Online Apps.

I chose to play around with Zoho. I think it is very similar to what Google Documents is. I have done a little bit with Google documents, so I decided to try something new. Zoho was just as easy to use and has very similar applications as the others. While I was messing around, I decided to actually make a "power point" presentation using what Zoho called "Zoho Show." It was pretty easy to use. I was able to make several slides, with some having photos. It was actually kind of fun. I have never used, or made, a presentation like that, but it sure would be handy to have for some of my lessons. The district I'm in is a little behind the times, as they say. We have two projectors that can hook up to the computer, but those are usually reserved to the Social Studies department (you know how they like their movies). Anyways, I would really like to someday be able to use stuff like this in my classroom. I do think no matter what office suite you chose to use, they would be similar and very easy to learn how to use.

I also chose to mess around with Picnik. In the past I have used Picassa to edit my photos and was excited to see that Picnik has even more editting tools. Things that Picnik offers that Picassa does not are adding frames, mattes, playing around with exposure, and many options to make a photo fun with eye color, stretching, neon color, and sketches. What I didn't like about Picnik is that you can only download one photo at a time unless you pay the monthly or yearly membership fee. This takes a lot of time if I wanted to edit quite a few pictures and then have to save them to my computer individually. I was glad that you can play around with much of the editting without paying. It's a decent price but not sure if I'd ever pay it since editting photos in my position wouldn't benefit me too much. I have tried to think of ideas of how to use an editting program in my classroom with either myself or students having to edit pictures, but haven't come up with any fun ideas yet. I will say that it was fun to play around with and I will use the program in the future since my wife takes many many pictures and loves to edit!

Here are a few pictures I played around with using Picnik!

D/B13

The one thing that I found to extremely cool was the example of improving a serve in tennis (pg 329). My reason for liking this, I have to admit, is kind of a selfish reason. I got very intrigued by this when they started to explain how they could improve their serve. As you have read, they used a tight suit with a complex electrical grid that would show on a PC the exact movement of the body. It allows them to basically "break down" the motions of the body so they can fix the flaws in this person's serve. I would love to get my hands on this suit. I have been golfing all summer and I can not figure out what I am doing wrong when I hit my irons. If I could go somewhere and have my swing analyzed by a professional, I think it would help me correct my swing. Yeah, like I said, it is selfish, but I think is is pretty neat that they can do that sort of thing. I do know that that is how they make a lot of those sport video games. Technology is so cool.

I have said it before in some of my posts, the coolest thing that I have learned is social bookmarking. I love the fact that I can organize my sites using different tags. I hated trying to remember what sites I used, and for that matter, what I even used it for. It helps me organize a little bit better. I also like that you can see who else bookmarked that site. Then by clicking on that person, you can see what other sites they have bookmarked. This helps me see what other sites people thought might be of importance. I like to browse the net and find sites that can help supplement my lessons, and with this, I think it will make it a easier and more enjoyable.

D/B12

When I was reading through Chapter 30, I feel like I had a lot of "Well duh!" moments. Of course rich media can improve learning if it is used correctly. That is kind of like saying glass will break if you hit it with a hammer. That might be a stretch, but you get the point. Another thing that I kind of thought was a little obvious was the fact that "too much audio, narration, and illustrations do not help the learning process, and in fact, can be a distraction." Too much of anything is never good, even money!

One of the things that kind of caught my attention was with all these studies that they did. They said that using audio and visuals are proven more effective than lessons that don't use them. So does this mean that ALL students are more audio and visual learners? To me, I feel that using those tools are always going to be more effective because it gives them something to relate words to. I know some students can get the concept by just reading, but throwing in some pictures to illustrate what is being said will be usually be helpful. I know with this book that we have to read for this class is that way for me. If there is a table or figure for me to refer to that goes along with the reading, I get it so much better. Not that I fully understand it, but it helped me get it a little better. I know this works in my class when I'm trying to explain a process on the calculator. If I try to explain something by just me telling them what to do, it takes for ever to get through. On the other hand, if I use my overhead and project my calculator screen onto the white screen, it goes much more smoothly.

The other thing that I really liked in this chapter was the illustration of the bunny and how they use it to add and subtract. I know I'm a math turd, but I really liked that idea. Now, I am a high school teacher all the students that walk through my door are supposed to know how to add and subtract by now. However, this isn't the case. I have such a hard time with my kids subtracting negatives. They just don't get that subtracting a negative is like adding that number (usually because they are so used to punching it in on their calculator). I think I might actually be able to use this illustration, even at the high school level.

Google Website Example For Students

The website that I created is intended as an example for the students. Here's what I might try. I would have the students create there own website as part of their final exam. They would need to pick one of the sections in their book that we have covered and create a website that highlights the main idea of that section. Just like I have done, they would have to have one page that explains in detail the main idea of the section, with examples that relate to that topic. On another page, they would have to create sample problems that go along with the lesson. If they wanted to get real creative, they could add pictures, videos, etc. that would enhance their website.

