After reading a bit of text out of Haskell's book Surviving the Zombie Apocalypse or Your First Year of Teaching a theme that really stood out to me was that students are ever changing as time progresses. My generation of students are different then any prior and will be evolving to expect more and more out of school environments as they change and grow with us. Well, that is what we hope they will do anyways.
As a future teacher, it is my job to think critically about how I can create a classroom that will give students opportunities to be inspired to find their passions. In an era where information is readily accessible to students, it is now most important for schools to provide for the motivation to take in content and turn into something useful in their lives. Students should have the option to do things that are important to them. Schools are the best place for this to happen.
Monday, September 17, 2012
Thursday, September 13, 2012
Back to the Future
http://www.dailymotion.com/swf/x30plj
http://www.dailymotion.com/swf/x31upf
http://www.dailymotion.com/swf/x324c3
These videos, created in 1987 may have seemed outlandish at the time, but twenty plus years later the creators should be astounded at how similar reality has become to their past visions. These short films are pure evidence of how quickly technology evolves and how what we dream up can easily come reality.
One example of how these videos from the 80's relate today is how the injured athlete can easily stay up with the rest of the class from his home. When students are required to take an absence from school email, telephone, internet, and web camera setups all make it simple to get information and to stay connected with the teacher and or class. A second similarity to the short films and education opportunities today is that information is literally at the fingertips of the students. At any time if a student is feeling motivated to gain knowledge in a given area, the internet and vast array of resources available makes it easy to stay up with the expectations of the class. This was represented when the injured student was at home finding information about the history behind the creation of the word "marathon". There are also all sorts of options for us to talk to computers, computers to talk to us, and for computers to connect us with peers.
A difference that I can think of when comparing the videos to reality today would be the way we react to technology. We do not act the same way that the characters in the video did. I suppose that would be a cultural difference relating to the time periods. I think that my generation of students relate to technology as if it is a second nature. It would be difficult to predict how humans will relate to future developments. As far off as they may have thought they were, I give props to the creators of the videos for getting a nearly accurate vision of what was to come.
http://www.dailymotion.com/swf/x31upf
http://www.dailymotion.com/swf/x324c3
These videos, created in 1987 may have seemed outlandish at the time, but twenty plus years later the creators should be astounded at how similar reality has become to their past visions. These short films are pure evidence of how quickly technology evolves and how what we dream up can easily come reality.
One example of how these videos from the 80's relate today is how the injured athlete can easily stay up with the rest of the class from his home. When students are required to take an absence from school email, telephone, internet, and web camera setups all make it simple to get information and to stay connected with the teacher and or class. A second similarity to the short films and education opportunities today is that information is literally at the fingertips of the students. At any time if a student is feeling motivated to gain knowledge in a given area, the internet and vast array of resources available makes it easy to stay up with the expectations of the class. This was represented when the injured student was at home finding information about the history behind the creation of the word "marathon". There are also all sorts of options for us to talk to computers, computers to talk to us, and for computers to connect us with peers.
A difference that I can think of when comparing the videos to reality today would be the way we react to technology. We do not act the same way that the characters in the video did. I suppose that would be a cultural difference relating to the time periods. I think that my generation of students relate to technology as if it is a second nature. It would be difficult to predict how humans will relate to future developments. As far off as they may have thought they were, I give props to the creators of the videos for getting a nearly accurate vision of what was to come.
Tuesday, September 11, 2012
Review & Evaluate a Spreadsheet Integration Project
The second grade pumpkin project was the first spreadsheet integration project I read about. It sounded like a fun activity to do with young kids, especially if it were seasonal.
This project started out with the question: Do larger pumpkins always have more seeds? The class was divided into groups who each had a different size of pumpkin. The students were then instructed to estimate the weight of their pumpkin as well as the number of seeds it contained. The second part of this project involved students collecting and recording data. Data included actual weight, observation, and number of seeds that were inside. This is when the students could really get hands on and separate the seeds from the pulp and make several observations about their pumpkins. The data was then transferred to an excel spreadsheet and created into a couple bar graphs. The project concluded with comparison and discussion.
Being interested in Art Education, I like projects that are fully hands on. A project similar to this one could be completed in unison with a general education teacher. I like the different aspects to the pumpkin project. Scientific thought, math, computer technology, and hands-on learning are all touched on. Once all of that is completed I could easily add on a pumpkin carving project to finish it off. Who doesn't like carving pumpkins??
This project started out with the question: Do larger pumpkins always have more seeds? The class was divided into groups who each had a different size of pumpkin. The students were then instructed to estimate the weight of their pumpkin as well as the number of seeds it contained. The second part of this project involved students collecting and recording data. Data included actual weight, observation, and number of seeds that were inside. This is when the students could really get hands on and separate the seeds from the pulp and make several observations about their pumpkins. The data was then transferred to an excel spreadsheet and created into a couple bar graphs. The project concluded with comparison and discussion.
Being interested in Art Education, I like projects that are fully hands on. A project similar to this one could be completed in unison with a general education teacher. I like the different aspects to the pumpkin project. Scientific thought, math, computer technology, and hands-on learning are all touched on. Once all of that is completed I could easily add on a pumpkin carving project to finish it off. Who doesn't like carving pumpkins??
A Few Words About Me
Heya!
My name is Krista Klebenow. I am originally from a small town in Nevada where I was raised in a wonderful family. I have been brought up to love the outdoors and all that this world has to offer. When I was young I found that I absolutely adored school and have wanted to be a teacher ever since!
This is my second year at Boise State working towards obtaining a teaching degree in Art Education. I have been playing with colors for as long as I can remember and don't want to stop anytime soon. One of my biggest visions for this life is to help others discover their passions as I have discovered mine. I hope to be a reliable and steady resource for those who need a little support pursing the things they love to do.
In the mean time, I love to play! I work for the Boise State Outdoor Program as a trip leader and white water raft guide. I enjoy spending my time outside and with people who are willing to have fun. I am all about experiential lifestyles inside and out of the classroom. Providing a positive opportunity for those around me, whether it is through my social life, work, or teaching studies, is what I strive to do every single day.
Cheers!
My name is Krista Klebenow. I am originally from a small town in Nevada where I was raised in a wonderful family. I have been brought up to love the outdoors and all that this world has to offer. When I was young I found that I absolutely adored school and have wanted to be a teacher ever since!
This is my second year at Boise State working towards obtaining a teaching degree in Art Education. I have been playing with colors for as long as I can remember and don't want to stop anytime soon. One of my biggest visions for this life is to help others discover their passions as I have discovered mine. I hope to be a reliable and steady resource for those who need a little support pursing the things they love to do.
In the mean time, I love to play! I work for the Boise State Outdoor Program as a trip leader and white water raft guide. I enjoy spending my time outside and with people who are willing to have fun. I am all about experiential lifestyles inside and out of the classroom. Providing a positive opportunity for those around me, whether it is through my social life, work, or teaching studies, is what I strive to do every single day.
Cheers!
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