Professional Development Institute - Classroom 2.02024-03-29T15:14:40Zhttps://www.classroom20.com/forum/topics/professional-development-2?commentId=649749%3AComment%3A294713&feed=yes&xn_auth=noI got another whole set of sc…tag:www.classroom20.com,2009-02-28:649749:Comment:3008432009-02-28T20:41:22.130Znlowellhttps://www.classroom20.com/profile/nlowell
I got another whole set of science and math tools, but our focus is turning teachers into learners so they'll have the tools they need to go beyond what they can pay for in terms of CEU's and CRs.<br />
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And you're *exactly* right. Getting them to make something is the key.
I got another whole set of science and math tools, but our focus is turning teachers into learners so they'll have the tools they need to go beyond what they can pay for in terms of CEU's and CRs.<br />
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And you're *exactly* right. Getting them to make something is the key. Definitely longer form, but w…tag:www.classroom20.com,2009-02-28:649749:Comment:3008302009-02-28T20:28:52.753ZSylvia Martinezhttps://www.classroom20.com/profile/smartinez
Definitely longer form, but with some concentrated project time that gives people time to work together.<br />
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Seems like you are focusing on a lot of tools that allow for communication and collaboration. All to the good - but it limits how far it's going to take you in science and math. Talking and writing about math isn't math.<br />
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How about <a href="http://scratch.mit.edu/">Scratch</a>? <a href="http://sketchup.google.com/">Google SketchUp</a>? Some of the <a href="http://www.concord.org/">Concord…</a>
Definitely longer form, but with some concentrated project time that gives people time to work together.<br />
<br />
Seems like you are focusing on a lot of tools that allow for communication and collaboration. All to the good - but it limits how far it's going to take you in science and math. Talking and writing about math isn't math.<br />
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How about <a href="http://scratch.mit.edu/">Scratch</a>? <a href="http://sketchup.google.com/">Google SketchUp</a>? Some of the <a href="http://www.concord.org/">Concord Consortium</a> free tools for molecular modeling are really fun. (not sure what grade level this targets, but Scratch at least is elementary accessible)<br />
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Audacity is a good idea because audio editing is fast (much faster to do and teach than video) and you can really get the whole planning, production, post-production process into a short time frame. The important part isn't the tool (of course) but the process (much like the writing process) that strengthens the learning.<br />
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While there is scripting and building in Second Life, unfortunately, it's something it takes a long time to get to because of the steep learning curve in the moving around, dressing, and fussing around with the avatars. By the time you get to scripting, there's never enough time. Plus the scripting language is not easy to use.<br />
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Get these teachers to MAKE something and reflect on the complex learning process that needs to take place. I actually think they need to…tag:www.classroom20.com,2009-02-19:649749:Comment:2947132009-02-19T17:24:46.500Znlowellhttps://www.classroom20.com/profile/nlowell
I actually think they need to explore the technology *before* they can identify any pedagogical application. It's what makes me twitch when I hear non-blogging teachers ask how to use a blog in class. Kinda like an artist asking how to draw with one of these pencil things.<br />
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Video conferencing may be problematic because of technology thresholds and I'm not sure of the utility in classroom settings, but I like the idea of CMS's. Not that most classroom teachers get a lot of *choice* when dealing…
I actually think they need to explore the technology *before* they can identify any pedagogical application. It's what makes me twitch when I hear non-blogging teachers ask how to use a blog in class. Kinda like an artist asking how to draw with one of these pencil things.<br />
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Video conferencing may be problematic because of technology thresholds and I'm not sure of the utility in classroom settings, but I like the idea of CMS's. Not that most classroom teachers get a lot of *choice* when dealing with a CMS but a tour of the various landscapes and pitfalls might help inform classroom practice. Thanks, Mandy.
There are som…tag:www.classroom20.com,2009-02-19:649749:Comment:2945272009-02-19T03:47:38.513Znlowellhttps://www.classroom20.com/profile/nlowell
Thanks, Mandy.<br />
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There are some great points there.<br />
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"how the courses would improve student success"<br />
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this one is problematic, because before we can address student success we have to deal with teacher success. I think one of the things that's holding teachers in general back is a failure to realize that they need to improve their own skills *before* they can improve their students'.<br />
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It's an old problem.<br />
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Maybe I can use an airline analogy ...<br />
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"Put on your own oxygen mask before assisting…
Thanks, Mandy.<br />
<br />
There are some great points there.<br />
<br />
"how the courses would improve student success"<br />
<br />
this one is problematic, because before we can address student success we have to deal with teacher success. I think one of the things that's holding teachers in general back is a failure to realize that they need to improve their own skills *before* they can improve their students'.<br />
<br />
It's an old problem.<br />
<br />
Maybe I can use an airline analogy ...<br />
<br />
"Put on your own oxygen mask before assisting people around you."<br />
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And it goes back to the old axiom "Teachers teach the way they were taught." What we need to do is help teachers learn with the tools we want them to teach with. These first few technology courses are only intended to provide the key skill sets needed to pursue deeper and more specialized knowledge.<br />
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Thanks for the link. That'll be interesting reading.