Wikis, Visual Literacy, and Brain Information

There is really so much that a teacher needs to know to help his or her students to be all that they can be.  Actually, a teacher should strive to learn every method possible for use in the classroom.  Wikis, visual literacy, and brain information are just some of this important information that exists.  By learning about these resources and topics, teachers can enhance their classrooms and their students’ learning potentials.

Wikis are websites which encourage collaboration for entering, submitting, managing, and updating information on a web workspace.  More information on what makes up a Wiki can be found at http://eduscapes.com/sessions/wiki/wiki0.htm.  A video introducing Wikis can also be viewed at http://commoncraft.com/video-wikis-plain-english.  With a classroom workspace, according to the link http://pbworks.com/content/edu-classroom-teachers, class resources can be published, group projects can be developed, parental involvement can be encouraged, student portfolios can be created, and classrooms around the world can interact.  The benefits of Wikis are evident in the vast amount of learning that can take place using them.

Visual literacy has been given several definitions which can be found at http://visual-lit.wikispaces.com/What+is+Visual+Literacy%3F.  The definition for visual literacy which I prefer on this website comes from Thibault and Walbert:  “Visual literacy is the ability to see, to understand, and ultimately to think, create, and communicate graphically.”  This is an important concept for students in the classroom, especially in relation to technology.  Some excellent lessons for elementary students concerning visual literacy can be found at http://www.pbs.org/parents/arthur/lesson/medialiteracy/index.html.  These lessons involve issues such as advertising as well as others to aid students in understanding how the visual aspects of something can create particular meanings.  Links to other lesson ideas for the classroom which deal with visual literacy can be found at http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/knowledgequest/kqwebarchives/v36/363/KQW36_3PBSVisualLiteracy.pdf.

As for the brain, what isn’t important about this topic for teachers?  The brain has everything to do with a students’ learning.  Therefore, teachers should make certain to keep updated on issues pertaining to the brain.  For example, there is a lot of research into gender differences according to the brain, especially by Michael Gurian who has written several books on this issue.  This information can be helpful to both teachers and students as educators discover how to better teach students and these students can therefore receive a better, more effective education.  Of course, there is so much more to know about the brain.  It is stated at http://www.dana.org/news/cerebrum/detail.aspx?id=28896, “A better understanding of the brain and how it functions can improve study skills, promote improvements in neurological health, and encourage brain-based teaching strategies while at the same time boosting general science library.”  Another great website where several interactives for students can be found concerning the brain can be found at http://www.dana.org/resources/brainykids/.

So much can truly be found online about important topics on which teachers should educate themselves.  Every opportunity to make teaching more effective in hopes of benefiting every individual student should be utilized.  Learning about and making use of wikis, visual literacy, and the brain are merely some of these important topics.

Image from http://www.braininjury.com/symptoms.html

Educational Software

Video games have become very popular over the last several years.  They certainly have had an increasing affect on children as it seems these methods of entertainment have completely taken most children’s attentions.  If only that attention could be similarly captured in the classroom somehow, students could learn so much more and certainly more effectively.  Actually, there is a way.  There are many educational video games, but we certainly would not want to bring these Wii, Playstation, or Xbox platforms into the school.  However, there is that great technological tool which can now be found in most classrooms known as the computer.  A wide variety of educational software exists for use on the computer which can be utilized in the classroom.

In an elementary classroom, many teachers are required to teach their students all subjects.  JumpStart is a title of educational software which reinforces learning for all content areas.  I have found this program to be wonderful for students.  There is a JumpStart program for each grade level so students are learning concepts that they should be learning.  For example, the JumpStart 4^th Grade software provides learning about parts of speech, spelling and vocabulary, addition and subtraction, multiplication and division, prime numbers, fractions, decimals, estimation, science, geography, music, arts, and history at the fourth grade level. As with all of the JumpStart programs, it also offers challenging activities, games, and adventures to keep them interested.  Students are able to work at their own pace, too.   This educational software would most certainly boost students’ interests and gain their attention just as a video game would.  Even better, they would be learning the necessary skills required at their grade levels.

