Blog Reflection Week Ten (Website)
16 years ago
Thursday, April 29, 2010
butzlaff-flyer
I love making flyers because I have always played music with bands, and back before there was the internet, myspace, and facebook, the best way to advertise was to make and pass out flyers. Fun stuff!
butzlaff-quiz power point
This was a great project for breaking down assessments step by step to parents and showing them that there is definitely a method to the madness, so to speak. I love the creativity and options that PowerPoint offers.
Week 11 reflection
Week Eleven (Chapter Nine & Ten)
3. What is distance education? What types of support are critical to the success of distance education? Why?
Distance education is defined as the delivery of instruction to students who are separated from their teacher by time and/ or location. There are many ways of using distance education, and many different technologies in which a teacher can utilize in order to make distance education successful. One way that distance education can be used is if a student wants to take courses from a college located in a different state. What the student would do is sign up for an online class in which the teacher would prepare a syllabus and lesson plan, along with assessments, grading information, and resources. The possibilities are very great when it comes to distance education. No longer do the teacher and the student have to be in the same location in order to make a class setting work.
Distance education has come from something as simple as mailing text materials and using a telephone with a speakerphone on it all the way to videoconferencing and e-mailing. Communication and learning through distance education has also been done using such technologies as voice mail, fax machine, broadcast video, video cassette, radio broadcast, audiocassette, net meeting, and print materials.
Several types of support are critical to the success of distance education and they all have reasons why they are so critical. These types of support include those used for both synchronous and asynchronous courses. Synchronous courses, such as when all students and the teacher are using the same technology at the same time to interact, use supports such as a speakerphone because of its ease of use and simplicity, and the conference call, because it allows for many participants to engage in the message being given. Also, in a conference call, each member of the class can be involved from any location of their choosing. Finally, a phone bridge is a great type of support for synchronous distance education because students can call a toll free number and instantly be connected with the teacher and classmates for the lesson. This is a good support because any student can leave the lesson without disrupting others simply by hanging up and, again, learning can take place from the comforts of the students’ homes on their own telephones, and long distance rates do not apply. These are just a few supports used for synchronous distance learning. Types of support that are critical to asynchronous distance education include voice mail, because students can leave responses to assessments on the teacher’s voice mailbox as opposed to tracking down the teacher to give the response. Another support is a fax machine, where information is simply sent directly to the teacher via a fax machine. This is a good support because text or graphics can be sent both ways (teacher to student and vice verse) instantaneously. E-mail is currently the most widely used support for asynchronous distance learning, because of its ease of use and ability to include attachments, such as projects and papers, to name a few things.
3. What is distance education? What types of support are critical to the success of distance education? Why?
Distance education is defined as the delivery of instruction to students who are separated from their teacher by time and/ or location. There are many ways of using distance education, and many different technologies in which a teacher can utilize in order to make distance education successful. One way that distance education can be used is if a student wants to take courses from a college located in a different state. What the student would do is sign up for an online class in which the teacher would prepare a syllabus and lesson plan, along with assessments, grading information, and resources. The possibilities are very great when it comes to distance education. No longer do the teacher and the student have to be in the same location in order to make a class setting work.
Distance education has come from something as simple as mailing text materials and using a telephone with a speakerphone on it all the way to videoconferencing and e-mailing. Communication and learning through distance education has also been done using such technologies as voice mail, fax machine, broadcast video, video cassette, radio broadcast, audiocassette, net meeting, and print materials.
Several types of support are critical to the success of distance education and they all have reasons why they are so critical. These types of support include those used for both synchronous and asynchronous courses. Synchronous courses, such as when all students and the teacher are using the same technology at the same time to interact, use supports such as a speakerphone because of its ease of use and simplicity, and the conference call, because it allows for many participants to engage in the message being given. Also, in a conference call, each member of the class can be involved from any location of their choosing. Finally, a phone bridge is a great type of support for synchronous distance education because students can call a toll free number and instantly be connected with the teacher and classmates for the lesson. This is a good support because any student can leave the lesson without disrupting others simply by hanging up and, again, learning can take place from the comforts of the students’ homes on their own telephones, and long distance rates do not apply. These are just a few supports used for synchronous distance learning. Types of support that are critical to asynchronous distance education include voice mail, because students can leave responses to assessments on the teacher’s voice mailbox as opposed to tracking down the teacher to give the response. Another support is a fax machine, where information is simply sent directly to the teacher via a fax machine. This is a good support because text or graphics can be sent both ways (teacher to student and vice verse) instantaneously. E-mail is currently the most widely used support for asynchronous distance learning, because of its ease of use and ability to include attachments, such as projects and papers, to name a few things.
