Video Conferencing

Last week in our communications technology class we had a video conference with the Royal Tyrell Museum. I'm normally the first person to dive into new technologies, but I have to admit I was a bit apprehensive. I've always enjoyed the idea of video conferencing as a social networking medium. Skype is one of the best ideas for staying in contact over long distances for this generation. Software like this effectively shrinks our world. However, my experience with technology tells me that it never works properly when you're on a strict time schedule.

In my first year of university, classes were large (as you might expect), and because of this projectors, microphones, and touchscreen computers were all used to “assist” professors in lecturing to such a large crowd. What this meant was that I could always walk into class fifteen minutes late without missing a thing. Such experiences have shaped my view of introducing new technologies into the classroom.

Another concern of mine was that it would be boring, ineffective, or just plain awkward to have students being taught by an interactive television program. In fact, I did at first find it very awkward to interact with the presenter throught the television. I knew he could see us and interact with us, but something in the back or my head kept telling me, “this is a television program.” However, that only lasted about ten minutes.

Once I was sufficiently topped up with coffee, and about halfway into the interactive trivia portion of the presentation, I realized that the video conference was actually a very immersive experience. While I could easily set up some kind of interactive whiteboard game for students, the benefit comes with having an expert on the subject matter virtually present in the classroom. While taking a class on a field trip to the museum would be possible, it would be far more expensive, and the logistics would be an ordeal. As it was explained to us, booking and setting up the video conference is actually a relatively simple task. Also, if something happened to go wrong with the video conferencing equipment it would probably be a minor consideration compared to a mishap on a field trip outside the city.

When the conference was over we looked on the internet for other ways in which video conferencing technology could be useful in the classroom. The one which caught my eye was the use of video conferencing to talk to people in other countries. This would be a great asset to have for children in various language classes to practice normal speech with native speakers. Although time zones would be an issue with this activity, I feel that the experience would be invaluable to students.

Web Awareness: Authentication of Internet Information

References:

Beck, S. E. (2009, April 27). Evaluation Criteria. Retrieved October 23, 2010, from Media Awareness Network: http://lib.nmsu.edu/instruction/evalcrit.html

Media Awareness Network. (n.d.). Authenticating Online Information. Retrieved October 23, 2010, from Media Awareness Network: http://www.media-awareness.ca/english/teachers/wa_teachers/fact_or_folly_teachers/index.cfm

Media Awareness Network. (n.d.). Deconstructing Web Pages. Retrieved October 23, 2010, from Media Awareness Network: http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_shared/tipsheets/deconstructing_webpages.cfm

Media Awareness Network. (n.d.). Evaluating Internet Research Sources. Retrieved October 23, 2010, from Media Awareness Network: http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_teachers/backgrounders/harris_evaluating.cfm

Media Awareness Network. (n.d.). How To Discourage Plagiarism. Retrieved October 23, 2010, from Media Awareness Network: http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_teachers/tipsheets/discourage_plagiarism.cfm

Media Awareness Network. (n.d.). Knowing What's What and What's Not the 5 W's (and 1 "H") of Cyberspace. Retrieved October 23, 2010, from Media Awareness Network: http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_shared/tipsheets/5Ws_of_cyberspace.cfm

Technology Lesson

Title of activity: Probability of a Spinner

Grade level: 6

Reference to URL of online resource:
The Shodor Education Foundation. (n.d.). Spinner. Retrieved October 11, 2010, from Interactivate: http://shodor.org/interactivate/activities/BasicSpinner/

Brief description of activity:
Students will be given a worksheet to direct their learning. They will visit the given URL and use the interactive spinner applet in the manner instructed on the worksheet. Students will record the information on a table and then convert that information into a bar graph. They will be asked the meaning of the experimental and theoretical probabilities listed in the applet, and they will be expected to calculate the experimental probability of a colour on a given spinner.

General learner outcomes (GLOs):
Use experimental or theoretical probabilities to represent and solve problems involving uncertainty.

Specific learner outcomes (SLOs):
Demonstrate an understanding of probability by:

• identifying all possible outcomes of a probability experiment
  
• differentiating between experimental and theoretical probability
  
• determining the theoretical probability of outcomes in a probability experiment
  
• determining the experimental probability of outcomes in a probability experiment
  
• comparing experimental results with the theoretical probability for an experiment.
  

Graph collected data, and analyze the graph to solve problems.

