After reviewing several of the sites listed on the virtual worlds review, I see a few that may possibly be useful in a classroom. There are the kid-friendly worlds (Disney's Toontown, Virtual Magic Kingdom) that are just extensions of Saturday morning cartoons that, while more interactive, are just more self-promoting and selling something. Mokitown looked like something that may be interesting as a side bar in a classroom - cartoon-like road and traffic safety. Could be used but not on a long-term basis, I don't think. If you are doing a unit on safety, it could be used in conjunction with real-life experiences. When you make a mistake and get run over in the virtual world, you can get a new life. Kids need real-life experiences to judge car travel distances and speeds to learn to safely cross streets.
I linked to another youtube video that talked about Science virtual worlds and have to say, I was impressed. Not with the virtual world itself but how it was used. You could take your avatar into a cell and look around, watch systems of the body work (ie: food go in mouth and through digestive system). That would be cool to show but I think something similar is available outside the virtual world. The weather data world, Genome Island, 3-D models, etc. could be used but, again, is it necessary to enter the virtual world? The youtube also mentioned visiting other places - Rome in the past, etc., which I guess might be interesting but they talked about it like you were actually going back in time speaking to people who lived then! Yes, you interact with others, but they are just other people playing the game who may or may not know anything about the time or how people who actually lived back then would answer. They also mentioned "seeing" the Sistine Chapel. While the virtual world certainly resembled the Chapel, it certainly did not show it in a true light. While visiting would be best, a photo would do a better job showing the beauty of the painting that a cartoonish virtual world version, in my opinion.
Virtual on-line classes are touted as well. I guess if you are used to being in a class of 300 students with a teacher who does nothing but lecture, it might work. But I like the smaller classes where I can participate and ask questions (even if my physics prof thinks I talk too much - it's an inquiry class and I'm always talking about physics!). Yes, I can type in questions but it's not the same. Takes away the spontaneity for one thing. Again, just my opinion, I have never had a virtual class.
A business meeting in virtual world? Hmm...It would certainly cut travel costs but 55% of communication is received through non-verbal language and another 38% is based on tone of voice. I don't think this can be conveyed in a virtual world except when explicitly desired.
I do see how it would be helpful in a government class (high school) where students would have to build a town, elect a mayor, set a town budget, etc. Virtual world experience of real world problems without the actual consequences. I do not see using classroom time. Maybe as an outside extra credit assignment? If the kids are playing virtual world anyway...? I think it is a colossal waste of time myself but that's me and some kids seem to love it.
I asked several of my daughter's friends and a few (mostly the boys) have some experience with virtual worlds. But most of these kids had so many other outside interests (several in bands, work, Mock Trial, sports teams) that none admitted to being addicted.
I spend hours planning Science Club and Science Night and reading... I guess it's just what you like, you do. If students like virtual worlds, I guess if it's done with a goal toward learning something, Virtual World should have a place in school - middle and above - but I don't think I would use it in my classroom. Who knows? I may be wrong. I am willing to try anything.
Saturday, December 4, 2010
Saturday, November 20, 2010
I planned to do a WebQuest for my final project the week we learned about them. They were fun to do and gave students the opportunity to work on the computer, do some research, work in groups, and usually give a presentation of some kind at the end.
My WebQuest will be centered around learning the history behind the Mackinac area. In May, my son's fourth grade class takes a two day trip to Mackinac, visiting Mill Creek, Fort Michilimackinac, Fort Mackinac and the Island. While it's always a great trip, it is pretty fast and furious as we try to stuff as much as possible into our two days, including the cannonball contest at the hotel. I think the opportunity for students to learn a little about the area before we leave could help enhance the educational aspects of the trip, at least that's my hope.
I will need to do some research on the area, especially related to our stops. I think I'll have the students be WebQuest Time Travelers, possibly French fur traders exploring the area for the first time (bring in some Geography). I would like them to write some short journal pages about their adventures (LA), including meeting the man who started Mill Creek and learning about his contributions to the beginning of the lumber/building industry. I will have them trade their furs (what kinds?) at Fort Michilimackinac right around the time the British decided to move the fort to the Island (why?). They will then travel to the Island and maybe bring in something to do with the Mackinac Bridge. Since they are Time Travelers, they can compare traveling across the lake in a boat (what kind?how long? hazards?) to using a bridge. A "visit" to the Island will have them searching key "points" we usually visit while on the Island - Devil's Kitchen, Arch Rock, and, of course, the Fort (How was life different? What's the oldest building in Michigan? For what was a Blockhouse used?, etc.)
