Digital Project #6: Video Interview

Interview on Standardized Testing:

1.       What is the purpose of standardized testing?  Do you think they work?

 

2.       It has been determined that students take an average of 112 standardized tests from the time they enter Pre-K until they graduate from 12^th grade.    Do you think we test the students too much?

 

3.       Does the time used to prep students for standardized tests take away from your mandated curriculum?

 

4.       Do you think that the tests do more harm then good?  And why?

   

Interview on Virtual Learning:

1.       What do you like about virtual learning?

“It’s a shorter time.  I don’t have class as long.”

 

2.       What do you miss not attending classes in person?

“My friends.  And participating in class and writing on the board.”

3.       Do you feel that you’re learning more or less with virtual learning?  Why?

“I think more.  There’s more independent work so there’s not a lot of talking to bother you.”

 

4.       Do you think it’s harder or easier to ask the teacher for help?

“It’s easier, because you can hit the button on the screen “raise your hand.”  I don’t have to raise my hand and he (the teacher) doesn’t have to look around.  He can see it on the screen.”

 

5.       If you could change one thing about virtual learning, what would it be?

Nothing.  I wouldn’t change anything.  It’s fine the way it is. it is. 

Discussion Forum #5 Student as Researcher

 

Students can develop critical thinking skills when assigned the role of student researcher.  Becoming a researcher hopefully engages students in the learning process.  They learn to find, vet, and publish information.  They learn to find credible websites and by this, I mean that they learn to assess whether a site is promoting a product, belief or facts.  They learn to improve their use of search tools, such as the advanced search option using specific key words or phrases, as well as other “smartsearch” techniques such as link.  Learning how to use these tools teaches students how to do a more direct search than they are used to doing.  They have to think outside the box, which helps them develop critical thinking skills.  They learn to ask better questions, find factual and correct answers and apply the information found to their lesson or project.

The difficulties I foresee in assigning students the role of student researcher is that they don’t know how to do a correct online search, choose unreliable websites and perhaps plagiarize material that they do find. 

If I had to design an assessment that required my students to use the internet, the assessment would involve students providing deep thought into the questions. If they were learning about the US taking land from the Native Americans, questions could be along the lines of:  Why did the US believe it was okay to take Native American land by force?  Why do you think the Native Americans signed contracts to give their land to the US?  Do you think the US had the right to take their land?  In order for the question to differ from a memorization question, the question would have to based on critical thinking skills.  Students would have to take what they learned and apply it to the question.

Digital Project #7 - Lessons Learned Through Charlie Brown

Hi I’m Laura Jenkins and this podcast is an assignment for my EDU 311 class – Digital Learning Applications.

In my podcast, I discuss lessons I learned from Charlie Brown and his gang.  To hear my podcast, click here

Discussion Forum #7: Joining Forces in Purposeful Work: The Legacy of Student Contribution

 

In the case of doing the wiki, jobs that can be created are researchers, scribes, global communicator/collaborators, and tutorial designers.  Researchers would conduct research on the topic of the wiki.  Global communicators can interview others across the country or around the world and incorporate an interview into the wiki.  The scribe can take notes during a lesson on the topic or take notes during the interview.  The tutorial designer can create tutorials for the topic or create a tutorial on how to use apps or equipment that may be needed to create pages on a wiki or even a blog post.  And each of the jobs entails others, such as editors, sharers, greeters, photographers, videographers, and web posters. 

In just a daily lesson, student jobs that can be incorporated into a classroom include scribes and researchers, which incorporates editors.  You can also have jobs that use sharers, greeters, photographers and videographers when there is a classroom visitor/speaker.      

When I look back at my time in school, the things that I remember most are the times when I shined in class.  When I was proud of something I did or something I made on my own. Or even when I had a sense of purpose and helped others.

I can help my students create an educational legacy by giving them the means to build their confidence, offering them opportunities to collaborate, and create work that they are proud of, work that they will share with or create for their class.  It has been proven that because students care more about what their peers think, they will put in the extra effort to get it right. Even giving students a sense of empowerment by providing them with projects that will live on with others or within themselves will create an educational legacy for students. Confidence, purpose and empowerment creates motivation.  Motivation inspires students to take ownership of their work and creates a sense of pride.

Having students work together on a classroom project, create a fundraiser for those less fortunate, or create a class blog where everyone participates and contributes are just a few ways that will assist students in creating an educational legacy that would outlast their own student experiences, experiences that will remain with them and last a lifetime.

Discussion Forum #6: The Student as Global Communicator and Collaborator

 

Opportunities that I can imagine for helping students to engage with authentic audiences around the world, may include having students share folktales with one another or discuss the similarities and differences of folktales from each other’s cultures.  I know that students do discuss and read folktales from other cultures while in elementary school.  For the younger set, students can share and learn about the different games played around the world.  Social studies can also offer opportunities to explore and learn from others globally.  Perhaps, students could interview scientists or astronauts who are in space, which could be intertwined with a science lesson.

I believe that the assignments that challenge students to partner with students globally are more motivating than teacher assigned grades because it offers students a sense of purpose.  They may be teaching or helping others outside the classroom.  Students may feel that what they are doing or contributing is beneficial and that it’s important or it matters.  Students are more concerned with making sure what they’re working on is correct because it’s not just for a grade it’s for a higher purpose.  Plus, their peers will be watching them, especially their peers on the other side of the world.

From what we’ve read, barriers that educators can anticipate in guiding students in the role of global communicator and collaborator can come from within, the ability or fear to let go of some of the control and put it in the hands of the students.  Another barrier may come from some student’s reluctance to participate.

Digital Project #5 - Content Curator

 Below, you will find a link to my content curator project.  Please let me know if you're unable to view it.

You can copy and paste the link below or click here.

https://docs.google.com/presentation/d/1mX4tCplOpqpd4Y4VlmYdDDlY8-f6z0aITOSH4IVpdvg/edit?usp=sharing