Week 7 Reflection
Week 7 (Chapter 7 and 8)
What is the difference between asynchronous and synchronous communication? Name and describe the Internet communication tools that fall into each category.
When discussing the differences between asynchronous and synchronous communication, it is important to understand that they both link students to other students across the globe. Both of these types of communication are Internet based, and offer amazing communication and educational possibilities. The main difference between synchronous communication and asynchronous communication is that synchronous communication is same time and asynchronous communication is time shifted.
There are several types of asynchronous communication. These include e-mail, discussion boards, and ,mailing lists. All of these types of communication are kind of like a post and respond type of communication that does not occur simultaneously. E-mail is a type of communication tool in which an address is set up on the Internet, almost like a digital post office box. Other people, too, set up these web addresses. The communication occurs when one person sends a messege to another persons e-mail address, and vice versa. This is a great way to send personal messeges, pictures, data, or other types of media or work. The response time is very quick, and there is no reliance on telephones or personal travel. Another type of asynchronous communication is a messege board. This is a place on the internet where a person can go to post information, state opinions, or get information. The exchange of ideas and information is central to messege boards, and these boards rely on post and response. There are all types of messege boards, and sometimes you have to become a member of a messege board in order to participate. Yet another type of asynchronous communication is mailing lists. Mailing lists require that people sign up to be included on a list that recieves a certain e-mail. This is very similar to joining a church, in which everyone recieves a weekly bulliten in the mail.
There are also several types of synchronous communication. These include chats and videoconferencing. Chats are communication situation in which people get on a certain website at the same time and digitally communicate with each other via typing messeges. Chats can occur between two people or a whole group of people, depending on the type of chat “room” that a person gets involved with. Another type of this type of communication is videoconferencing, which allows people of any location in the world to talk to each other via cameras that allow all parties to see each other and communicate effectively.
What is the difference between asynchronous and synchronous communication? Name and describe the Internet communication tools that fall into each category.
When discussing the differences between asynchronous and synchronous communication, it is important to understand that they both link students to other students across the globe. Both of these types of communication are Internet based, and offer amazing communication and educational possibilities. The main difference between synchronous communication and asynchronous communication is that synchronous communication is same time and asynchronous communication is time shifted.
There are several types of asynchronous communication. These include e-mail, discussion boards, and ,mailing lists. All of these types of communication are kind of like a post and respond type of communication that does not occur simultaneously. E-mail is a type of communication tool in which an address is set up on the Internet, almost like a digital post office box. Other people, too, set up these web addresses. The communication occurs when one person sends a messege to another persons e-mail address, and vice versa. This is a great way to send personal messeges, pictures, data, or other types of media or work. The response time is very quick, and there is no reliance on telephones or personal travel. Another type of asynchronous communication is a messege board. This is a place on the internet where a person can go to post information, state opinions, or get information. The exchange of ideas and information is central to messege boards, and these boards rely on post and response. There are all types of messege boards, and sometimes you have to become a member of a messege board in order to participate. Yet another type of asynchronous communication is mailing lists. Mailing lists require that people sign up to be included on a list that recieves a certain e-mail. This is very similar to joining a church, in which everyone recieves a weekly bulliten in the mail.
There are also several types of synchronous communication. These include chats and videoconferencing. Chats are communication situation in which people get on a certain website at the same time and digitally communicate with each other via typing messeges. Chats can occur between two people or a whole group of people, depending on the type of chat “room” that a person gets involved with. Another type of this type of communication is videoconferencing, which allows people of any location in the world to talk to each other via cameras that allow all parties to see each other and communicate effectively.
