I think one of the best rules to tell yourself is "people might be afraid you are going to blame them for the problem." This really hit home because many people are intimidated by technology which in turn makes them self-conscious. If they are afraid you might blame them, they will probably be afraid to ask you for help.
A follow-up with this question is the rule on page 2 regarding placing the blame. The rule states that no matter what always blame the computer, even if you have to show off your ability to "criticize" bad design. This information can be used for any particular software application or source of technology. This would be helpful when teaching students how and when to use e-books because it would encourage them to take risks in order to succeed.
Friday, September 21, 2007
Monday, September 17, 2007
Type I & Type II Technologies
Because the definitions of each type are somewhat broad, listed below are three examples that will better help define the two uses.
1. Using a power point presentation to compliment lecture material.
2. The use of a computer to help plan lessons more efficiently.
3. The use of a slide show to exemplify the lesson.
- Introducing and instructing students with new types of technology, including blogs, e-books, or Google Earth.
- Engaging students hands-on in computer-based activities (not including
- Allowing students to take modern commodities, such as an iPod or Pocket PC, and use them as a tool on a school project.
**Remember, the main difference between Type I & II is that type I is traditional and student-passive, while type II is more aggressive and hands-on in its student engagement.
Monday, September 10, 2007
FiB Chapter 2 QR
Fires in the Bathroom Chapter 2 QR
Throughout both chapters the book stressed the importance of a questionnaire as an effective tool for educators to learn about their students. What surprised me was the feedback from Lauraliz on page 20, where she said she enjoyed it when the teacher fills out the questionnaire as well. I wholeheartedly agreed with her.
By participating in such an activity you are building that level of comfort that will allow for better learning and more student engagement in the classroom. It also enables the teacher to build rapport with students without forcing relationships. This is in turn makes you seem more trustworthy, fair, and approachable; especially if your responses are funny and allow students to laugh at you. This seems like it would greatly releive any tension or anxiety that the students may have.
Throughout both chapters the book stressed the importance of a questionnaire as an effective tool for educators to learn about their students. What surprised me was the feedback from Lauraliz on page 20, where she said she enjoyed it when the teacher fills out the questionnaire as well. I wholeheartedly agreed with her.
By participating in such an activity you are building that level of comfort that will allow for better learning and more student engagement in the classroom. It also enables the teacher to build rapport with students without forcing relationships. This is in turn makes you seem more trustworthy, fair, and approachable; especially if your responses are funny and allow students to laugh at you. This seems like it would greatly releive any tension or anxiety that the students may have.
FiB Chapter 1 QR
Fires in the Bathroom, Chapter 1 QR
While reading chapter one I was immediately enthralled by a single sentence on page twelve: “Take ten minutes out of class to ask students to write down what they do in a typical day, from the time they wake up to when they go to sleep.” I not only completely agree with this statement but think this is a fantastic exercise that can be used in the classroom.
By allowing students to create a personalized schedule it would allow me as an educator to be more aware of student’s personal lives and time constraints. It also enables me to obtain this information without having to force relationships or rapport with the students. I really think that this would allow for them to be comfortable knowing that I understand how busy students are but did not force them to tell me anything. Also, if the exercise occurred without the students knowing than their answers would be more thoughtful and truthful.
While reading chapter one I was immediately enthralled by a single sentence on page twelve: “Take ten minutes out of class to ask students to write down what they do in a typical day, from the time they wake up to when they go to sleep.” I not only completely agree with this statement but think this is a fantastic exercise that can be used in the classroom.
By allowing students to create a personalized schedule it would allow me as an educator to be more aware of student’s personal lives and time constraints. It also enables me to obtain this information without having to force relationships or rapport with the students. I really think that this would allow for them to be comfortable knowing that I understand how busy students are but did not force them to tell me anything. Also, if the exercise occurred without the students knowing than their answers would be more thoughtful and truthful.
