. Then if every kid had
one, it would be difficult to track what they did on their Ipad. So how to
manage the use of Ipad would be another challenge the classroom teachers face.
So I
suppose that the apps used today in the classroom went pretty well. It is
possible due to that the kids know about them or it’s easy to use without
instructions. Secondly, the last two apps, especially the Geoboard is designed
pretty much like a game rather than a quiz. I love to see a classroom full of
engaging faces!
Tuesday, April 21, 2015
bit of reflection
i just hangout with Carin and we exchanged some ideas of courses we take together and definitely we talked about 880J. Both of us believed that we have learnt a lot from the course. Although i am not with you all the time, i felt that the ardor of everybody and was excited too when we were trying a new app with students.
Well, i am thinking a few questions that may be answered if we could have a discussion together:
So what happened to students of different grade levels with the same app?
What happened when the same app is used for different purposes? Say Across fields?
I truly believe that there are so much going on for technology integration and so much that we need to learn from peers, instructors and even students. I rather feel that technology is not a thing that adults could say they are better than children. They may be not, as children are more quick to learn these kind of digital media.
Well, i am thinking a few questions that may be answered if we could have a discussion together:
So what happened to students of different grade levels with the same app?
What happened when the same app is used for different purposes? Say Across fields?
I truly believe that there are so much going on for technology integration and so much that we need to learn from peers, instructors and even students. I rather feel that technology is not a thing that adults could say they are better than children. They may be not, as children are more quick to learn these kind of digital media.
Friday, March 27, 2015
ISTE Standards for Students
Ok, ISTE means International Society for Technology in Education. At the introduction part, it talks about the necessity for students to be a digital skilled person in literacy
Well, if you go to the http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf, the standard for students, you could see that it has 6 areas covered there. A first look would be ok, it's good and simple. But then i come to the question, to what age or grade level? It would be difficult for Kindergartners with a senior high student with the same one. Apparently, the standards just offers us a general guideline. i would say it better than none. Right! We could go on expand the standards anyway. I suppose it includes the area that i should think of. Besides of the age/grade level groups, i would argue it sets up different standards for different stages of development. Standards is what we used to measure. SO it need to be more exact.
As i went through these 6 areas, i was thinking of Ashley's class with their theme poem and story jumper project. First of all, this technology integration is only part of their writing project. It is another way of writing. Not replacing the way of writing with a pen. However, it shows that students need to be taught of basic computer and online searching skills at a very young age by now. It is a new challenge to kids, as they now do not focus only on their writing, which is already a complicated a process, but they have to cope with the typing, basic computer skills, arts, and etc. I totally understand the way that you raised your hand, but it is just a click then the problem could be solved. But you could do nothing until somebody comes to help! Waste of time and you see that you are left behind!
Collaboration can also be seen during their writing. Children are always talking to their shoulder friends even if they had trouble themselves. They were trying to help and it is nice of them to share with each other!
Well, the last area is really difficult for young kids, i believe. Ashley told the kids that they could finish their picture book at home if they wanted to. The boy stood beside me told me that he could not because he did not have firefox on the computer at home. It shocked me first for him to know firefox, and then i told him it would be fine for him to use IE or chrome or safari too. Well, i don't know if he could understand with only a few sentences of my explanation. But how could we explain such a difficult thing to a 1st grader? Are they ready? Are we ready? I remembered that i met a similar problem two years ago when i applied to change my visa status online by USCIS. I had to call the custom service for a reason and then i was transferred to the technical department. YES, you had to go on their website then on a particular browser which i had to download at the time while holding on the phone. Thinking back, it was hard for me, because i had to understand him over the phone to explain in technical terms of what it looked at.
Technology is changing our life, our way of living and thinking, to what extent we are not sure. I totally agree that there should be a standard but should be more detailed than this one. Looking the Core standards, i simply could not finish reading them in minutes. I need hours to understand what it is talking about!
Ok, ISTE means International Society for Technology in Education. At the introduction part, it talks about the necessity for students to be a digital skilled person in literacy
Well, if you go to the http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf, the standard for students, you could see that it has 6 areas covered there. A first look would be ok, it's good and simple. But then i come to the question, to what age or grade level? It would be difficult for Kindergartners with a senior high student with the same one. Apparently, the standards just offers us a general guideline. i would say it better than none. Right! We could go on expand the standards anyway. I suppose it includes the area that i should think of. Besides of the age/grade level groups, i would argue it sets up different standards for different stages of development. Standards is what we used to measure. SO it need to be more exact.