The use of the JumpStart series would meet many objectives and goals in the classroom by meeting the needs and interests of the students while also submitting to their continuing educational needs.  It would definitely satisfy technology related standards and would reinforce lessons on many of the educational standards required at a specific grade level.  Additionally, there are even JumpStart programs for advanced students to meet the needs of gifted and talented students.

I have even used JumpStart software at home with my own children and found that they enjoy this software very much.  My son, who enjoys video games too much, actually preferred using the JumpStart program over his usual video games.  It definitely captured his interests.  Therefore, I am confident that it would capture students’ interests in the classroom as well.  Of course, some of the content may be too advanced for some students, especially at the beginning of the year.  For this reason, I would offer students the use of a JumpStart program from a prior grade level initially, allowing them to move on upon completion of that software.  Then, the advanced software for that grade level could be utilized.

Image from http://ebookw.net/video-training/videotraining-other/1288-jumpstart-kids-educational-superpack.html

WebQuests

Sometimes, teachers have interesting lessons for their students, but just need that extra motivation to really get the students interested and capture their attentions.  WebQuests can be an excellent tool in the classroom as they are most certainly fun for students and encourage student engagement.  Of course, not every classroom topic can be appropriate for the format of a WebQuest.  To discover more about this use of technology in the classroom, there are many WebQuests available online for which teachers can search to get ideas, or even to use these WebQuests in their own classrooms.  A couple of these include http://technological-teaching-aids.suite101.com/article.cfm/how_to_plan_a_webquest and http://www.webquestdirect.com.au/whatis_use.asp.

In addition to the benefits a WebQuest has for both teachers and students, this form of learning also meets several standards.  Many of the National Educational Technology Standards for both teachers and students are achieved.  Depending on the activities involved in the WebQuest, even more may be met and Common Core Standards as well as other state and national standards can also be attained.  Even standards regarding research can be accomplished with the use of WebQuests.  This is an excellent technique for incorporating technology in the classroom.

Before creating my first WebQuest, I was a bit anxious since I did not know what to expect.  From the WebQuests I had reviewed online, it looked like a very difficult process.  Using the Quest Garden website, though, I was quite relieved since this site took me through each step of creating a WebQuest and finally, put everything in its place for me.  I would highly recommend this site to teachers or anyone else who is interested in developing their own WebQuest.

Obviously, there were still some slight difficulties in constructing my WebQuest.  I had to familiarize myself with the website and the features involved in the development of a WebQuest.  Unfortunately, I had entered most of my information (and saved it) just to later find out that it had all disappeared.  That was rather disappointing, but certainly fixable.  In addition, I found it complicating to insert images and place them exactly where I wanted the images among the text.  I was eventually able to assemble it all successfully, though.  My WebQuest focuses on poetry including learning about and how to write haikus, limericks, cinquains, and free verse poems.  It targets fourth and/or fifth grade English/Language Arts students.  This WebQuest can be found at http://questgarden.com/127/77/1/110611190508/.

I would absolutely recommend the use of WebQuests in any classroom, whether that WebQuest be constructed by the teacher or taken from an already existing WebQuest online.  These can be very valuable learning tools for all students as they promote motivation, interest, and engagement while also meeting many standards.  With all of the requirements which mandate the use of technology, why not use the most effective technological tools available with students in the classroom?

Image from http://myeslcorner.blogspot.com/2008/11/webquests.html

Online Communication Tools

Communication between home and school is very important for ensuring student success.  With lives getting busier all the time, though, sometimes frequent communication between teachers and parents can be quite difficult to achieve.  Online communication tools simplify this necessity and should most definitely be used inside and outside of the classroom by teachers, students, and parents.

