Stan+Sparks

My name is Stan Sparks and I am currently finishing my Master’s of Arts degree this quarter. Upon the successful completion of this technology course I will have earned the number of credits required for my MEd. I have an Associates of Arts from Raymond Walters College and a Bachelor of Arts from the University of Cincinnati. After being involved in a motorcycle accident in 1994 I went back to school. I do not currently, or plan to teach on a full time basis due to a permanent disability. I work part-time as a tutor during the school year with UC-SES and work part-time at the Playhouse in the Park during the summer months in their subscription services department.

Web sites I use; WebEnglishteacher.com Purdueowl.com

4/4/2011 Summary #1

The article, “Objectivism Versus Constructivism: Do We Need a New Philosophical Paradigm” by David Jonassen and written in 1991, discusses how the practice of “knowledge transmission” may be replaced or supplemented by the construction of knowledge. Objectivism dwells on the instructor as the transmitter of knowledge, and the students as “empty vessels” that need to be filled with that knowledge. Constructivism has its roots in the knowledge and the experiences that students bring with them and builds upon that knowledge by making connections.

According to the article objectivism is more instructor centered because it revolves around what is said by the instructor and how the instructor interprets events and the world. In this type of instruction students are expected to replicate and understand what is presented in the classroom based on what they are told. Student’s own experiences and interpretations may not be taken into consideration. Student’s are expected to think about subjects in predetermined ways and regurgitate the content they are taught.

Constructivism on the other hand relies on student’s experiences and current knowledge to build new knowledge upon. Students learn from social settings, observations, their environment and dissonance. The constructivist classroom uses the knowledge students currently possess in order to make connections to and predictions about new knowledge. The constructivist paradigm is in many ways a more democratic way of instruction because it involves everyone concerned, teachers and students.

The author makes a good argument for both of these learning paradigms and their place in the classroom. Students can benefit from the knowledge and experience the instructor brings to the classroom, and from their own personal and social experiences. Finally, the author suggests that perhaps an integration of both of these theories would benefit both instructors and students.

Application:

In my role as a tutor I typically use objectivism and constructivism. The basic principles of math and language are rooted in an objective type of instruction. In math, students need to memorize orders of operation and times tables. In the Language Arts classroom vocabulary words and parts of speech are basics that need to be learned before students may go on to higher order reading and writing. Students are then able to construct new knowledge based on these beginnings and their own experiences. Discussion Question:

How do these two learning theories compliment/oppose each other?

Summary

In the case study “Paradigms Regained: Toward Integrating Objectivism and Constructivism in Instructional Design and the Learning Sciences” the author makes a case for integrating objectivism and constructivism approaches in the classroom. Instead of competing against each other, Cronje hypothesizes that these two types of instruction complement each other. Rather than being at the opposite ends of the spectrum objectivist and constructivist elements can be placed side by side in the classroom.

The author goes on to explain the benefits of both kinds of instruction and uses a reference to what the Buddha referred to as the “middle way.” There are three points in a triangle, the point to the left is not enough, the point to the right is too much, but the highest point (the middle) is the way to enlightenment. This simple explanation may be the point that the author is attempting to get across. Too much of one and not enough of the other is not as good as a blending of both.

Organizing and learning basic information goes along with the objectivist way of learning which gives students the foundations that enables them to construct their own meanings based on previous knowledge and experiences. Both learning theories are used in conjunction with each other and complement each other.

Application:

The example I referred to earlier would be appropriate for this scenario also. Students need to learn basics before they are able to go on to more difficult applications. Many educational foundations are integrated by students by a transfer of knowledge or memorization and contain both objectivist and constructivist elements.

Discussion Question:

I think that a great discussion would be (as the author pointed out) examples of the integration of these elements in the classroom. I am a Language Arts instructor and I would be curious how a social studies, or science instructor would use both of these elements in the classroom.

4/16/11 Summary #2

The assigned articles “That’s Not a Drinking Fountain or How to Survive in a One Computer Classroom, ” By Whit Anderson, and “How to Thrive – Not Just Survive –In a One Computer Classroom,” by Glori Chaika address the issue of juggling technology in the classroom. According to the articles, many classrooms have a shortage of computers and in some cases the computers they have are outdated and in need of service. However, many instructors, like the authors of the articles, are troopers and have come up with ways to make due with the technology provided to them by the institutions they are associated with.

In my experience at Cincinnati Public and Northwest Schools we typically had a bank of four to seven computers along one of the walls and were able to reserve time in the computer lab for longer writing assignments, but extra PC’s in the classroom would have been a welcome sight. As the authors suggested in their writings; sharing time, borrowing, printing materials, grouping or using projection devices are all good ways to make the technology one is provided with in the classroom “stretch” to meet most of the technology demands of the students. In the article by Chaika she even suggested going “outside the school” and recruiting help from parents and volunteers.

