Tolhurst 2007--Students with more complex epistemological beliefs did better in courses.
Allen and colleagues (2007) initiated their first college student-written textbook--online.
Dwight Allen--Social and Cultural Foundations of America Education--in Wiki Books.
2nd and 3rd Edition of the Wikibooks.
Later version is 5th Edition.
Foundations and Instructional Assessment--5th Edition.
Put out the new set of topics an d students write a 1000 word article on a topic of their choice, citing at least five references: two articles from peer-reviewed journals.
In addition to writing on their selected topics students were also permitted to write "wilcards" articles on topics not identified by course instructors, "sidebas" multiple coic questions and peer evaluation.
SEE ARTICLE FOR CLARIFICATION
Friday, March 07, 2008
One Laptop per Child: The Cognitive Challenges
Antonio M Battro--One Laptop for Every Child
Keynote Presentation at SITE 2008, Las Vegas NV
Nicholas Negroponte, founder of Media Lab, MIT
Initial Concept--Get laptops in Developing Countries
Children are given laptops and they belong to them.
Goal of One Laptop for Every Child is to Saturate Developing Countries with these machines.
Gave example of Uruguay--Makes the point that machines are not given through the Ministry of Education, and/but to the child.
Machine is designed for early ages!
Screen is icon-based.
Uruguay is starting in kindergarten. Original idea was to start at first grade, but One Laptop Per Child is not open to that.
Battro studied with Jean Piaget--and he is influenced by Piaget and Seymour Papert. Papert asserted back in '61, that children should have computers.
Constructionism
Learning to Learn
Children Teach--they start to teach very early.
This is why the PCs are given to children--so that if millions of computers are in children's hands then there willb e millions of teachers.
Says that Howard Gardner is looking at Digital Intelligence--
Talked about study where parrots recognize each other speak through computers.
This is why computers work with children--they can make them speak!
While there are studies on the "learning brain," there are no studies on the "teaching brain."
Again, this is why children have the computers, bc children can teach!
Relates to model of "the other mind."
We know that the other doesn't know and we know when the other knows--in between we have all teh skills to teach and learn.
In the near future, we will have in the classroom, this kind of equipment distributed among teachers and students to measure this kind of activity.
Saturation--
By the end of the year, every child in on particular community will have a machine.
This is a kind of vaccination.
Education by vaccination--It's key that everyone be vaccinated--so saturation is key with computers--every child needs one.
Computers that are distributed are wireless. Schools have the wireless servers and there is accessibility up to 1K from the computer.
Likes the metaphor--computer as a town--does not like computer as a tool.
The computers work with multiple language.s
Textbooks are electronic and received through the computer.
Small computer--little green handle--screen can be read in bright sun. Machine is very robust and has excellent internal ergonomics.
Shows a picture of a school in Nairobi--no doors--no windows. Little Nairobi girl is carrying her machine to school on her head--like someone in their village might carry water or basket.
www.laptop.org
Computer is not a “tool” but rather a town—opens up the community of learning to include teachers, students, parents—local experts.
Teachers are our best collaborators.
Important to have the computers with them all the time—not just in a lab, or at scheduled formal meetings, but accessible for sharing at any time.
Student Written Textbooks:
Re-define the process of curriculum. One participant suggested that there is a simple topical list of curriculum that students then go and add to that—flesh it out, so there is both directed curriculum and student-generated curriculum.
Censorship question is raised. Are some countries resistant to this program bc it threatens the power?
To apply. Come to Cambridge, spend a week with a team from your country and go to a workshop that is designed for you.
Question about “the electronic book.”
In this program---any teacher can download any book that he/she wants, if they have access to the One Laptop for Every Child database.
These computers are had cranked—10 minutes of crank=one hour of battery time.
The batteries run up to 8 hours.
Schools in the program must have wireless network.
Computers must be given to the children so they can be use at school and at home—expand the hours of work in millions of ways.
Program: Take One Give Many—helps organizations give computers
Keynote Presentation at SITE 2008, Las Vegas NV
Nicholas Negroponte, founder of Media Lab, MIT
Initial Concept--Get laptops in Developing Countries
Children are given laptops and they belong to them.
