Adam+Chekour



Hi everyone! My name is Adam Chekour and I'm a first year doc student within Curriculum and Instruction (C&I). My uncompromising love to teaching made me give up my engineering career for a teaching one. After finishing my MS degree, I had an opportunity to teach mathematics at Raymond Walters College (UC Blue Ash Campus). I come from a family of Mathematicians: My older sister and older brother are also math teachers. I also come from an international family. I was born in Casablanca, Morocco (remember the classic movie named "Casablanca"?), situated in north west Africa. We had to move to Paris, France with my mom when she got married to a french guy. My older brother lives in Valencia, Spain with his wife and beautiful son and two daughters. My old sister lives with her family in Casablanca, Morocco. I often visit my brother and parents and we all go down to our summer house in Casablanca for a family reunion. I love traveling and i have been so far in about 20 countries in the world. I love to experience different cultures and languages. Indeed, I do speak five languages and I'm fortunate to be able to use them wherever i go. I enjoy everything about technology and I'm looking forward to this class to share ideas and exchange great experiences with everybody. Some of my favorite links include: 1) [|Top 100 Technology Tools for Learning] 2) [|Top 100 Educational Websites] 3) [|Smart Technologies used in Education] 4) [|Knowledge Based Wolfram Search Engine] (powerful library, without downloading Mathematica)