Of course in a perfect educational world all students would be provided with adequate and up to date technology in numbers sufficient enough to fill the needs of the classroom. This would of course give the instructor more time to spend on teaching students because they would not have to invent ways to provide their students access to much needed technology. Unfortunately in our current situation of budget cuts and cutting corners the information provided by the authors can be invaluable to other instructors who find themselves in need of additional technology when none is available.

Discussion Questions: Can you think of any other ways, not mentioned in the articles, that would stretch technology equipment in the classroom? In your teaching experiences have you observed any other ways your associates have come up with that enables students to have better access to technology?

5/2/2011 Summary #3

The article “Web-Based Inquiry Learning: Facilitating Thoughtful Literacy With WebQuests,” by Ikpeze and Boyd discusses how WebQuests allow students to think more critically, make connections to other issues and activate prior knowledge about issues that affect their world. Short and long-term WebQuests are linked to the development of scaffolding and higher order thinking and learning skills by having students react to real world issues like the environment and pollution. By providing opportunities in the form of tasks, students were able to collaborate on issues, comment about social issues and make connections to themselves, their community and the world at large.

Critical reading skills were also taught based on the authenticity of information. Websites were evaluated based on questions and criteria used to judge the site. In addition to learning how to evaluate information from different sources students had to learn how to use computer skills to complete their activities. While learning through exploring students were better able to focus on pertinent information and write about their findings. Combining learning activities, that involve issues that interest students and technology, students are able to strengthen their critical thinking skills.

Applications: Students learn by connecting issues or readings to themselves, other texts and the world they live in. Making those connections help students to understand readings in the Language Arts class in new ways.

Discussion Question: What are some other issues that affect students and their environment that could be the subject of a WebQuest?

Summary The other two articles assigned address some of the social implications concerning computer literacy. In the article, “Web 2.0: A New Generation of Learners and Education” by Rosen and Nelson a read and write social-sharing ecology enables Internet users to easily publish information. In the article, “Reflections on Using Blogs to Expand In-Class Discussion” by Wang and Hsua some of the advantages and disadvantages of using blogs to enhance discussions that originate in the classroom are addressed. These “many to many” and “few to few” communication computer tools are creating communities on the internet that are being used for social, educational, and personal purposes.

Internet users can now share photos, creations and opinions with other users to create groups that pool information together. Blogs are used by students to create online journals that multiple readers can add to or comment on, and teachers use them for classroom management, student learning and announcements. Wikis, another collaborative tool, unlike blogs can be added to, deleted or edited. In this way wikis can become an ongoing collaboration for student projects and other online publications. These wed based tools support social constructivist learning by constructing knowledge based on interactions with others in the community. We tend to learn socially by observing and taking part in what is happening in our world; discussion tools allow students and teachers alike to interact on the web and learn by others comments and writings.

Applications: In the classroom students can test theories and ask questions by using blogs and other tools like discussion Board.

Discussion Question: What may be some of the inherent problems or drawbacks concerning sites that have so much access?

5/9/2011 Summary #4 In the article, “Digital Video in the Classroom: Integrating Theory and Practice” the author John Sweeder explores ways to introduce and integrate digital video into graduate and undergraduate instruction. Similar to other forms of educational technology, digital video can help meet the developmental needs of students when incorporated into instructional settings. “Product” and “idea” technologies used in the classroom in conjunction with content tend to compliment the teaching and learning process, and this blending of technology and instruction seem to be effective across different disciplines.

Digital videography can be defined as educational technology because it requires cooperative learning in the form of production teams. These video production teams spend weeks writing, rewriting, revising and learning how to make a video. Team members collaborate with one another in person or by email and remain active learners throughout the duration of the project. Producing digital video products not only enables instructors to integrate new technology into their own instruction; this exercise also serves to help teachers instruct their future students in making digital videos.

While some growing pains like technical setbacks, learning new vocabulary, the time element and ever-changing technology like //Videomaker// may pose a challenge to those of us who are technologically challenged; producing digital videos can become a valuable learning experience for students and instructors working together as a team.

Applications:

As the author points out videos can be used to teach ESL and special needs students.

Discussion Question:

What are some ideas for appropriate subject matter to make a video about for high school students in the Language Arts classroom?

Summary:

Similar to the article about digital video in the classroom by Sweeder “Podcasts in Education: Let Their Voices Be Heard,” by Sprague and Pixley explores another type of educational technology, podcasts, and some of its applications in the classroom. Unlike digital videos, podcasts can be downloaded to MP3 players or played on the computer. There is even an Educational Podcast Network where podcasts covering a wide variety of educational topics are covered. Podcasts are very accessible and not limited to just audio files.