Goal of One Laptop for Every Child is to Saturate Developing Countries with these machines.
Gave example of Uruguay--Makes the point that machines are not given through the Ministry of Education, and/but to the child.
Machine is designed for early ages!
Screen is icon-based.
Uruguay is starting in kindergarten. Original idea was to start at first grade, but One Laptop Per Child is not open to that.
Battro studied with Jean Piaget--and he is influenced by Piaget and Seymour Papert. Papert asserted back in '61, that children should have computers.
Constructionism
Learning to Learn
Children Teach--they start to teach very early.
This is why the PCs are given to children--so that if millions of computers are in children's hands then there willb e millions of teachers.
Says that Howard Gardner is looking at Digital Intelligence--
Talked about study where parrots recognize each other speak through computers.
This is why computers work with children--they can make them speak!
While there are studies on the "learning brain," there are no studies on the "teaching brain."
Again, this is why children have the computers, bc children can teach!
Relates to model of "the other mind."
We know that the other doesn't know and we know when the other knows--in between we have all teh skills to teach and learn.
In the near future, we will have in the classroom, this kind of equipment distributed among teachers and students to measure this kind of activity.
Saturation--
By the end of the year, every child in on particular community will have a machine.
This is a kind of vaccination.
Education by vaccination--It's key that everyone be vaccinated--so saturation is key with computers--every child needs one.
Computers that are distributed are wireless. Schools have the wireless servers and there is accessibility up to 1K from the computer.
Likes the metaphor--computer as a town--does not like computer as a tool.
The computers work with multiple language.s
Textbooks are electronic and received through the computer.
Small computer--little green handle--screen can be read in bright sun. Machine is very robust and has excellent internal ergonomics.
Shows a picture of a school in Nairobi--no doors--no windows. Little Nairobi girl is carrying her machine to school on her head--like someone in their village might carry water or basket.
www.laptop.org
Computer is not a “tool” but rather a town—opens up the community of learning to include teachers, students, parents—local experts.
Teachers are our best collaborators.
Important to have the computers with them all the time—not just in a lab, or at scheduled formal meetings, but accessible for sharing at any time.
Student Written Textbooks:
Re-define the process of curriculum. One participant suggested that there is a simple topical list of curriculum that students then go and add to that—flesh it out, so there is both directed curriculum and student-generated curriculum.
Censorship question is raised. Are some countries resistant to this program bc it threatens the power?
To apply. Come to Cambridge, spend a week with a team from your country and go to a workshop that is designed for you.
Question about “the electronic book.”
In this program---any teacher can download any book that he/she wants, if they have access to the One Laptop for Every Child database.
These computers are had cranked—10 minutes of crank=one hour of battery time.
The batteries run up to 8 hours.
Schools in the program must have wireless network.
Computers must be given to the children so they can be use at school and at home—expand the hours of work in millions of ways.
Program: Take One Give Many—helps organizations give computers
Thursday, March 06, 2008
3 Great Presentations from Th Afteroon
Look these papers up in the SITE Digital Library
Technology Implementation: Movie Maker for Pre-and Inservice Teachers (219610
John Rognhua Ouyang, Mark Warner, Kennesaw State University
Student Created Content: It's Effect on Professional Development (21774)
Gerald Benson, Durham Academy, USA
The relational method by which students talk to each other--open source social network will be big in a few years--this is what we are doing now!
This generation has been named---it's the WE generation--the most connected, collaborative generation.
Technology Implementation: Movie Maker for Pre-and Inservice Teachers (219610
John Rognhua Ouyang, Mark Warner, Kennesaw State University
Student Created Content: It's Effect on Professional Development (21774)
Gerald Benson, Durham Academy, USA
The relational method by which students talk to each other--open source social network will be big in a few years--this is what we are doing now!
This generation has been named---it's the WE generation--the most connected, collaborative generation.
Modeling Wiki Use in Technology Courses to Help Teachers Use Wikis in Their Classroom
Swapna Kumar, Boston University
A Four Year Study of Teachers' Attitudes Towards Integration in Schools
Yuilang Liu--Southern Illinois University at Edwardsville
100% of American Schools have Internet Access
Teachers compared to other professionals were less likely to use computers.
