I have officially created my first successful spreadsheet in Google Docs and have that warm, tingly sensation. I have attempted spreadsheet creation in the past, but I have found it burdensome to use. I wouldn't say that I had an easy time creating my gumbo recipe spreadsheet, but I did feel a sense of satisfaction after my creation was completed and functional. As I was using the program, I was trying to think about possible uses for spreadsheets in my language arts classroom. Unfortunately, other than attendance, I don't think I will spend much time with this in the future. That being said, it is certainly nice to have this knowledge in my repertoire if I ever need to use a spreadsheet. I would perhaps utilize the capability of this program to be used as a grade book, but with programs like Webgrader and Powerschool, it seems silly to put grades in a spreadsheet. As I think of the recipe that I created, it is nice to take the guesswork out of adjusting the recipe for different serving amounts. I have never really had problems doing the math in my head when it came to recipes, but I suppose it is nice that the computer does the adjusting for the user. I look forward to playing around with spreadsheets as we continue our classes. If I ever get back into coaching, I am sure that I will be using spreadsheets on a regular basis. Of course, if I get back into coaching, my wife will leave me and take the kids. Not sure I want to use spreadsheets that badly. By the way, if the one person who reads this blog wants the gumbo recipe, which is very tasty, I would be happy to send it to you.
I am excited to get my kids (students) collaborating in Google Docs. I will be having my advanced composition collaborating on some essay revisions. Perhaps that doesn't sound very exciting, but I think that having them work together will help ease the pain. I don't think anyone would deny that our students are not the strongest writers. Anything that I can do to help them improve their writing will be a step in the right direction. Students do learn quite a bit by writing essays, but making them really evaluate their work on a second and third look is a process that they are not comfortable completing. Having peers evaluate work together hopefully will provide a better atmosphere for this to occur. I will report back in a later entry concerning the success of this collaboration.
Friday, February 27, 2009
Friday, February 13, 2009
CEd0512 Part II
This weeks work involves a further study of online word processing, as well as I reexamination of search engines to see if my Googleitis is a curable malady. To start, I would like to visit the idea of online word processing. I have been impressed thus far with our work with Google Docs. I like the idea of being able to share documents with Google Docs, yet I was unaware that it wasn't the only kid on the block. ThinkFree, WriteWith, and Zoho Writer provide similar online word processing services as Google Docs. All of these services provide the ability to work collaboratively. With two of my three boys currently dealing with sinus and ear infections, I found myself home from work two days last week. I had to send my sub plans to school and thought I would try one of the online word processors. As a trial run, I sent my sub plans to my wife, and she found it more difficult to open the document than as an attachment. Perhaps I did not use the program properly, but until I figure out how to use it better, I think my time would be better spent researching the ins and outs of these programs. There is no question that having the ability to collaborate is a great bonus for these online programs, plus being able to track any changes made to the original document makes it efficient to edit the document. But overall, I am not ready to abandon my tried and true ways of word processing. My sub plans arrived via email as a word document, which by itself, stinks of sacrilege as a Mac user. I still like the bells and whistles that Pages provides in word processing, yet I understand that I need to change my thinking and use some of these online programs.
My thinking must also be adjusted when in comes to search engines. I suffer from a simple case of Googleitis. I never really thought that I should think about other ways to search the internet for information. As I started to poke around with different search engines, I was amazed how the same search yielded such varied returns depending on the search engine. To me, Google works fine for the needs that I have, and I have developed a comfortable relationship using this search engine. But I have been intrigued with both Clusty and KartOO. Both programs refine searches into separate search options. These options help to streamline the search and remind me of a Badgerlink search. I can spend a lot of time searching for information using Badgerlink if I simply use the general search. But Badgerlink also offers additional search options, and I have often found that my focus changed directions by using this alternative search. I like how these search engines essentially suggest topics that can be researched, or at the very least, help to refine the initial search. I am not sure that I can wean myself off of Google, but I do think there are viable alternative search engines that should be explored.
Here again, I must temper any excitement that I might have for online word processing or search engines. I feel, although perhaps erroneously, that my current methods and needs are fairly efficient. Until I become significantly more comfortable with these new opportunities, I will probably proceed with caution. I do believe that the biggest benefit from our studies has been that my eyes have been opened to many opportunities in technology that I previously didn't know existed. Now I just need someone to hold my hand as I slowly try to learn how to use the new technology efficiently.
My thinking must also be adjusted when in comes to search engines. I suffer from a simple case of Googleitis. I never really thought that I should think about other ways to search the internet for information. As I started to poke around with different search engines, I was amazed how the same search yielded such varied returns depending on the search engine. To me, Google works fine for the needs that I have, and I have developed a comfortable relationship using this search engine. But I have been intrigued with both Clusty and KartOO. Both programs refine searches into separate search options. These options help to streamline the search and remind me of a Badgerlink search. I can spend a lot of time searching for information using Badgerlink if I simply use the general search. But Badgerlink also offers additional search options, and I have often found that my focus changed directions by using this alternative search. I like how these search engines essentially suggest topics that can be researched, or at the very least, help to refine the initial search. I am not sure that I can wean myself off of Google, but I do think there are viable alternative search engines that should be explored.