List of relevant ICT outcomes:
C6-2.2: Use data gathered from a variety of sources to address identified problems.
C1-2.2: organize information gathered from the Internet, or an electronic source, by selecting and recording the data in logical files or categories; and by communicating effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes.

Brief rationale for computer integration: For this particular activity, the electronic source is useful for a variety of reasons. The spinner in this activity can be changed at any time to increase or decrease the number of colours on the spinner. At the same time, when the number of colours on the spinner changes, the theoretical probability of landing on any one of the colours is updated instantly. The colours, experimental data, and experimental probability are all updated with each spin in a well organized table. For students struggling to understand probability, or how to organize statistical data, this tool is invaluble. As well, for a student having difficulty understanding the difference between experimental and theoretical probability, the chart can lead to a better understanding.

What is effective technology integration for 21st century learners

Let me run you through my hypothetical morning. I wake up to the sound of my cellular phone's alarm clock blaring next to my head, and at the same time I hear my coffee maker grinding fresh beans for my morning cup. I quickly shower, dress, and have breakfast. With the necessities out of the way, I fire up my laptop to print off today's homework assignment. While I'm waiting for my computer to boot up, I'm checking my email, the weather, and my schedule for the day on my phone. I make a few adjustments to my schedule. My computer finishes booting up and I'm met with my updated schedule. I print my homework then head off to school. In this imaginary sequence of events, we see many examples of technology being used in daily life. What's interesting is that this situation isn't so much different from what an actual student might experience in the morning. Technology is literally everywhere today. Since the advent of Smartphones we carry our lives in our pockets. So to ignore technology in the classroom would be downright negligent. The effective integration of technology into the classroom is more important now than ever before.

So What constitutes effective integration? One important aspect is that the technology should be appropriate. The use of technology in the classroom must not seem out of place, or forced. What I mean is that it would be inappropriate to use technology just for the sake of using technology. In the example day above technology allowed me to get out of bed on time, have coffee, and get ready for my day. In short, technology facilitates life. In the classroom, technology should facilitate learning. As with all other classroom learning, the goal should not be to learn all there is to know about a specific piece of technology, since technology is changing all the time. The goal in the classroom should be to integrate technology in such a way that the use of technology fits seamlessly into the lesson plan. The focus should be on developing the skills needed to be able to learn to use any new technology that might be encountered.

Technology should also be entertaining and accessible. The idea that technology should be accessible follows logically from the point that technology should be appropriate. If the technology isn't easily accessible by all students, then there is no way it can be easily integrated into the classroom environment. The point about technology being entertaining reaffirms the belief in engaging the 21st century learning in a memorable experience. If the technology is not entertaining, use of the technology will quickly become monotonous and uninspiring.

Possibly the most important concept we should be teaching students about technology, is the effective use of such technology. If we're honest, we know that technology isn't all good. There are viruses, spyware, addware, spam, and popups to name a few examples. If you give a student a stove and some food ingredients, chances are the student will eventually create something edible, but that is not what a teacher is for. The same applies to technologies, the teacher must be there to provide instruction for proper use, as well as providing information on some of the dangers associated with technology.

What is Effective Technology Integration for 21st Century Learners on Prezi

http://prezi.com/0l5lm0wxt4ew/what-is-effective-technology-integration-for-21st-century-learners/

Blogging

I'm a little on the fence with regards to the issue of blogging in the classroom. I suppose what it comes down to is what blogging is used for specifically. The benefit of using blogs as an administrative tool are obvious. A teacher could make use of a blog as an easy to operate, personal website for distributing assignments and keeping students updated about the latest classroom news and updates. Furthermore, with RSS readers on wireless devices such as cell phones, classroom information can be updated effortlessly and taken anywhere. What I'm unsure of are the consequences of using blogs as a means of communication between students. If each student had a personal blog, and any student could comment on any other student's blog, then it seems students are lacking a designated gathering place for all students to discuss ideas communally. In my opinion a class forum would be better suited for this purpose.

Introduction

So I am writing my first blog ever. My name is Mark Geiger. I was born and raised in Lethbridge, Alberta. Growing up in Lethbridge, I've come to harbour a special hatred towards the wind. I am currently participating in practice sessions for the upcoming Alberta and Saskatchewan computer programming competitions, which almost makes me a certified geek. My major is in mathematics, and my minor is CTS.
I enjoy cooking, golfing, reading, and computers.
That is all.