Current pressure at various levels to reform K-12 education with tech integration
Teacher's attitude is one of the major human factors that has a significant impact on computer adoption or implementation of technology in the classroom.
In the mid 1980s and early 1990s there was a national technology integration project entitled "Apple Classroom of Tomorrow"
Sandholts, Ringstaff, and Dwyer (1997) ACOT studies investigate teachers' instructional evolution described by five stages of concern present when high levels of technology implementation are experienced across the curriculum
Entry
Adoption
Adaption
Appropriation
Invention
Hall, George, and Rutherford (1977) Teachers' Stages of Concern
0 Awareness
1 Informational
2 Personal
3 Management
4 Consequence
5 Collaboration
6 Refocusing
Continuum of Concerns of Tech Integration (lower to higher levels and from internal to external)
Studies report that K-12 teachers exhibeted a higher intensity of concern in stages 0-2 and a lower intensity concern in stages 4-6.
Research Questions:
What pattern and trend of concern over a four-year period was revealed in teachers' responses to the Stages of Concerns (S0C)
(Missing two research questions)
SoC questionnaire (Hall et al 1977)
Get conclusions from this paper in the Digital Library
100% of American Schools have Internet Access
Teachers compared to other professionals were less likely to use computers.
Current pressure at various levels to reform K-12 education with tech integration
Teacher's attitude is one of the major human factors that has a significant impact on computer adoption or implementation of technology in the classroom.
In the mid 1980s and early 1990s there was a national technology integration project entitled "Apple Classroom of Tomorrow"
Sandholts, Ringstaff, and Dwyer (1997) ACOT studies investigate teachers' instructional evolution described by five stages of concern present when high levels of technology implementation are experienced across the curriculum
Entry
Adoption
Adaption
Appropriation
Invention
Hall, George, and Rutherford (1977) Teachers' Stages of Concern
0 Awareness
1 Informational
2 Personal
3 Management
4 Consequence
5 Collaboration
6 Refocusing
Continuum of Concerns of Tech Integration (lower to higher levels and from internal to external)
Studies report that K-12 teachers exhibeted a higher intensity of concern in stages 0-2 and a lower intensity concern in stages 4-6.
Research Questions:
What pattern and trend of concern over a four-year period was revealed in teachers' responses to the Stages of Concerns (S0C)
(Missing two research questions)
SoC questionnaire (Hall et al 1977)
Get conclusions from this paper in the Digital Library
Reflections from SITE, March 2008
Edublogging: Instruction for the Digital Age Learner--Jeffrey Felix. Ed.D
jfelix73@cox.net
Notables:
Check Gabcast
Blogmeiser by David Warlick
jfelix73@cox.net
Notables:
Check Gabcast
Blogmeiser by David Warlick
Monday, November 05, 2007
Web 2.0--Interactive Workshop
Aloha,
Thank you for attending this interactive workshop. Please post a response briefly describing what you learned today, and any thoughts you might have on how you might integrate this into your professional work.
Mahalo!
Thank you for attending this interactive workshop. Please post a response briefly describing what you learned today, and any thoughts you might have on how you might integrate this into your professional work.
Mahalo!
Thursday, August 09, 2007
BIll and Jeannine's Big Adventure: Pics of Our Neighborhood
When we lived in The Woodlands, the teachers I worked with and I (I must confess) nicknamed the women of the Woodlands, the WOWs. To be a wow you lived the good life taking full advantage of the amenities of The Woodlands, and generally didn't work. Well, I'm not quite a WOW being a Waikoloa Woman( I work), but the wonder of this place wows me daily. On my morning walk I inhale the delicate aroma of the Plumeria, ogle with appreciation the loaded lemon tree, and marvel at the vibrant colors of the bouganville. I walk up a hill as I our subdivision is cut in the side of a mountain. Today my legs were really hurting and I just thought, "Ok, that's going to make some nice leg muscles if I do this day after day!
I just go through the day blessing and being blessed in this beautiful space. Look at some of the pics I took day of my little car, the view of the ocean and mountains from our home, and our home. Let me know how it affects you.