Copyright and Fair Use LR
I strongly disagree with the answer for question number eight. I was rather surprised that students were not allowed do download from file sharing but “educators” could as long as they used discretion. I must be missing the point because I truly do not see the difference: education is both teaching AND learning. Through our brief readings of both multiple intelligences and UbD/DI we are being told that each student has individual learning patterns, as well as different areas of strengths and weaknesses. How is it alright for the instructor to download and use such material but not for a student in his class? Student use is just as educational as teacher use, and a pupil with musical/rhythmic intelligence would highly benefit from being allowed to use such materials for a school project. This is especially true if the use occurs in middle or high school setting, where it is essential that the student develop and enhance their intelligence.
Copyright and Fair Use SR
1.) How many copies are allowed be to “archival”? I wonder if it has to be done in the library or by a librarian; that piece of information was rather unclear. I am curious as to whether these back-up copies have to apply to the same simultaneous use rules as the software programs in questions two and three.
7.) Apparently as long as a you have a password protected site it is okay to violate copyright laws. This seems very sketchy to me. Is it because the material is not being distributed to a wider audience, or does the password validate that it is for educational use only?
9.) Was I supposed to know that MP3.com pays for their archives? It seems only a technology or musical buff would have that sort of knowledge prior to taking the quiz. How do you know whether or not sites pay for such archives? Is it posted somewhere, perhaps on their homepage or FAQ section?
13.) I would like to see the signed permission of the interviewee and whether or not he thought his participation would be used in more than one classroom. However, I do suppose once you grant permission that information is out there and can no longer be controlled.
14.) I strongly agree that you should not be able to broadcast Disney movies during a PTA meeting. The whole concept and point of fair use was educational use. Since the children are out of the classroom, and the purpose is to keep them quiet and entertained, this is clearly a violation of copyright laws.
17.) I should really hope so! What would the world be coming to if we needed copyright permission to snap a photograph of our environment? When a house is built it is not copyrighted, nor is a business or landmark. Something would seriously be wrong if they were.
19.) “Using pieces of a song and analyzing them as a reflection of the times students live in.” How broad and unclear are these statements? You can not use songs, but it is alright to use parts of a song, but only if the parts are analyzed and reflected upon. If a project such as a yearbook is neither instructional nor educational than either ban or allow the use of music.
20.) Would the school be allowed to post the CD-ROM online and allow for free downloads, or is that still considered wider distribution? As I understand, copyright laws main purpose is to protect from reproduction of authentic material for monetary gain. If they are only selling the CD’s to cover production costs, is this really profit?
7.) Apparently as long as a you have a password protected site it is okay to violate copyright laws. This seems very sketchy to me. Is it because the material is not being distributed to a wider audience, or does the password validate that it is for educational use only?
9.) Was I supposed to know that MP3.com pays for their archives? It seems only a technology or musical buff would have that sort of knowledge prior to taking the quiz. How do you know whether or not sites pay for such archives? Is it posted somewhere, perhaps on their homepage or FAQ section?
13.) I would like to see the signed permission of the interviewee and whether or not he thought his participation would be used in more than one classroom. However, I do suppose once you grant permission that information is out there and can no longer be controlled.
14.) I strongly agree that you should not be able to broadcast Disney movies during a PTA meeting. The whole concept and point of fair use was educational use. Since the children are out of the classroom, and the purpose is to keep them quiet and entertained, this is clearly a violation of copyright laws.
17.) I should really hope so! What would the world be coming to if we needed copyright permission to snap a photograph of our environment? When a house is built it is not copyrighted, nor is a business or landmark. Something would seriously be wrong if they were.
19.) “Using pieces of a song and analyzing them as a reflection of the times students live in.” How broad and unclear are these statements? You can not use songs, but it is alright to use parts of a song, but only if the parts are analyzed and reflected upon. If a project such as a yearbook is neither instructional nor educational than either ban or allow the use of music.
20.) Would the school be allowed to post the CD-ROM online and allow for free downloads, or is that still considered wider distribution? As I understand, copyright laws main purpose is to protect from reproduction of authentic material for monetary gain. If they are only selling the CD’s to cover production costs, is this really profit?
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