Here again, I must temper any excitement that I might have for online word processing or search engines. I feel, although perhaps erroneously, that my current methods and needs are fairly efficient. Until I become significantly more comfortable with these new opportunities, I will probably proceed with caution. I do believe that the biggest benefit from our studies has been that my eyes have been opened to many opportunities in technology that I previously didn't know existed. Now I just need someone to hold my hand as I slowly try to learn how to use the new technology efficiently.
Tuesday, February 10, 2009
Friday, February 6, 2009
CEdO515 Part I
I think the greatest lesson that I learned from the readings concerning technology is that there is no magic potion to engage students in learning. Every teacher approaches his/her subject matter differently, and the individual's personality fuels classroom delivery of information. There is no one right way to teach, but educators need to constantly evaluate their approach and effectiveness in the classroom. Too often, teachers get comfortable with how they deliver information, and find it difficult to change styles that have served them well over the years. Technology may or may not be the bridge to reaching a broader audience of learners, but it is a necessary skill for students to have in their arsenals. It is essential for teachers to be well-versed with numerous types of technology, and be able to choose which approaches will be most beneficial for their students.
It is kind of funny that I will be getting a smart board in my classroom in March, and I have no clue how to utilize the technology. I could easily tell colleagues that I use my smart board each day to effectively deliver information, and most would be envious of the fact that I am able to seamlessly incorporate technology into my lessons. What I wouldn't tell them is that I might use the board simply as an overhead projector or movie viewer. No one ever wants to sound stupid, and I would hate to have technology thats effectiveness is ceremonious at best. I have been taking a crash course in smart board technology so that I can demonstrate the ability to incorporate a great tool into my classroom teaching.
As part of the generation not raised with a lot of technology, I have found myself resistant to using technology for the sake of technology. The readings speak to the fact that the incorporation of technology has not been shown to increase learning, nor is technology by itself going to carry the lesson. The correct technology for the information and the classroom dynamic is the key to a great experience for both teacher and student. Being knowledgeable about technology is my motivation for being in this program. To this point, I have found technology cumbersome to incorporate into my lessons, and consequently have continued to teach in a manner that has served me for the past nine years. Not only does technology have to be suited for student needs, but it also must be an efficient process for the teacher. If it takes me four hours to incorporate technology into a lesson, I really have to weigh the benefits of such a delivery.
My students are on the low end of ability and motivation. I am happy when I have 75% attendance on any given day. Although I know in my heart that the right technology could reach more of my students, I am not sure that it will increase ownership in my classroom. I think student ownership of individual education would be a great chapter in this book. If students don't find information relevant to their lives, it might be a safe assumption that students wouldn't find information relevant even when delivered with the best technology. Regardless of student ownership, it is my duty to prepare students for their lives outside of high school. Technology certainly has the possibility to make student experiences much more rewarding, and I must do everything in my power to build my knowledge base on how to use technology effectively and efficiently.
It is kind of funny that I will be getting a smart board in my classroom in March, and I have no clue how to utilize the technology. I could easily tell colleagues that I use my smart board each day to effectively deliver information, and most would be envious of the fact that I am able to seamlessly incorporate technology into my lessons. What I wouldn't tell them is that I might use the board simply as an overhead projector or movie viewer. No one ever wants to sound stupid, and I would hate to have technology thats effectiveness is ceremonious at best. I have been taking a crash course in smart board technology so that I can demonstrate the ability to incorporate a great tool into my classroom teaching.
As part of the generation not raised with a lot of technology, I have found myself resistant to using technology for the sake of technology. The readings speak to the fact that the incorporation of technology has not been shown to increase learning, nor is technology by itself going to carry the lesson. The correct technology for the information and the classroom dynamic is the key to a great experience for both teacher and student. Being knowledgeable about technology is my motivation for being in this program. To this point, I have found technology cumbersome to incorporate into my lessons, and consequently have continued to teach in a manner that has served me for the past nine years. Not only does technology have to be suited for student needs, but it also must be an efficient process for the teacher. If it takes me four hours to incorporate technology into a lesson, I really have to weigh the benefits of such a delivery.
My students are on the low end of ability and motivation. I am happy when I have 75% attendance on any given day. Although I know in my heart that the right technology could reach more of my students, I am not sure that it will increase ownership in my classroom. I think student ownership of individual education would be a great chapter in this book. If students don't find information relevant to their lives, it might be a safe assumption that students wouldn't find information relevant even when delivered with the best technology. Regardless of student ownership, it is my duty to prepare students for their lives outside of high school. Technology certainly has the possibility to make student experiences much more rewarding, and I must do everything in my power to build my knowledge base on how to use technology effectively and efficiently.
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