I hope to learn how to put together a WebQuest and test it out on my own kids to see how well it works. It's a great tool for "differentiation" - the newest buzz word - in a classroom with students of highly varying abilities. I would think one of the toughest jobs for a teacher would be to challenge the higher achieving students, help the lower achieving students, all while teaching to every student in-between. WHEW! The opportunity for a fun WebQuest for students whose other work is finished may be an incentive to get their work finished. Different Quests could be geared toward different levels, too, without anyone knowing (ie: lower achieving students given a little easier one but still expected to complete and present). With upper el students, they could learn how to make one of their own and have a "pool" of student-made Quests and a random drawing by each student for the Quest they would have to do.
Just some thoughts...I had better get started.
My WebQuest will be centered around learning the history behind the Mackinac area. In May, my son's fourth grade class takes a two day trip to Mackinac, visiting Mill Creek, Fort Michilimackinac, Fort Mackinac and the Island. While it's always a great trip, it is pretty fast and furious as we try to stuff as much as possible into our two days, including the cannonball contest at the hotel. I think the opportunity for students to learn a little about the area before we leave could help enhance the educational aspects of the trip, at least that's my hope.
I will need to do some research on the area, especially related to our stops. I think I'll have the students be WebQuest Time Travelers, possibly French fur traders exploring the area for the first time (bring in some Geography). I would like them to write some short journal pages about their adventures (LA), including meeting the man who started Mill Creek and learning about his contributions to the beginning of the lumber/building industry. I will have them trade their furs (what kinds?) at Fort Michilimackinac right around the time the British decided to move the fort to the Island (why?). They will then travel to the Island and maybe bring in something to do with the Mackinac Bridge. Since they are Time Travelers, they can compare traveling across the lake in a boat (what kind?how long? hazards?) to using a bridge. A "visit" to the Island will have them searching key "points" we usually visit while on the Island - Devil's Kitchen, Arch Rock, and, of course, the Fort (How was life different? What's the oldest building in Michigan? For what was a Blockhouse used?, etc.)
I hope to learn how to put together a WebQuest and test it out on my own kids to see how well it works. It's a great tool for "differentiation" - the newest buzz word - in a classroom with students of highly varying abilities. I would think one of the toughest jobs for a teacher would be to challenge the higher achieving students, help the lower achieving students, all while teaching to every student in-between. WHEW! The opportunity for a fun WebQuest for students whose other work is finished may be an incentive to get their work finished. Different Quests could be geared toward different levels, too, without anyone knowing (ie: lower achieving students given a little easier one but still expected to complete and present). With upper el students, they could learn how to make one of their own and have a "pool" of student-made Quests and a random drawing by each student for the Quest they would have to do.
Just some thoughts...I had better get started.
Wednesday, October 27, 2010
Blog #3
When in doubt, read all the directions...
WebQuest location: http://questgarden.com/110/86/2/101009093715/
Strengths and Weaknesses of:
1. Introduction - Great intro! Gets kids interested and excited about being gold seekers (4th graders in Michigan learn about how/why/contributions of immigrants which includes the Gold Rush in California and Chinese immigrants - great time for this WebQuest. Could split kids into groups and make a WebQuest for each of the major immigrant groups of the US in 1800's, early 1900's.) Also great LA link.
2. A task that is doable and interesting.
Definitely puts interesting into the task and while clear on what to do at the end, (poster or Powerpoint), not clear on what information is to be collected. Seems too open-ended at this point for younger students. Maybe list some suggestions as to what kind of information to be collected (time of travel, obstacles, best routes to take, best things to pack, etc.)
3. Process: Very clear directions, well-spelled out for students after the first week. I like the gold-panning experiment. You could expand this to an outside activity using a small pool, even using pyrite as "gold." Good link to use to make maps. Good Venn diagram idea to compare and contrast routes. Could also compare/contrast things needed for journey.
4. Evaluation: Well laid out rubric. Students will know exactly what is expected and how their work will be graded.
5. Conclusion - closure? reminder? Overall...
Good conclusion - an opportunity for students to review what they have learned in their summary as well as providing another site to which they can go to find more information. I like this WebQuest!
Good use of group work and individual summaries. Students can work together collecting information but write summaries at their own level. Good creativity input by students by creating their own coin, drawing maps (maybe supply a variety of materials/tools), writing summaries (I like the idea of making the journals but not clear what she means by making it "look like" one from the time period...in the writing? Visually? (use brown paper bags crumpled up to look old??)