**Reflective Bolg # 1: Objectivism Versus Constructivism (H. Jonassen & J. Cronje)**
The article by Jonassen examines how Instructional System Technology (IST) was mainly evolving with a behaviorist foundation, which accommodated for a cognitive learning that isolate the learner from discovering and experiencing the external real world. Both behavioral and cognitive conceptions of instruction are rooted in the objectivism paradigm and are limited to embodying and structuring knowledge. A more recent theory which views knowledge as being constructed by the learner based upon mental activity is founded on constructivism. While the goal of objectivism is to transmit knowledge to learners, constructivism provides tools and appropriate environment that help learners interpret a variety of perspectives of the real world around and build their own knowledge and experiences. The table on page 9 provides a summary that contrasts beliefs about objectivism and constructivism. In his article, Cronje exposes different measurement methods and criteria for differentiating between objectivism and constructivism. This article also presents a set of very important questions about the integration of these two paradigms. The four models on page 396 are a good reference on how learning takes place in each of the four quadrants. Two case studies were presented: one that is high on both objectivist and constructivist components, and a second one that illustrates an application of the model in developing a primary school computer lab. The results of these two studies shows that placing objectivism and constructivism at right angle allows for a useful and richer classification matrix (see revised model on page 412). Also, the learning tasks that are high on objectivism and constructivism enhance both the efficiency and effectiveness of instruction. Both articles got me thinking on my own learning and teaching experiences. They also presented me with a variety of important tools that can be used to measure how objectivist/constructivist are the learning tasks that i use in my class. The integration model could be a valuable tool to match the teaching methods and the learning outcomes, which is the main question of every educator, instructional designer, and policy maker. Technology integration into teaching could be one of the major factors that promote such effective objectivist/constructivist instruction among teachers and enables students to become critical thinkers, problems solvers and decision makers (NETS standards). 1) Which model (objectivist or constructivist) does better apply to your instruction? 2) To what extent one should integrate objectivism or constructivism to achieve better learning outcomes? How about in distance learning setting?
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Reflective Bolg # 2: Surviving in one-computer classroom (Chaika and Anderson articles)
In their articles, both Chaika and Anderson mentioned one of the issues that teachers struggle with. An example of these issues is a one-computer classroom setting, where students have limited access to online resources to complete their assignments and projects. After reading both articles and viewing this issue from a teacher's perspective, i realized that this is one of the toughest survival situations that teachers can face. But, at the same time it is a learning experience that teaches organization and management skills. Teachers will also learn how to be resourceful and look for different backups to this issue. Both articles provide useful suggestions on how to deal with a one-computer classroom and offer sample activities that can be given to students within this physical setting. One of the smart ways to still use this single computer by all students is to create multiple stations with different research resources so that students can move a round in groups till they reach out to the PC station. This method certainly aligns with NETS standard 2 (c): "customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources." While teachers are teaching students how to find the necessary information online, they also need to "advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources" (NETS standard 4 (a). On the other hand, students who are in a one-computer classroom will not benefit from the fast technology growth already happening in education. Their learning, creativity and skills will not improve without the use of effective new technologies. On the teacher's side, standard 3 (d) "model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning" and standard 5 (c) "evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning" both call on teacher to be familiarized with emerging technologies and be engaged in evaluating and selecting effective technologies that promote students' learning and educational research. A one-computer classroom setting is a way far from achieving these goals for both teachers and their students. Applying for grants and raising money through donations (from organizations, companies, community...etc) are few examples to help "modernize" these classrooms and have equitable access to technology for both students and teachers. 1) How can a teacher encourage students collaboration and involvement? 2) What would a teacher do if one group or one student finish his/her assignment early and has some spare time? 3) How to ensure students don't surf unauthorized websites?
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Reflective Bolg # 3: Web 2.0 Education
The article by Rosen and Nelson (2008) provides a comparison between the read-only Web 1.0 and the read-write Web 2.0 platforms. Table 1 on page 214 is an informative illustration of some of the tools that can be used in both platforms to facilitate different tasks such as content management systems, information searching and organization, and the implementation of media material. These tasks certainly allign with the NETS-T standard 2(a) that states "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity." Among the Web 2.0 tools for collaboration, Wikis stand as an efficient one due to the following characteristics: 1. “Ease of use” 2. “Spaces for students to create products individually, in small groups, and as a whole group” 3. “Ability to create a nonlinear document structure through hyperlinks” 4. “A built-in mechanism for reflection and meta-cognition” 5. “A means of tracking individual, small group, and whole group progress through an assignment” (Rosen & Nelson, 2008, p. 218). This got me thinking about our actual Wikis website that we are using in this course and how these five features are accomplished. And mostly how Wikis can be an effective constructivist tool in promoting students cognition and enhancing learning outcomes. I also like the idea of Education 2.0 where "learners, as well as teachers, participate in knowledge creation and interactively build distributed communities, or networks, of learning." (p.221) The article by Ikpeze & Boyd (2007) presents valuable information on effective ways of using WebQuests as an internet tools for instruction delivery. Webquests can provide a rich PBL (Problem Based Learning) experience if used adequately, and this, according to standarad 1 (b) of NETS-T, "engages students in exploring real-world issues and solving authentic problems using digital tools and resources." WebQuests lessons need to be properly designed to allow easiness in navigation, and to avoid overload or distraction of learners. Although this article provides some tips on close supervision of students distraction and off-tasks, this remains one of my concerns, especailly in large lab-classes or in computer labs where students are given extra time for completing their project. I like the idea of using WebQuests as a math literacy tool where students can not only improve their reading and writing skills, but also strengthen their reflection, explanation and critical thinking skills. In the article by Wang and Hsua (2008), i like the idea of using Blogs in an out of class setting, especially for pre-service teachers, because this tools enable them to create knowledge and reflections, share ideas and experiences, and archive them for future use. This setting is convenient whenever there is a lack of in class time for these activities. This method of using Blogs is consistent with the NETS-S standard 2(a) which states "Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media." The archiving feature of Blogs makes them a priceless reference and e-handbook of valuable knowledge and experience for future users, which can benefit from the variety and usefulness of these resources. From the class experiment mentioned in this article "Blogging provided an environment where there were fewer restraints on consideration of discussion topics than there are in a typical in-class discussion, especially with sensitive issues such as cultural identities and cross-cultural learning experience." (p. 83) And i believe that is one of the most rewarding experiences that Blogs can bring to the learning experience. 1) Within Education 2.0 framework, what are some advantages that our Wiki website presents to your experience? Do you think you will be using such setting in your content area? 2) In these articles, few cons were mentioned about the use of social networks to support education, can you mention others?
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Reflective Bolg # 4: Podcasting and Educational Technology (Videography)
According to Sweeder (2007) educational technology should "encourage students to develop growing confidence in their ability to choose, adapt, create, and use various product technologies (hardware and software) for classroom use; demonstrate a willingness to experiment and use, in creative ways, various blends of products and idea technologies in their own planning and teaching" (p.108). This exactly aligns with the NETS-T standard 3(d) which states that teachers should "model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning." Indeed, teachers need to learn how to evaluate the variety of emerging technologies available now in the market, rather than throw out these technologies on their students and then test the outcomes later. This process is a part of the educational technology that is a "blending of product and idea technologies with subject matter content in order engender teaching and learning processes within and across disciplines" (Sweeder, 2007, p.109). As a facet of educational technology, digital videography provides a rounded platform for multiple intelligences theory, Cooperative Learning, and the Videographing Process itself. Creating instructional videos can be a valid learning experience for both teachers and students. Teachers need to be technology savvy so they can produce and convey a complete and coherent movie story. While creating video stories, students prove themselves, confirm their learning experience and have an opportunity to express their most abstract ideas into a visual product. And it's the teacher's role to shape this experience by providing the instrumental tools to students and help develop their creativity within an ethical framework. While Videography in one of the tools that helps teachers in differentiating their instruction, it needs to be used as a supplement to the traditional instruction where creativity and realistic levels of students' achievement should be balanced to ascertain for better students outcomes. The article by Sprague and Pixley (2008) brings another educational technology tool named podcast, which is an "audio file that can be played on the computer or downloaded to MP3 players" (p.227). Within a course system, students can access podcasts created by others, by their own teachers or by themselves. In each case, the common advantage is the easiness in accessing and reviewing the posted material. Podcasts allow students "to develop a sense of ownership and pride in their work" (p. 232), and be engaged in self creation and critical thinking. Students also learn how to research, improve their communication skills and create a product that will attract audience's interest, which affects directly their motivation in the project. These traits are part of the NETS-S standard (4) which states that "Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources." One of the chanllenges of creating podcasts lays in the creation process its self. In addition, and from my experience, editing a podcast could be a time consuming process which discourage some of the teachers to use this instructive technology. Whether producing a podcast or a vodcast, teachers and students need to thing about their audience and who will be using their final product. This product needs to grab the attention of the learners, allow for flexibility and easiness of researching, reviewing, and adding more to the initial experience. But, mostly, the final product should bring an added value to the traditional method of instruction. 1) How one can make a sound podcast or vodcast? 2) What is the added value of a podcast compared to the in-class lecture?
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Online Rubric using Rubistar
The rubric below was built for grading a math story problem. [|Rubric on Math Story Problems]