Tuesday, April 27, 2010
Week 5 Blog
Week Five (Chapter Five & Six)
1. What is productivity software? How can it be adapted to benefit teaching and learning? What are the advantages and features of electronic spreadsheets? How do you see them as a benefit in an educational environment?
Productivity software is usually generic based business application software that educators can use and adapt for the professional and administrative tasks they must address. Examples of productivity software are basic word processing, spreadsheet, and database management software. Productivity software benefits both the teacher and the learner in several ways. It assists educators in preparing memos, letters, reports, and budgets. It also assists educators in tracking student information, computing grades, and preparing lesson plans and IEPs. The school I work for uses software like this to keep a record of student attendance as well. We use this type of software for completing lesson plans and for showing teaching strategies, as well as for showing different ways in which we as teachers intervene when a student is having problems with an objective. This is a great way to keep track of what we as teachers are covering, and how the students react to it. Productivity software is very beneficial to students, as well, in that it helps educators create creative activity worksheets and transparencies that the students enjoy and learn from. Finally, the software helps educators create grade reports and parent letters, as well as store business and parent phone numbers.
The advantages and features of electronic spreadsheets is amazing. Some features of electronic spreadsheets include the ability to do just about anything you want with statistical information of all sorts including organizing data into columns and rows, color coding data, creating graphs and charts, and calculating information via formulas. Perhaps the neatest feature of electronic spreadsheets is its ability to perform what- if analysis, which is the act of entering a set of numeric data for the purpose of displaying what the numbers would look like if certain scenarios were to happen. For example, if a principal wanted to know how a new bill would affect his or her budget. Those are just a few features of electronic spreadsheets. The advantages of these types of spreadsheets include total accuracy and the ability to be easily modified. No longer would a person have to manually check and recheck their numbers. With electronic spreadsheets, it is a safe bet that when accurate information is submitted to the spreadsheet, an accurate computation will result every time. Also, if the numbers need to be changed for some reason or something needs to be added or taken away from the data, then the possibility of that happening is 100 percent and is unbelievably easy to do. Manually modifying numbers manually is unbelievably tedious and tiring.
1. What is productivity software? How can it be adapted to benefit teaching and learning? What are the advantages and features of electronic spreadsheets? How do you see them as a benefit in an educational environment?
Productivity software is usually generic based business application software that educators can use and adapt for the professional and administrative tasks they must address. Examples of productivity software are basic word processing, spreadsheet, and database management software. Productivity software benefits both the teacher and the learner in several ways. It assists educators in preparing memos, letters, reports, and budgets. It also assists educators in tracking student information, computing grades, and preparing lesson plans and IEPs. The school I work for uses software like this to keep a record of student attendance as well. We use this type of software for completing lesson plans and for showing teaching strategies, as well as for showing different ways in which we as teachers intervene when a student is having problems with an objective. This is a great way to keep track of what we as teachers are covering, and how the students react to it. Productivity software is very beneficial to students, as well, in that it helps educators create creative activity worksheets and transparencies that the students enjoy and learn from. Finally, the software helps educators create grade reports and parent letters, as well as store business and parent phone numbers.
The advantages and features of electronic spreadsheets is amazing. Some features of electronic spreadsheets include the ability to do just about anything you want with statistical information of all sorts including organizing data into columns and rows, color coding data, creating graphs and charts, and calculating information via formulas. Perhaps the neatest feature of electronic spreadsheets is its ability to perform what- if analysis, which is the act of entering a set of numeric data for the purpose of displaying what the numbers would look like if certain scenarios were to happen. For example, if a principal wanted to know how a new bill would affect his or her budget. Those are just a few features of electronic spreadsheets. The advantages of these types of spreadsheets include total accuracy and the ability to be easily modified. No longer would a person have to manually check and recheck their numbers. With electronic spreadsheets, it is a safe bet that when accurate information is submitted to the spreadsheet, an accurate computation will result every time. Also, if the numbers need to be changed for some reason or something needs to be added or taken away from the data, then the possibility of that happening is 100 percent and is unbelievably easy to do. Manually modifying numbers manually is unbelievably tedious and tiring.
Week 3 Blog
Week Three (Chapter Two)
2.What is the difference between formative feedback and summative feedback?
