Journal Eight
Hi friends! Today I’m gonna talk about Diigo, PowerPoint and Professional Development.
First, I have learned so much from using the Diigo tool. I was only introduced to it through this class, and it has helped me so much. I think it could be useful in the classroom in several ways, especially in older grades. It could be useful for students in their research and used in assignments for reading comprehension. I think it could also be useful to help students share their thoughts and readings with the class. For fellow teachers, it may also be helpful to share things like lesson plans and other advice and teacher tools as well. Individually, you can keep track of everything that’s going on in the classroom, as well as formulate thoughts and lessons.
We also briefly discussed Bloom’s Taxonomy and how it may relate to our own use of PowerPoint in our educational careers. The first level is simply to remember, and PowerPoint may be used there to showcase terms and even use them repetitively so that students can remember their terms and concepts. Students should simply learn to define stuff, which can be done easily through PowerPoint. Memorization makes the later steps easier moving forward. The next level is understanding, and concepts can be used in order to help explain terms or formulas and other such stuff. One way to demonstrate understanding is through the act of summarizing; students can verbally summarize what they have learned from a class presented PowerPoint. The level after this is the apply level, which helps students understand information in a new way. Students can do this creating a reaction piece from lessons taught in a PowerPoint, such as a report based on knowledge taught in a PowerPoint. This is then followed by the Analyze level, where students draw connections with other ideas. A PowerPoint may be used in this case to help provoke memories of old lessons, and students may discuss and draw lines between old learnings and new learnings. Next is the evaluate level where students can create and justify arguments on a chosen subject. Here students may creating their own questions and/or diagrams and/or projects from what has been brought forth to them from previous PowerPoint interactions. And finally, there is the create level, where students can finally learn to create their own responses and reactions through their own PowerPoints.
Finally, this week we reflected a bit on professional development and how it may or may not be affected by technology. In order to actively incorporate and easily teach newer generations, teachers should be fluent in up to date technological use. I found a great website called The Journal, where they comment on technology from a teacher's perspective, and their own specific page on what is up and coming in K-12 Technology.
Emily
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
First, I have learned so much from using the Diigo tool. I was only introduced to it through this class, and it has helped me so much. I think it could be useful in the classroom in several ways, especially in older grades. It could be useful for students in their research and used in assignments for reading comprehension. I think it could also be useful to help students share their thoughts and readings with the class. For fellow teachers, it may also be helpful to share things like lesson plans and other advice and teacher tools as well. Individually, you can keep track of everything that’s going on in the classroom, as well as formulate thoughts and lessons.
We also briefly discussed Bloom’s Taxonomy and how it may relate to our own use of PowerPoint in our educational careers. The first level is simply to remember, and PowerPoint may be used there to showcase terms and even use them repetitively so that students can remember their terms and concepts. Students should simply learn to define stuff, which can be done easily through PowerPoint. Memorization makes the later steps easier moving forward. The next level is understanding, and concepts can be used in order to help explain terms or formulas and other such stuff. One way to demonstrate understanding is through the act of summarizing; students can verbally summarize what they have learned from a class presented PowerPoint. The level after this is the apply level, which helps students understand information in a new way. Students can do this creating a reaction piece from lessons taught in a PowerPoint, such as a report based on knowledge taught in a PowerPoint. This is then followed by the Analyze level, where students draw connections with other ideas. A PowerPoint may be used in this case to help provoke memories of old lessons, and students may discuss and draw lines between old learnings and new learnings. Next is the evaluate level where students can create and justify arguments on a chosen subject. Here students may creating their own questions and/or diagrams and/or projects from what has been brought forth to them from previous PowerPoint interactions. And finally, there is the create level, where students can finally learn to create their own responses and reactions through their own PowerPoints.
Finally, this week we reflected a bit on professional development and how it may or may not be affected by technology. In order to actively incorporate and easily teach newer generations, teachers should be fluent in up to date technological use. I found a great website called The Journal, where they comment on technology from a teacher's perspective, and their own specific page on what is up and coming in K-12 Technology.
This is a great resource for a ton of inspiring articles and news that any educator would easily be able to access when trying to understand current technology, as part of personal development, better. Their topics range anywhere from introducing new technologies to assessing the effects of some technologies out there. I think this is the perfect tool to do just so.
That's all I have for this week, talk to you all later!
Emily
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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