Another reason why I am thinking about doing this is because if even half of them do a really good job, I would be able to use those sites next year as supplement material for those students that think they need extra help. Also, students learn good when they learn from their peers, and someone may come up with a better way to show a certain topic than I what I did in class. It could be another resource for them to look to besides the text, or me.

http://sites.google.com/site/thelinearequations/home

D/B11

I must say the tables in this chapter helped me to understand what they were trying to get acrossed, especially Table 27.3. I have only been teaching for a year and I know I have a lot of things to work on. Looking at Table 27.3, I can honestly say, as any instructor, I have to work on almost every competency that they mention. There is one that I think I do pretty well, and that is #6, prepare for instruction. There is a few things in math that I haven't seen before or haven't seen in a while, but before I teach that area, I make sure I have a complete understanding of what I am teaching. Now, I am not an expert on everything, yet, but I do work hard so the kids understand what the lesson is supposed to be about.

With that said, the rest are areas I need to improve on. One in particular is #7, stimulate and sustain learner motivation. I think it is so hard, particularly in math, to motivate and keep motivation every day. One of my goals, and it might be an unachievable goal, is to never ever hear the phrase "I hate math." I think with the right motivation and the right instruction (#5), I think those kids might change their mind.

Another competency that I think I can improve on is in the area of management, particularly creating a classroom environment that "fosters learning and performance" (#17). Last year I was really rushed in setting up my classroom since I was hired a few weeks before school started. I didn't have much time to plan, organize, and decorate my room so that it was an inviting room. This year I hope that I can do this. Also, I want the kids to be able to think that they are in a safe and positive environment when they walk into my room. For many of the kids, math has been a bad experience and I want to change that. I think a good start in changing that would be to make the atmosphere in my room a positive one.

A third thing I would like to improve on, and a reason I am taking this class, is #18 in Table 27.3, "Manage the instructional process through the appropriate use of technlogy." I don't want to be a teacher that just throws in some computer work or calculator work to say that I used technology. I want the technology to be meaningful and help supplement what we are doing in class. My biggest problem right now is actually learning the new technologies that are out there. From there, I can take that knowledge and figure out how to incorporate that into my lessons.

Like I said earlier, I need to learn and improve on a lot of things, however, I am willing to do that in order to be a better and more effective teacher.

D/B10

First of all, I want to say that reading chapter 22 was very informative. I thought it was pretty cool to see the differences between the U.S. and Australia in regards to higher education. I think the main reason why I enjoyed this chapter is because I could actually understand it. I am really not enjoying this book as you can probably tell.

Anyways, I think the obvious difference between business, higher education, and P-12 is the way they are utilizing ID. For business and P-12, I believe the main use for ID is the fact that they are using it to make their jobs better, and maybe even a little easier. On the other hand, higher education is using it to have a job. They are the ones who are attempting to train others in order for them to use it.

Another difference that kind of surprised me is that business has been using technology for such a long time. From what I remeber reading in chapter 18, they have been using it for the last 25 years (pg.174), and maybe longer. Here's something that has been confusing to me, why is that the majority of the jobs out there are using technology, but they aren't learning these skills in school. Isn't school the place where these "future employees/employers" are supposed to learn these skills and help prepare them for the "real world?" Why is it taking so long for schools to incorporate technology a little more? If I were an employer, I would love it if someone came in and could use most of the programs at my business. Do you realize how much money would be saved. There would be no need for costly training, and the time it takes to go through this training would essentially be eliminated. I think if we could start the students using, and working with, more of the technology that is out there, they would benefit, as well as their future employer.

Finally, the biggest theme that I have seen amongst the three levels is the financial aspect. Everyone want to have the "latest and greatest" tools and technology to make them the best business, the best teacher, or the best professor. However, the road block is money. This is especially true in business and P-12. The authors say businesses are worried about the cost of training, and how every school needs a systemic change, but the cost to do this is rarely feasable.

I think schools need to follow the path businesses are making. Technology is going to be around for a long time, and going to play a huge role in our future. I think it would be wise for all teachers to start using some sort of technology in their classroom. Besides, teaching with technology would make things more interesting for our kids, and maybe more fun for us as teachers. I think it would be wise for schools, and teachers especially, get the knowledge and motivation for using technology in the classroom.

Map Project

I really think this would be a fun project for my students. I have students 9-12 that either have, or are looking forward to, getting their license. My project would go as follows:

I would have my students create a virtual road trip to anywhere in the continental U.S. They would first have to pick a vehicle of their choice and use the combined MPG for that vehicle. Reason being, they would have to keep track of how far they can go on a tank of gas, and when that runs out, they have to fill up. They would do this throughout their trip. They would have to use the internet to find a gas station in that area and calculate the amount of money it would take to fill up. They would also have to keep track of all other expenditures, i.e. food, hotel, souveniers, etc., along the way. They would have to map out, as I did on the map below, the direction they traveled, the stops they made, and picture of each stop. The ultimate goal of this project would be for them to keep track of everything along their journey and compute the cost of their vacation.

This is a rough idea of what I would have them do. If anyone has any other suggestions on how to make this better, I would love to hear them.



View Stadium Visits in a larger map

This is my sample road trip to many of the midwest Major League Baseball Stadiums. I started in Colon, went to Chicago's Wrigley Field, then up to Milwaukee to Miller Park, and so on. I ended at Comerica Park to watch the Tigers.