I just go through the day blessing and being blessed in this beautiful space. Look at some of the pics I took day of my little car, the view of the ocean and mountains from our home, and our home. Let me know how it affects you.
Wednesday, August 08, 2007
Perseids Meteor Showers
Hi Everyone, It looks like the Perseids Metorite Showers will be putting in a spectacular appearance around August 12th and then the Aurigids will be showing September 1. Check your night sky!!!!!!
Tuesday, August 07, 2007
Aloha!
Aloha! Greetings from Bill and I from beautiful, sunny, pristeen Hawaii! We are settled in our home at Waikoloa Village and we finally have DSL connection! Our house is stucco, with an asphalt roof. It has a bit of a look of the islands in that it has so many windows in it and so much sun shines in. Where we live, it only rains about seven inches a year! It is maika'i for allergy sufferers! Basically my lungs don't burn here from pollution because there isn't any!
Let me give you a little tour of our property. Our property faces west and we see the beautiful sapphire blue Pacific Ocean! Honestly! We are about 1500-2000 feet up the side of a mountain. Out our side window to the north, we see the Kohala mountains, and out the southeast we see Mauna Kea, the largest mountain in the world when measured from base to summit. http://en.wikipedia.org/wiki/Mauna_Kea. It also houses several observatories, and you might enjoy reading about the world famous Institute for Astronomy that is housed atop Mauna Keo. http://www.ifa.hawaii.edu/ifa/about_ifa.htm
Interestingly, our lawn is composed of lava rock! Yes, that's right--lava rock! We have to bring dirt in to plant grass, but we will plant a special kind of grass that was meant to grow near the sea. It grows from rhizomes that seed themselves from cuttings gathered from someone's recently cut lawn!!!! Very inexpensive and hardy for this climate!
I'll work on getting some pics out tomorrow. I have to go get a special connector for my computer to read my cam's memory card. The nearest place to get this is Waimea, which is 15 miles away! Another story for another time! Ah, life in a village! We love it!
Let me give you a little tour of our property. Our property faces west and we see the beautiful sapphire blue Pacific Ocean! Honestly! We are about 1500-2000 feet up the side of a mountain. Out our side window to the north, we see the Kohala mountains, and out the southeast we see Mauna Kea, the largest mountain in the world when measured from base to summit. http://en.wikipedia.org/wiki/Mauna_Kea. It also houses several observatories, and you might enjoy reading about the world famous Institute for Astronomy that is housed atop Mauna Keo. http://www.ifa.hawaii.edu/ifa/about_ifa.htm
Interestingly, our lawn is composed of lava rock! Yes, that's right--lava rock! We have to bring dirt in to plant grass, but we will plant a special kind of grass that was meant to grow near the sea. It grows from rhizomes that seed themselves from cuttings gathered from someone's recently cut lawn!!!! Very inexpensive and hardy for this climate!
I'll work on getting some pics out tomorrow. I have to go get a special connector for my computer to read my cam's memory card. The nearest place to get this is Waimea, which is 15 miles away! Another story for another time! Ah, life in a village! We love it!
Monday, July 23, 2007
Dianna's Presentation
Write everything we see in th e pciture:
Metropolitan office building
Guy is taller than the building
Woman is smaller.
Woman has Dianna's eyes.
Both man and woman have on black
Is the gu the most important element of the picture?
Metropolitan office building
Guy is taller than the building
Woman is smaller.
Woman has Dianna's eyes.
Both man and woman have on black
Is the gu the most important element of the picture?
Response to Going Someplace Special
Throughout my life, there have been many special places. For a long time, it was wherever my mom and dad were--home. I loved visiting both of my grandparents--one set in the bayou country of Norco, Louisiana and one set in the hills of central Louisiana--Alexandria. Both of their homes were filled with hugs, love, good food, comfort and security.
Later in life, someplace special became school. I loved the books, teachers, friends, learning and challenges. I even loved the smell of crayons, paste, freshly run dittos, and newly-sharpened pencils. I loved to read and my mom filled our home with books that were checked out from the library and school readers ordered as teacher review copies. I read all the basal readers and literature books before I was 13 and had nothing new to read in school assignments until late in high school as a result. In the pages of the books, I was home.