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The article by Rochelle (2003) examines different aspects of how mobile wireless devices can be implemented in education. Control and representation are two major concerns to look at while implementing these devices. When it comes to control and from a teaching experience perspective, I always tell my students of math class to try to have a control over their calculators, especially when it comes to analyzing and criticizing the answers they get on the calculator. Because, the calculator is just a device with programmed algorithms that will execute whatever the student input into it. And this is important for students to understand, so they can confirm their methodologies and algorithms before they start executing them on the calculator.=====

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Representation is also an important feature component “to arise, drawing upon the dynamic, graphical, animate, and multi-representational capabilities of computer display” (p. 2). This is especially important for visual learners who can find an ease in learning, expressing their ideas, and building upon the presented visual information. This is equally beneficial for teachers who seek a prompt assessment and/or feedback on their instruction. And here I recall my experience with the PRS (Personal Response System) devices, which can be used simultaneously within a Power Point presentation to quiz students and check their populated responses which can be illustrated in various charts. This aligns with the NETS-T standard 1 (c) that states “promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.” This methodology will also enable the teacher to evaluate how effective these devices are to students’ involvement.=====

appropriately use the IWBs and to support their selection of appropriate software.” (p. 466)
**//__Discussion questions__//**: 1) What are some disadvantages of using wireless mobile devices in your classroom? 2) How could your instruction be more effective while using Smartboards?