While, being a substitute teacher, I have not had the opportunity, yet, to use online communication tools, I would certainly use them as a regular teacher.  Additionally, I use them as a parent to keep up with what is happening with my own children in school.  As a mother, I know how important it is to communicate with teachers regarding my children’s education and am thankful for the use of online communication tools by their school district.

Oftentimes, students will habitually forget what has been assigned to them in class as homework.  Websites which allow teachers to post assignments with due dates in addition to other information students may need to know outside of the classroom can be very helpful.  In fact, the chapter eight video for Duffy and McDonald’s Teaching and Learning with Technology entitled “Web site supports learning” reveals a teacher’s use of this type of online communication tool.  From home, students are able to access information they were previously given in class, including any assignments.  Of course, parents can benefit from this, too, as they can determine certainly whether or not their children have homework. 

Some school districts allow their teachers the use of a district site for communicating in this manner.  Teachers, students, and parents can benefit from its use.  Teachers increase their students’ success rates and gain effectiveness and efficiency through this online communication tool.  Additionally, through the correspondence between home and school, teachers are better able to realize their students’ needs and interests which can bring about an enhanced learning environment.   Even when students are absent from class, they can find out what assignments need to be made up in order to be prepared for their next class date.  Therefore, this type of technology is valuable for them, also.   In fact, students may gain the most from the use of this type of online communication tool as the communication between home and school potentially allows them increased learning abilities.  Even parents can have an advantage through the communication produced with this tool.  Because so many can benefit from its use, many districts will likely begin using this online communication tool, if they haven’t already.

As a teacher, I would absolutely use this type of online communication.  If my school district did not already have a site in place for doing so, there are sites available online to allow teachers the simplified opportunity to communicate to their students and their students’ parents.  One site can be found at http://assignaday.4teachers.org while another is http://www.yourhomework.com.  There are surely others, too.  The opportunity for communication between home and school exists; every teacher, for their students’ sake, should make use of it.

Image from http://users.rider.edu/~suler/psycyber/extendclass.html

PowerPoint in the Classroom

Students can tire quickly of strictly oral presentations in the classroom.  So how can a teacher present a lesson or unit and keep the students’ attentions at the same time?  The answer:  technology, of course.  PowerPoints are an excellent method for giving any type of presentation, especially in the classroom.  Teachers can use so much creativity when developing a PowerPoint presentation, including the use of text, graphics, videos, and even web links, which can keep the students’ interests while also satisfying technology related standards.  Moreover, students can see the use of technology being modeled and can even use PowerPoint applications themselves for their own presentations in the classroom.

PowerPoints can be created for any subject and any content areas.  In fact, I created a PowerPoint to introduce a unit on Bridge to Terabithia which I presented to a fourth grader.  This student was intrigued by the presentation and eager to read the book afterwards.  According to this student, she was able to understand what she was expected to look for throughout her reading of the text and what she should know upon completion of the story.  These were the ultimate goals for the PowerPoint, to ensure that the audience would know the point of the unit and what they should learn from it.  I cannot say that I was particularly proud of any one aspect of the PowerPoint, but more so that I was proud of the entire assemblage, itself.    However, if I were to recreate it, I would most certainly include web links to interactive web sites and even the author’s own web site to reinforce some of the content within the presentation.

Of course, when producing a PowerPoint presentation, one must take certain details into consideration.  Otherwise, the intended purpose will not be accomplished.  These guidelines can be found at http://www.professionalspeakersguild.com/articles/techpres.html.  According to this article, “Using Computer Presentation Programs Effectively,” when creating a PowerPoint, one should:

1. Add, don’t detract.
2. Don’t distract.
3. Know your stuff.
4. Know your medium.
5. Stay home.

But, what does all this mean?  Well, one should certainly add to their PowerPoint presentation by further explaining its content, but should not, however, say anything that could distract from the intended message.  Also, know your information; don’t depend on the PowerPoint itself.  Make sure you are familiar with the actual PowerPoint application, too, since technical problems are always possible.  Finally, use your PowerPoint as an outline rather than to include every word of your presentation.  Otherwise, the audience could just read it for themselves.