As i went through these 6 areas, i was thinking of Ashley's class with their theme poem and story jumper project. First of all, this technology integration is only part of their writing project. It is another way of writing. Not replacing the way of writing with a pen. However, it shows that students need to be taught of basic computer and online searching skills at a very young age by now. It is a new challenge to kids, as they now do not focus only on their writing, which is already a complicated a process, but they have to cope with the typing, basic computer skills, arts, and etc. I totally understand the way that you raised your hand, but it is just a click then the problem could be solved. But you could do nothing until somebody comes to help! Waste of time and you see that you are left behind!
Collaboration can also be seen during their writing. Children are always talking to their shoulder friends even if they had trouble themselves. They were trying to help and it is nice of them to share with each other!
Well, the last area is really difficult for young kids, i believe. Ashley told the kids that they could finish their picture book at home if they wanted to. The boy stood beside me told me that he could not because he did not have firefox on the computer at home. It shocked me first for him to know firefox, and then i told him it would be fine for him to use IE or chrome or safari too. Well, i don't know if he could understand with only a few sentences of my explanation. But how could we explain such a difficult thing to a 1st grader? Are they ready? Are we ready? I remembered that i met a similar problem two years ago when i applied to change my visa status online by USCIS. I had to call the custom service for a reason and then i was transferred to the technical department. YES, you had to go on their website then on a particular browser which i had to download at the time while holding on the phone. Thinking back, it was hard for me, because i had to understand him over the phone to explain in technical terms of what it looked at.
Technology is changing our life, our way of living and thinking, to what extent we are not sure. I totally agree that there should be a standard but should be more detailed than this one. Looking the Core standards, i simply could not finish reading them in minutes. I need hours to understand what it is talking about!
Thursday, March 26, 2015
observation 4
Story Jumper
I appreciate Ashley's understanding and flexibility to let me go into another story experience with them.
So this time it is story jumper. kids told me that they had finished part of their stories on it and they enjoyed it. They began quickly and as i just found out that it is limited to laptop for create a story, it's pretty easy even for new learners.
Children focused on go on finishing their story. There were lots of technical problems (delete, adding, how to save) and again spelling and typing skills. One girl came to me and ask for special help for finding those letters. She was left far behind than others and she explained it was because she lost all of them without saving so she had to rewrite. Well, she lost it again and i reminded her to click saving.
No children came to ask questions about writing. They were confident and had ideas about what to write. Then many misspellings at this stage but one boy came up with the word with a little bit hint from mine. It was always a joy to watch kids could make progress.
As each book has about 17 pages, i did not have chance to read a whole one yet, even though some boys and girls offered to read their stories to me. I had to go away to help and felt sorry that i could not be there for sharing.
Ok, the story jumper gave me the impression of making a photo book online. Ashely had her ratinoale for using this one instead of story bird for it provides more pictures and versions for her students. The illustrations are definitely better quality on story bird. However, i was thinking of the possibility of having the drawings of the kids mixed with whatever he chooses to have in the website or app. It is like a combination of illustrations. In this way, i suppose this story jumper is for lower grades.
Another thing i would argue is for the typing skills. It is a pain watching them to take time to find the letters. It would save so much time for editing or writing or organization but now it has to be spend on finding where the letter is! I would still think that kids should be provided for the training of the typing skills at an early age!
Story Jumper
I appreciate Ashley's understanding and flexibility to let me go into another story experience with them.
So this time it is story jumper. kids told me that they had finished part of their stories on it and they enjoyed it. They began quickly and as i just found out that it is limited to laptop for create a story, it's pretty easy even for new learners.
Children focused on go on finishing their story. There were lots of technical problems (delete, adding, how to save) and again spelling and typing skills. One girl came to me and ask for special help for finding those letters. She was left far behind than others and she explained it was because she lost all of them without saving so she had to rewrite. Well, she lost it again and i reminded her to click saving.
No children came to ask questions about writing. They were confident and had ideas about what to write. Then many misspellings at this stage but one boy came up with the word with a little bit hint from mine. It was always a joy to watch kids could make progress.