After college, I became a teacher and soon my definition of home extended to include Pearl Watson Junior High School in Lake Charles, Louisiana. The faculty and staff became my extended family. But that was just a short time, because I soon met a handsome young army officer who became my husband, best friend, and personification of family. We quickly had three children and then home for me became wherever my husband was and my children. I thought this was the perfect definition for "home."
Abruptly, home changed for me. In August 2003, I was diagnosed with colon cancer. Quickly the doctors determined determined it has metasticized to the liver. I had a 20% chance to live. Faced with that reality and the accompanying chemo and its side effects--there was no place special to go to get away from that. Where was home?
Day after day, I went to daily mass at St Maria Goretti's. Short of breath, dragging around a portable chemo pump, tummy hurting from tumors and chemo side effects, I immersed myself in the Liturgy and the Eucharist. Afterwards, I would quietly sit in the chapel, for Eucharistic Adoration. I repeated the name of Jesus over and over, immersing myself in His spirit. One day, I looked up and realized that Jesus was with me, and in me, and that was where my home was now--my someplace special.
I have survived that cancer and continue to get maintenance treatments. In that closeness to God, I find a freedom knowing that my somepalce special is always with Him. It's not tied to a person or people or a geographical place, but I just open the door of my hear tand He is there with me.
With that knowledge, I now close the door to my time at UTA and walk through a new door to a new adventure working at the University of Hawaii and living in Hawaii. No longer afraid of new places or challenges I know that my Lord is with me, directing me there to do His work. I look forward to working with the Hawaii State Writing Project, teaching classes, having fun building a new life with my husband and being there for my daughter, grandson and new twin grandsons who will be here by Christmas. I take each of you with me in my heart and look forward to growing with you--knowing that in Christ--there are no geographical boundaries and that we are all in that "someplace special."
Later in life, someplace special became school. I loved the books, teachers, friends, learning and challenges. I even loved the smell of crayons, paste, freshly run dittos, and newly-sharpened pencils. I loved to read and my mom filled our home with books that were checked out from the library and school readers ordered as teacher review copies. I read all the basal readers and literature books before I was 13 and had nothing new to read in school assignments until late in high school as a result. In the pages of the books, I was home.
After college, I became a teacher and soon my definition of home extended to include Pearl Watson Junior High School in Lake Charles, Louisiana. The faculty and staff became my extended family. But that was just a short time, because I soon met a handsome young army officer who became my husband, best friend, and personification of family. We quickly had three children and then home for me became wherever my husband was and my children. I thought this was the perfect definition for "home."
Abruptly, home changed for me. In August 2003, I was diagnosed with colon cancer. Quickly the doctors determined determined it has metasticized to the liver. I had a 20% chance to live. Faced with that reality and the accompanying chemo and its side effects--there was no place special to go to get away from that. Where was home?
Day after day, I went to daily mass at St Maria Goretti's. Short of breath, dragging around a portable chemo pump, tummy hurting from tumors and chemo side effects, I immersed myself in the Liturgy and the Eucharist. Afterwards, I would quietly sit in the chapel, for Eucharistic Adoration. I repeated the name of Jesus over and over, immersing myself in His spirit. One day, I looked up and realized that Jesus was with me, and in me, and that was where my home was now--my someplace special.
I have survived that cancer and continue to get maintenance treatments. In that closeness to God, I find a freedom knowing that my somepalce special is always with Him. It's not tied to a person or people or a geographical place, but I just open the door of my hear tand He is there with me.
With that knowledge, I now close the door to my time at UTA and walk through a new door to a new adventure working at the University of Hawaii and living in Hawaii. No longer afraid of new places or challenges I know that my Lord is with me, directing me there to do His work. I look forward to working with the Hawaii State Writing Project, teaching classes, having fun building a new life with my husband and being there for my daughter, grandson and new twin grandsons who will be here by Christmas. I take each of you with me in my heart and look forward to growing with you--knowing that in Christ--there are no geographical boundaries and that we are all in that "someplace special."
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