6. Usable without modification? Definitely. Changes I would make....see above.
Also, I would never end a sentence with a preposition, poor Sister Mary Clarice would roll over in her grave. :)
WebQuest location: http://questgarden.com/110/86/2/101009093715/
Strengths and Weaknesses of:
1. Introduction - Great intro! Gets kids interested and excited about being gold seekers (4th graders in Michigan learn about how/why/contributions of immigrants which includes the Gold Rush in California and Chinese immigrants - great time for this WebQuest. Could split kids into groups and make a WebQuest for each of the major immigrant groups of the US in 1800's, early 1900's.) Also great LA link.
2. A task that is doable and interesting.
Definitely puts interesting into the task and while clear on what to do at the end, (poster or Powerpoint), not clear on what information is to be collected. Seems too open-ended at this point for younger students. Maybe list some suggestions as to what kind of information to be collected (time of travel, obstacles, best routes to take, best things to pack, etc.)
3. Process: Very clear directions, well-spelled out for students after the first week. I like the gold-panning experiment. You could expand this to an outside activity using a small pool, even using pyrite as "gold." Good link to use to make maps. Good Venn diagram idea to compare and contrast routes. Could also compare/contrast things needed for journey.
4. Evaluation: Well laid out rubric. Students will know exactly what is expected and how their work will be graded.
5. Conclusion - closure? reminder? Overall...
Good conclusion - an opportunity for students to review what they have learned in their summary as well as providing another site to which they can go to find more information. I like this WebQuest!
Good use of group work and individual summaries. Students can work together collecting information but write summaries at their own level. Good creativity input by students by creating their own coin, drawing maps (maybe supply a variety of materials/tools), writing summaries (I like the idea of making the journals but not clear what she means by making it "look like" one from the time period...in the writing? Visually? (use brown paper bags crumpled up to look old??)
6. Usable without modification? Definitely. Changes I would make....see above.
Also, I would never end a sentence with a preposition, poor Sister Mary Clarice would roll over in her grave. :)
WebQuests
After reading about WebQuests and their use in the classroom, I think there are many more strengths in using this tool in a classroom than weaknesses. As a student working toward an Integrated Science degree, I am in full support of any tool used to teach students via inquiry-based learning. As noted in the article, "We learn by doing..." Any project in which students will "buy in to" will create a better learning environment. By integrating subjects in which students are intersted, or at least areas in which students may have some interest, will facilitate student "buy in." For example, not a lot of 5th graders are excited about learning about the American Revolution, but if a student has a special interest in weapons, they could use a WebQuest to explore that area of the subject. If there is a student who is a fashion diva, their interest may spark an interest in exploring the clothing of the time.
On a simple note, a WebQuest will increase computer skills while increasing knowledge in the subject area.
If done as a group project (recommended), a WebQuest group will learn: how to share the load and work together; the importance of collaboration; how to build leadership skills as well as skills needed to work as a team, something all students must learn for the jobs of tomorrow.
The self-directed, self-paced organization of a WebQuest will help learners of various levels work at their own pace while challenging them to do their best work. A presentation at the end of the WebQuest is important for students to show what they have learned but also practice on how to effectively present their findings, whether with a PowerPoint-type presentation and/or a verbal presentation to peers and the instructor.
A WebQuest lesson will help the teacher become more of a coach, supporting student-led learning - facilitating knowledge rather than "giving" knowledge.
Weaknesses? There are a few. As with many Ed Tech tools, money is always a factor. There must be access to Web-linked computers for each group. In researching the Technology Inventory project, most schools in the US have a 3 to 1 computer ratio. While there is an uneven distribution in many states, most students have access to an online computer.
There is less oversee by the teacher which can lead to problems if students choose to not stay on task and don't "buy in to" the project. But by making it interesting, meaningful, and fun for the students, this should not be a long-range problem. Most kids love to learn if given the opportunity and the tools required, especially on a computer.
A good, solid rubric is essential to evaluate the WebQuest lesson. With a variety of learning levels, different subjects (albeit based on a main theme), and different group dynamics, evaluating the lesson/presentations will take a skillful teacher.
All in all, WebQuests promise to increase student interest in learning, offer inquiry-based opportunities, and help prepare students for the team-intensive jobs of the future.
On a simple note, a WebQuest will increase computer skills while increasing knowledge in the subject area.
If done as a group project (recommended), a WebQuest group will learn: how to share the load and work together; the importance of collaboration; how to build leadership skills as well as skills needed to work as a team, something all students must learn for the jobs of tomorrow.
The self-directed, self-paced organization of a WebQuest will help learners of various levels work at their own pace while challenging them to do their best work. A presentation at the end of the WebQuest is important for students to show what they have learned but also practice on how to effectively present their findings, whether with a PowerPoint-type presentation and/or a verbal presentation to peers and the instructor.