PowerPoint can definitely be a useful tool in the classroom.  Teachers, as well as students, can have a lot of fun with this computer application while also guaranteeing that attentions and interests are maintained if this tool is used appropriately and successfully.  Educators also make certain that standards relating to technology are met through the use of PowerPoint.  With this knowledge, why wouldn’t teachers want to use PowerPoint in the classroom?

Mull, G. (2005).  Using computer presentation programs effectively.  Professional Speakers Guild.  Retrieved from http://www.professionalspeakersguild.com/articles/techpres.html
Image from http://instructify.com/category/powerpoint/

Desktop Publishing in the Classroom

Desktop publishing, the use of a computer to create printed works containing text and/or graphics, is a very valuable tool in the classroom.  Not only does it benefit teachers by allowing them more productivity with greater efficiency, but it also benefits students through motivation and variation in learning techniques.  This technological tool can reinforce content already learned while also promoting language and editing skills.  Brochures, anthologies, journals, and reports/papers are just some of the ways students can make use of desktop publishing programs.  Teachers can also use these tools for creating syllabuses, worksheets and handouts, class rules and expectations, student assessments, newsletters and much more. 

Neatness is just one of the benefits of using desktop publishing programs.  The printed text allows for orderliness giving readers greater ability to make sense of what is written.  In addition, editing and revisions can be accomplished in a much more organized manner allowing writers to understand the changes that need to take place.  Desktop publishing also allows the insertion of graphics within text which can attract readers’ attentions.  Of course, too many graphics or too much clutter can be distracting to viewers, thereby defeating the intent of the printed piece by deflecting from its message.  When using desktop publishing programs, creators should keep the message in mind, as well as organization, to achieve their intended purpose.

The flyer shown above is meant to promote the use of desktop publishing in the classroom.  Through text and graphics, the benefits for both teachers and students are evident.  There is even a list of ways teachers and students can apply desktop publishing in the classroom.  The pictures on the flyer reveal students using computers to develop publications using desktop publishing.  The first draft of this flyer contained more graphics, but this was found to be distracting.  As mentioned before, this was digressing from the message that this flyer was meant to signify.  Therefore, this final product became the outcome in order to fulfill the intended purpose.

Regardless of what the message is supposed to be, though, desktop publishing is an excellent tool in the classroom.  It should absolutely be implemented by all teachers for use by themselves and with their students.  It can make the planning process so much more productive and efficient giving teachers more time to devote to their students’ educational needs.  Desktop publishing is also a wonderful learning tool for students as it provides enthusiasm for completing assignments and projects while also exposing them to fundamental and essential practices.  Every instructor should use desktop publishing for and in the classroom.

Spreadsheets and Databases in the Classroom

Spreadsheets and databases can be excellent technological tools in the classroom.  They are especially beneficial to teachers as organizational tools as they are handy for keeping track of grades and other student information.  However, these tools can be valuable for students, also, if teachers make use of them properly.

The web link, http://www.amphi.com/~psteffen/excel.html, offers many further links to various sites concerning the integration of spreadsheets in the classroom.  These websites can be very helpful in offering teachers the knowledge of making use of spreadsheets and databases with their students.  Teachers, with the use of these technological tools, can not only provide a more effective and efficient learning experience, they can present a much more motivating learning environment for their students, thereby allowing them the increased ability to reach their full potentials.

