Here is a short video that introduces what the Great Depression was like for minorities.
Tuesday, July 14, 2009
Saturday, July 11, 2009
Chapter 3: Employing the Information
This chapter is full of great multimedia tools to improve the educational experience. Students can upload and manipulate images with Flickr and Photoshop Elements. They can add audio to podcasts using Audacity or Midi software. Or they can make videos and upload them to YouTube. The best part of all these tools is that they are so engaging to learners. Using these tools, students can really take ownership in their learning.
The best part of this chapter, in my opinion, is the action items at the end of the chapter (pages 96-99). Not only does Warlick provide excellent suggestions on how to incorporate these multimedia tools, he lays out specific ways each part of the team can work toward the same goal. Many times teachers are frustrated that the burden lies solely on them. By Warlick specifying how directors of technology, principals, media specialists, school tech facilitators, teachers, students, and parents can contribute to the same goal, teachers will feel less burdened by the role of incorporating these multimedia tools.
The best part of this chapter, in my opinion, is the action items at the end of the chapter (pages 96-99). Not only does Warlick provide excellent suggestions on how to incorporate these multimedia tools, he lays out specific ways each part of the team can work toward the same goal. Many times teachers are frustrated that the burden lies solely on them. By Warlick specifying how directors of technology, principals, media specialists, school tech facilitators, teachers, students, and parents can contribute to the same goal, teachers will feel less burdened by the role of incorporating these multimedia tools.
Warlick Chapter 1: A Day in the Life of School 2.0—2015
Who wouldn’t want to be a student at the school described at the beginning of this chapter? The teachers are so invested, the students are so interested, and the curriculum is so individualized. This is definitely what we, as educators, must do to equip students with what they need to be successful in our ever-changing world.
One part of this chapter that really stuck out to me was the portion where the author was talking about preparing our children for the future with personal face-to-face relationships. Warlick states “but the relationship must be richer than a teacher who simply delivers instruction, with students passively receiving and storing that instruction” (page 7). This point is especially poignant with me because too frequently I see students falling asleep or acting out because they are bored with their education. We, as educators, need to learn to teach in a way that our students can engage with their learning.
Of course, as Warlick points out, the only way for our schools to move in the direction of the school 2.0 at the beginning of this chapter is for our practices of teaching and learning to change. Warlick states “they depend less on the market-driven advance of technology, and more on people’s willingness to invest in fundamental changes in schools and schooling” (page 11). If schools do not change they way they teach, no amount of new technology will do any good.
However, using the technology I am learning in this class, I hope to entice teachers in my school to embrace this new multimedia as a means of changing instruction to engage all learners in their classrooms.
One part of this chapter that really stuck out to me was the portion where the author was talking about preparing our children for the future with personal face-to-face relationships. Warlick states “but the relationship must be richer than a teacher who simply delivers instruction, with students passively receiving and storing that instruction” (page 7). This point is especially poignant with me because too frequently I see students falling asleep or acting out because they are bored with their education. We, as educators, need to learn to teach in a way that our students can engage with their learning.
Of course, as Warlick points out, the only way for our schools to move in the direction of the school 2.0 at the beginning of this chapter is for our practices of teaching and learning to change. Warlick states “they depend less on the market-driven advance of technology, and more on people’s willingness to invest in fundamental changes in schools and schooling” (page 11). If schools do not change they way they teach, no amount of new technology will do any good.
However, using the technology I am learning in this class, I hope to entice teachers in my school to embrace this new multimedia as a means of changing instruction to engage all learners in their classrooms.
Thursday, July 9, 2009
Thursday, July 2, 2009
Wednesday, July 1, 2009
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