Technology based rubrics seem to be very effective when they are given prior to actual due date. I currently have a problem with one instructor that gave me my presentation rubric already graded after I had already presented...I felt that it was useless to me at that point. I also was upset that the rubric had specific numbers for example: 0, 5 and 1o typed on the sheet and the instructor wrote in the number 9! Why have specific numbers to choose from if he was going to write in a number of his choice? I feel that rubrics should be concrete standards that are followed consistently by the instructor. In my future classroom I will provide a fair rubric prior to the due date and follow the rubric, unless it needs to be amended for the benefit of my students. The technology based rubrics for this class are a great example of what an effective rubric should look like.

     I love clicker assessments! We received a whole set of clickers for our promethean board at work and I have not had the opportunity to use them, but I hope I learn how to soon. I remember using them in my high school physics class. It was quite fun, even though some students always blurted out the answer. Clickers are fun and fast, teachers can instantly check the classes understanding in a couple of clicks. Clicker assessments would probably be something I would do after a read aloud, to assess their comprehension.

     I remember using Kidspiration and Inspiration during my public school days and we mainly used it for brainstorming and organizing. My science teachers would let us organize life cycles. The rain cycle was also a popular subject to use with Kidspiration. Later in high school we would organize our thesis and body paragraphs in english class with this software, before we finalized our papers.

Citation:

Jonassen, David, Howland, Jane, Marra, Rose, and Crismond, David. (2008). Meaningful Learning with Technology. 217-39. New Jersey: Pearson Prentice Hall

Visualizing with Technologies

Digital Storytelling is an activity, which allows students to create and participate in their own original movie. Students will have designated roles such as actor, editor, director and videographer. Each role is highly important and requires each individual to work and learn cooperatively. There are three stages the preproduction stage, production stage and postproduction stage. In the first stage they will create their story using a template and discuss narration and screen directions. Students will research and plan their movie during this stage. In the production stage students will record and log their video. The last stage requires the students to edit their video. I like the concept of making a video for an English or reading class. I made one my senior year in high school and enjoyed it. I would hesitate to use this activity with early childhood, just because it does require a lot of cooperative learning at such a high level of thinking that might be difficult for them. I would maybe consider using it with fourth grade and up, considering they can handle the equipment and truly appreciate each others finished projects.

Students should be encouraged to use graphing calculators, while problem solving. Reports show that students using graphing calculators are more engaged and persistent. Graphing calculators can help them understand visually how problems work and how the end result will look. It also allows them to manipulate the data to create new solutions. Another tool for math class would be the Geometric Supposer. This tool allows students to manipulate angles, bisectors, points, parallels and perpendiculars. The computer will calculate most of the lengths, but students are able to see how much the numbers change each time they move segments around. Students can prove theories without having to critically think about the segment relationships, instead they visually see the relationships.

TV instruction is not new to me. I am currently enrolled in a TV class. I do believe that some individuals can learn through TV instruction as long as there are microphones that allow interaction with their peers and instructors. Personally I am drowning in my TV class, but I see some students that truly enjoy the change in environment. I am not one of those students, I prefer to make eye contact with my instructor and ask questions privately rather than publically on the microphone. 

Jonassen, David H. Meaningful Learning with Technology. 3rd ed. Upper Saddle River, NJ:    
       Pearson/Merrill Prentice Hall, 2008. Print.