A WebQuest lesson will help the teacher become more of a coach, supporting student-led learning - facilitating knowledge rather than "giving" knowledge.
Weaknesses? There are a few. As with many Ed Tech tools, money is always a factor. There must be access to Web-linked computers for each group. In researching the Technology Inventory project, most schools in the US have a 3 to 1 computer ratio. While there is an uneven distribution in many states, most students have access to an online computer.
There is less oversee by the teacher which can lead to problems if students choose to not stay on task and don't "buy in to" the project. But by making it interesting, meaningful, and fun for the students, this should not be a long-range problem. Most kids love to learn if given the opportunity and the tools required, especially on a computer.
A good, solid rubric is essential to evaluate the WebQuest lesson. With a variety of learning levels, different subjects (albeit based on a main theme), and different group dynamics, evaluating the lesson/presentations will take a skillful teacher.
All in all, WebQuests promise to increase student interest in learning, offer inquiry-based opportunities, and help prepare students for the team-intensive jobs of the future.
Friday, October 15, 2010
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
c. collect and analyze data to identify solutions and/or make informed decisions.
One of the most important benefits to educational technology is the ability to find multiple sources of research information. From learning the mating patterns of the ring-tailed lemur, to finding peer discussions on the next election, students have access to more information, as well as different types of information, than ever before. While you can find all about ring-tailed lemurs at your library, the internet allows you the opportunity to not only find the facts, but also lots (and lots!) of opinions on almost every imaginable subject. While it is harder to wade through all the information, it is a great opportunity to hear many more sides to issues.
I am an Integrated Science Major. I hope to teach in an elementary classroom but think teaching at the middle school level, especially in science, would be very exciting with all the technology available. I believe strongly in science being a hands-on, evidence-to-conclusions environment in a science classroom. Two of the technology areas I believe would be best utilized in a science curriculum would be data collection, storage, and presentation and research.
I would design a lab, let's say, on conservation of mass. The students would carry out the lab in the classroom and use technology in any/all of the following ways:
Students could use a graphing program, such as Excel, to collect and store data and choose the most appropriate way to present the information. ie: bar graphs, line graphs, lists, etc. They could share this information on a classroom wiki.
Students could also take pictures of their lab, either to visually represent the step by step instructions or show the reactions and results of their experiments. These digital photos could be uploaded and included in a final report and/or presentation.
Students could use the internet for research, to search for resources, to view simulations and compare them to their own lab, to watch videos about the lab experiment, etc.
Students could also use PowerPoint or other mulitmedia tools to present their findings and conclusions to peers and teachers or post on a classroom website. Of course, there is always the opportunity for the student(s) to blog about their lab experience.
By collecting others' information and combining it with their own, students would be able to collect and analyze data to identify solutions and/or make informed decisions (conclusions).
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
c. collect and analyze data to identify solutions and/or make informed decisions.
One of the most important benefits to educational technology is the ability to find multiple sources of research information. From learning the mating patterns of the ring-tailed lemur, to finding peer discussions on the next election, students have access to more information, as well as different types of information, than ever before. While you can find all about ring-tailed lemurs at your library, the internet allows you the opportunity to not only find the facts, but also lots (and lots!) of opinions on almost every imaginable subject. While it is harder to wade through all the information, it is a great opportunity to hear many more sides to issues.
I am an Integrated Science Major. I hope to teach in an elementary classroom but think teaching at the middle school level, especially in science, would be very exciting with all the technology available. I believe strongly in science being a hands-on, evidence-to-conclusions environment in a science classroom. Two of the technology areas I believe would be best utilized in a science curriculum would be data collection, storage, and presentation and research.
I would design a lab, let's say, on conservation of mass. The students would carry out the lab in the classroom and use technology in any/all of the following ways:
Students could use a graphing program, such as Excel, to collect and store data and choose the most appropriate way to present the information. ie: bar graphs, line graphs, lists, etc. They could share this information on a classroom wiki.
Students could also take pictures of their lab, either to visually represent the step by step instructions or show the reactions and results of their experiments. These digital photos could be uploaded and included in a final report and/or presentation.
Students could use the internet for research, to search for resources, to view simulations and compare them to their own lab, to watch videos about the lab experiment, etc.
Students could also use PowerPoint or other mulitmedia tools to present their findings and conclusions to peers and teachers or post on a classroom website. Of course, there is always the opportunity for the student(s) to blog about their lab experience.
By collecting others' information and combining it with their own, students would be able to collect and analyze data to identify solutions and/or make informed decisions (conclusions).
Friday, October 8, 2010
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