Podcasts are easy to create but do require one to eliminate background noise and keep disruptions to a minimum during taping. MP3 players are a good tool for creating podcasts because information can be edited, removed or produced in short segments. In this way podcasts can function as a learning tool by teachers creating podcasts that their students can use or by having students create their own podcasts.

Podcasts are comparable to other educational technologies concerning their benefits and drawbacks. Podcasts allow students to review missed information or study for a test, because with a computer or MP3 player the information may be accessed anywhere or at anytime. Podcasts may also benefit ESL students and enable students to reach a larger audience with their podcasts. Two issues mentioned in the article concerning podcasts have to do with the length of time needed to produce podcasts and learning how to use the software.

Applications:

One application mentioned in the article is that of students being able to study for tests and keep up with assignments using podcasts created by their instructors.

Discussion Question:

What may be some of the drawbacks of students having MP3 players in class?

**Rubric**
 * ||  **Persuasive Essay : Position Paper **



Teacher Name: **Mr. English Teacher**

Student Name: ||  ||


 * CATEGORY || **4 - Above Standards ** || **3 - Meets Standards ** || **2 - Approaching Standards ** || **1 - Below Standards ** || **Score ** ||
 * **Attention Grabber ** || The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. || The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. || The author has an interesting introductory paragraph but the connection to the topic is not clear. || The introductory paragraph is not interesting AND is not relevant to the topic. ||  ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Focus or Thesis Statement ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">The thesis statement names the topic of the essay and outlines the main points to be discussed. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">The thesis statement names the topic of the essay. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">The thesis statement outlines some or all of the main points to be discussed but does not name the topic. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">The thesis statement does not name the topic AND does not preview what will be discussed. ||  ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Support for Position ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). ||  ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Evidence and Examples ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Evidence and examples are NOT relevant AND/OR are not explained. ||  ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Transition ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">A variety of thoughtful transitions are used. They clearly show how ideas are connected || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Transitions show how ideas are connected, but there is little variety || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Some transitions work well, but some connections between ideas are fuzzy. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">The transitions between ideas are unclear OR nonexistent. ||  ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Sequence ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Arguments and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing. ||  ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Closing paragraph ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">The author's position is restated within the closing paragraph, but not near the beginning. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">There is no conclusion - the paper just ends. ||  ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Grammar & Spelling ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Author makes no errors in grammar or spelling that distract the reader from the content. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Author makes 1-2 errors in grammar or spelling that distract the reader from the content. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Author makes 3-4 errors in grammar or spelling that distract the reader from the content. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: normal; margin: 0in 0in 0pt;">Author makes more than 4 errors in grammar or spelling that distract the reader from the content. ||  ||

5/16/11 Summary 5 The implications concerning the use of interactive whiteboard technology (IWB) in the classroom for teaching and learning are discussed in the article, “Collaborative Research Methodology for Investigating Teaching and Learning: the use of Interactive Whiteboard Technology.” The authors cited case studies to analyze the implications of this emerging technology and found that the task of mediating and integrating the technology into the classroom to supplement lessons fell upon the resourcefulness and inventiveness of the instructors that have the software available.

One of the purposes of having technology in the classroom is to support and supplement the teaching experience. An interactive tool such as IWB technology enables students and teachers to work collaboratively within the classroom culture and from different locations within the room. The case studies, described in the article, cite different applications of the technology and the designed intentions of the instructors to incorporate IWB around the subject matter. The findings support the integration of IWB into classroom practices to assist in enhancing student learning. Technology, in many cases, relies upon the instructor to try it and tweak it to best fit the learning environment.

Application:

In addition to being able to create, IWB could be used to correct grammar and syntax mistakes by students from their desks…I could see a lesson built around this kind of an application.

Discussion Question:

What kind of training is involved concerning using IWB?

Summary:

Another diverse type of portable technology is discussed in the article, “Unlocking the Learning Value of Wireless Mobile Devices” by J. Roschelle. The portability and low cost of these handheld computing devices make their potential for learning and communication vast and may have a huge impact on future learning. The author goes on to point out that while the availability of portable computing may be a plus; some of the issues that accompany this technology may pose new concerns, problems and questions about usage in the classroom.

Similar to PCs in the computer lab, these wireless internet learning devices (WILDs) are tools for students that assist but not control the learning process. This new technology not only processes the portability that PC’s do not afford students, but WILDs have much of the same computing power of its cousin the large and bulky desktop computer. Other positive aspects of WILDs is its use as a classroom response system, its use in collaborative data gathering and in participatory simulations. Some of the negatives associated with WILDs are similar to those associated with desktops. Instant messaging enables cheating, and access to pornographic and other undesirable sites may cause opposition to its use in our schools.

Applications:

WILDs would be a great tool for those one or few computer classrooms.

Discussion Question:

This article was written in 2003…what applications and how are they (WILDs) used in the classroom today?