As each book has about 17 pages, i did not have chance to read a whole one yet, even though some boys and girls offered to read their stories to me. I had to go away to help and felt sorry that i could not be there for sharing.
Ok, the story jumper gave me the impression of making a photo book online. Ashely had her ratinoale for using this one instead of story bird for it provides more pictures and versions for her students. The illustrations are definitely better quality on story bird. However, i was thinking of the possibility of having the drawings of the kids mixed with whatever he chooses to have in the website or app. It is like a combination of illustrations. In this way, i suppose this story jumper is for lower grades.
Another thing i would argue is for the typing skills. It is a pain watching them to take time to find the letters. It would save so much time for editing or writing or organization but now it has to be spend on finding where the letter is! I would still think that kids should be provided for the training of the typing skills at an early age!
digital citizenship + Twitter
I supposed that i have posted my ideas about digital citizenship but couldn't find it. It's possible that i posted in my dream. Nothing could be possible.
Anyway, I ran into the digital citizenship before we were assigned to talk about it for 880J because of a twitter chat. GOOGLE is just amazing. I highly recommend go and check about the citizenship tutorial.
It is more of a concern that kids are conscious and parents too should enhance the digital citizenship for a wholesome literacy experience. I mean that we have to live on internet. There may be some people could do without online/digital device, but must be very few. The other day, Dr. Babchuk invited a famous professor for a talk on EDPS935 and he showed us the research in part of faraway Africa. With what he showed to us, people, at least young people are experience the change of life with computers. He has the concern of how internet and technology change the way of research in that native tribe.
Twitter has its power. I still did not get hold of it, mainly because i used to few times of it and haven't set up enough relation there. But i know that people are doing great things on it and it is a rich resource for seeing people's ideas and opinions, quick and responsive. It is a good social media for education too.
I supposed that i have posted my ideas about digital citizenship but couldn't find it. It's possible that i posted in my dream. Nothing could be possible.
Anyway, I ran into the digital citizenship before we were assigned to talk about it for 880J because of a twitter chat. GOOGLE is just amazing. I highly recommend go and check about the citizenship tutorial.
It is more of a concern that kids are conscious and parents too should enhance the digital citizenship for a wholesome literacy experience. I mean that we have to live on internet. There may be some people could do without online/digital device, but must be very few. The other day, Dr. Babchuk invited a famous professor for a talk on EDPS935 and he showed us the research in part of faraway Africa. With what he showed to us, people, at least young people are experience the change of life with computers. He has the concern of how internet and technology change the way of research in that native tribe.
Twitter has its power. I still did not get hold of it, mainly because i used to few times of it and haven't set up enough relation there. But i know that people are doing great things on it and it is a rich resource for seeing people's ideas and opinions, quick and responsive. It is a good social media for education too.
Cinderella
I took the kids to watch Cinderella on Tuesday as a treat for our spring break. Well, letting go of the film, I am thinking how many different versions of Cinderellla in the world. I wonder if it could be a cool idea for different cinderella to meet each other, talking about their own stories and they could find that most of them have a happy ending.
Kids could compare the different cinderellas, what happened differently, what happened to all of them. Which one you may like better? Why? Use digital graphic organizer and even we could timeline each of the Cinderella with the published time and see which one is the oldest.
Sure enough we could ask the kids to make a movie of their own Cinderella or sing a song, write a poem, letter or email of the favorite or least favorite Cinderella.
I don't know if the boys would like the idea, but we need princes.
Carriage building should be a good project learning and descriptive writing piece. Oh, it would be fun.
I took the kids to watch Cinderella on Tuesday as a treat for our spring break. Well, letting go of the film, I am thinking how many different versions of Cinderellla in the world. I wonder if it could be a cool idea for different cinderella to meet each other, talking about their own stories and they could find that most of them have a happy ending.
Kids could compare the different cinderellas, what happened differently, what happened to all of them. Which one you may like better? Why? Use digital graphic organizer and even we could timeline each of the Cinderella with the published time and see which one is the oldest.
Sure enough we could ask the kids to make a movie of their own Cinderella or sing a song, write a poem, letter or email of the favorite or least favorite Cinderella.
I don't know if the boys would like the idea, but we need princes.
Carriage building should be a good project learning and descriptive writing piece. Oh, it would be fun.
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