Formative feedback occurs while both learning and instruction is going on. The Dynamic Instructional Design Model (DID) covers all of the elements that a teacher would need in order to teach a class effectively, including knowing your learners, stating your objectives, establishing the learning environment, identifying learning strategies, and identifying and selecting technologies. Formative feedback consists of the questions that the teacher asks himself/herself in order to tie these elements together and allow the teacher to adjust the lesson accordingly. During the knowing your learners portion of the model, the teacher might ask …Am I responding to all learning styles? Am I accurately depicting the students’ developmental stages? Am I correctly assessing student skill levels? During the stating your objectives portion of the model, the teacher might ask …Are my objectives targeting the performances I intended? Are my objectives stated in a format that makes it possible to accurately measure performance? Do my objectives include multiple levels of critical thinking? During the establishment of a learning environment, the teacher might ask…Is the environment nurturing and secure for all students? Does the class management system promote positive and productive interaction? Am I planning student and teacher exchanges that support and enhance learning? During the identifying learning strategies portion, questions might be… Am I addressing all the steps of the pedagogical cycle? Am I including varied teaching strategies and learning activities? Finally, during the identifying and selecting technologies step, the teacher might ask…Are the technologies I have selected appropriate to the content and pedagogy? Are the technologies and support materials readily available? The answers to these questions dictate the direction and pace of the teacher’s overall lesson and approach, and allow the teacher to more smoothly move throughout the teaching process.
Summative feedback, however, occurs AFTER the learning has taken place as opposed to during the learning process, like formative feedback does. Summative feedback consists of an overall summative evaluation that the teacher does in order to find out if all objectives were achieved. Data is also collected and considered. Questions asked during this type of feedback are…Am I identifying a method of assessment that will measure achievement of objectives? Is the data to be gathered from the assessment useful to determine necessary revisions? Are the evaluation techniques valid and reliable with reference to design? The answers to all of these questions and the analysis of the data collected help to determine if the lesson is effective for the learners.
2.What is the difference between formative feedback and summative feedback?
Formative feedback occurs while both learning and instruction is going on. The Dynamic Instructional Design Model (DID) covers all of the elements that a teacher would need in order to teach a class effectively, including knowing your learners, stating your objectives, establishing the learning environment, identifying learning strategies, and identifying and selecting technologies. Formative feedback consists of the questions that the teacher asks himself/herself in order to tie these elements together and allow the teacher to adjust the lesson accordingly. During the knowing your learners portion of the model, the teacher might ask …Am I responding to all learning styles? Am I accurately depicting the students’ developmental stages? Am I correctly assessing student skill levels? During the stating your objectives portion of the model, the teacher might ask …Are my objectives targeting the performances I intended? Are my objectives stated in a format that makes it possible to accurately measure performance? Do my objectives include multiple levels of critical thinking? During the establishment of a learning environment, the teacher might ask…Is the environment nurturing and secure for all students? Does the class management system promote positive and productive interaction? Am I planning student and teacher exchanges that support and enhance learning? During the identifying learning strategies portion, questions might be… Am I addressing all the steps of the pedagogical cycle? Am I including varied teaching strategies and learning activities? Finally, during the identifying and selecting technologies step, the teacher might ask…Are the technologies I have selected appropriate to the content and pedagogy? Are the technologies and support materials readily available? The answers to these questions dictate the direction and pace of the teacher’s overall lesson and approach, and allow the teacher to more smoothly move throughout the teaching process.
Summative feedback, however, occurs AFTER the learning has taken place as opposed to during the learning process, like formative feedback does. Summative feedback consists of an overall summative evaluation that the teacher does in order to find out if all objectives were achieved. Data is also collected and considered. Questions asked during this type of feedback are…Am I identifying a method of assessment that will measure achievement of objectives? Is the data to be gathered from the assessment useful to determine necessary revisions? Are the evaluation techniques valid and reliable with reference to design? The answers to all of these questions and the analysis of the data collected help to determine if the lesson is effective for the learners.
Sunday, March 14, 2010
second round of projects
For some reason I has a little trouble submitting my assignments in the formats that were assigned, but I got through it after a little trial and error. I learned some great resources for creating tests, puzzles, and links to assignments. This was a wonderful set of projects that I can use right away.
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