Another link, http://juliannbetker.efoliomn.com/spreadsheets, also provides several examples of the uses of spreadsheets and databases in the classroom.  In fact, there are some rather interesting methods of spreadsheet use on this site that I had not thought of.  Of course, I realized the various applications spreadsheets may have in the mathematics, science, and social studies classrooms with graphing, surveying, timelines, etc. and that graphing could also be used in art.  However, I had not recognized the uses these tools could have in language arts other than for creative writing concerning the information input and obtained from spreadsheets and databases.  The aforementioned site refers to several uses of spreadsheets in the language arts classroom, though, that were surprising to me including the creation of vocabulary lists with study guides and crossword puzzles.  This would be an excellent technique for not only using spreadsheets, but also helping students to more effectively learn their vocabulary words while also providing more fun and interesting motivation for learning them.  This site also mentioned the learning of parts of speech using a mad-lib activity or grammar scrambler developed on a spreadsheet.  This, too, would be a more fun and interesting way of learning a language art concept, thereby providing the necessary enthusiasm for learning.

All classrooms, no matter the content area, can find some use of spreadsheets and databases.  These are excellent tools for integrating other content areas into a particular subject.  I believe it is important to do this, to relate subjects to one another and also to relate them to the real world.  As a teacher, I would certainly use these tools in relation to real-world issues.  After having students survey others about a specific issue, I would have them graph their findings both manually and using spreadsheets.  This would be a very efficient method for integrating various content areas and relating them to the real world. 

Since all teachers should wish nothing less for their students than their best, they should make every effort to help their students accomplish this.  Technology, including the use of spreadsheets and databases can be excellent tools for doing so.  Therefore, every teacher should strive to provide this opportunity for their students.

Image from http://www.123rf.com/photo_9353075_cartoon-kids-with-computer--vector-illustration.html

Technology in the Classroom

Not so very many years ago, children attended school in one-room schoolhouses.  The sun glowed through the windows shining light onto the chalkboard, the central tool used by teachers for lessons.  There was no electricity, let alone computers and other such technology available to students today.  In fact, so many technological tools now exist that some people may not even be aware of several of them.  These tools can prove quite beneficial within the classroom to both teachers and students.  Not only should they be used, but according to standards by which teachers are required to abide, technology must be used.  National and state teachers’ standards necessitate the use of technology and there are even specific standards for the use of technology referred to as the National Educational Technology Standards for Teachers and for Students (NETS*S).  These standards mandate how teachers should use technology in the classroom to benefit themselves and their students.

Instructors can make various uses of technology to provide more effective and efficient teaching.  Some examples include spreadsheets, databases, desktop publishing, word processing, powerpoints, web pages, graphic organizers, and blogs, though there are many uses of technology which could be added to this list.  These tools can provide more differentiated education allowing for increased learning across all learning styles.  They can also allow for more efficient assessments and evaluations.  Actually, this is one of the NETS*S, “Design and Develop Digital-Age Learning Experiences and Assessments.”

Because I realize how important the use of technology is for my students in the classroom, I will continue to use and expand these technological practices.  While I already use online sources, word processing, and powerpoints, I have not made use of desktop publishing.  As I am merely a substitute teacher, the necessity of this has not arisen.  However, as a regular teacher, I would certainly use desktop publishing.  There are so many applications of desktop publishing which could be used in the classroom.  I would most certainly use this tool for creating weekly newsletters for students to take home because communication between home and school is vitally important for students and their educations.  Additionally, students could use desktop publishing in the classroom for creating journals, brochures, and other pieces of writing.  Desktop publishing could even be used to develop anthologies of writings within the class.  Of course, because I have never used desktop publishing, I will certainly have to familiarize myself with this type of technology.  To do so, I will research this tool thoroughly online and practice using it before applying it in the classroom.  This should also allow me to discover other ways in which desktop publishing can be helpful in the classroom.

Teachers should strive to maximize their students’ learning, making sure they reach their full potentials.  Technology is absolutely necessary to do this.  So many benefits can come from its proper use.  Any teacher, believing in the importance of their students’ educations, should be more than willing to learn about and apply the use of technology.

Image from http://www.rapides.k12.la.us/vi/mspublisher.htm