Assessing Meaninful Learning

I enjoyed watching the two videos Inspiration and kidspiration. I'm telling you I am so grateful to have taken this class I have learned so much about all of the different apps and software tools that are out there to help students learn. The first video I watched kidspiration was very interesting what I learned about watching the video is that this software is a visual learning tool for K-5. Kidspiration helps student to me by watching the video to develop confidence as they learn to organize information, understand concepts, create stories, and express and share their thoughts. You can do all sorts of things using this software. It has two ways in which students can view their work. These two ways are integrated so that with one click a student can go from a visual to a written of their work. Whereas Inspiration is designed for k-adult. It is a visual mapping and diagramming program that will help put your ideas to a solid action plan. So this software can be used not only for school but for businesses as well.


like I stated earlier I have learned so much in this online class. I have learned about tools I have never ever heard of and if I had of never taken this course I probably would of never knew about these different tools. I am going to try and use as many of these tools that I possibly can in the classroom. I will most definitely introduce these tools to my students, because again it gives the students self confidence and independence. I feel that by letting the students use these tools to their assignment it makes the students feel good about themselves and it encourages them to actually want to do their assignment because it is hands on and kids loves hands on assignments. So I will most definitely use these tools what I have learned in this course in my classroom.

Technology Application Standards

I will teach Elementary school (5th grade) Math
under "Texas Essential Knowledge and Skills by Chapter"

1. Click on "Chapter 111, Mathematics"
2. Select "Subchapter A. Elementary", then
3. Scroll down and find §111.12.  Mathematics, Kindergarten


Texas Essential Knowledge and Skills for Mathematics, Grades K-5.
 The provisions of this subchapter shall be implemented by school districts beginning with the 2006-2007 school year.
 Source: The provisions of this §111.11 adopted to be effective September 1, 1998, 22 TexReg 7623; amended to be effective August 1, 2006, 30 TexReg 7471.
  §111.12. Mathematics, Kindergarten.
 (a) Introduction.

(1) Within a well-balanced mathematics curriculum, the primary focal points at Kindergarten are developing whole-number concepts and using patterns and sorting to explore number, data, and shape.

(2) Throughout mathematics in Kindergarten-Grade 2, students build a foundation of basic understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics. Students use numbers in ordering, labeling, and expressing quantities and relationships to solve problems and translate informal language into mathematical language and symbols. Students use objects to create and identify patterns and use those patterns to express relationships, make predictions, and solve problems as they build an understanding of number, operation, shape, and space. Students progress from informal to formal language to describe two- and three-dimensional geometric figures and likenesses in the physical world. Students begin to develop measurement concepts as they identify and compare attributes of objects and situations. Students collect, organize, and display data and use information from graphs to answer questions, make summary statements, and make informal predictions based on their experiences.Elementary §111.A. October 2013 Update Page 23

(3) Throughout mathematics in Kindergarten-Grade 2, students develop numerical fluency with conceptual understanding and computational accuracy. Students in Kindergarten-Grade 2 use basic number sense to compose and decompose numbers in order to solve problems requiring precision, estimation, and reasonableness. By the end of Grade 2, students know basic addition and subtraction facts and are using them to work flexibly, efficiently, and accurately with numbers during addition and subtraction computation.

(4) Problem solving, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Kindergarten-Grade 2, students use these processes together with technology and other mathematical tools such as manipulative materials to develop conceptual understanding and solve meaningful problems as they do mathematics.

(b) Knowledge and skills.

(1) Number, operation, and quantitative reasoning. The student uses numbers to name quantities. The student is expected to:

(A) use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects;

(B) use sets of concrete objects to represent quantities given in verbal or written form (through 20); and

(C) use numbers to describe how many objects are in a set (through 20) using verbal and symbolic descriptions.

(2) Number, operation, and quantitative reasoning. The student describes order of events or objects. The student is expected to:

(A) use language such as before or after to describe relative position in a sequence of events or objects; and

(B) name the ordinal positions in a sequence such as first, second, third, etc.

(3) Number, operation, and quantitative reasoning. The student recognizes that there are quantities less than a whole. The student is expected to:

(A) share a whole by separating it into two equal parts; and

(B) explain why a given part is half of the whole.

(4) Number, operation, and quantitative reasoning. The student models addition (joining) and subtraction (separating). The student is expected to model and create addition and subtraction problems in real situations with concrete objects.

(5) Patterns, relationships, and algebraic thinking. The student identifies, extends, and creates patterns. The student is expected to identify, extend, and create patterns of sounds, physical movement, and concrete objects.

(6) Patterns, relationships, and algebraic thinking. The student uses patterns to make predictions. The student is expected to:

(A) use patterns to predict what comes next, including cause-and-effect relationships; and

(B) count by ones to 100.

(7) Geometry and spatial reasoning. The student describes the relative positions of objects. The student is expected to:

(A) describe one object in relation to another using informal language such as over, under, above, and below; and

(B) place an object in a specified position.§111.A. Elementary Page 24 October 2013 Update

(8) Geometry and spatial reasoning. The student uses attributes to determine how objects are alike and different. The student is expected to:

(A) describe and identify an object by its attributes using informal language;

(B) compare two objects based on their attributes; and

(C) sort a variety of objects including two- and three-dimensional geometric figures according to their attributes and describe how the objects are sorted.

(9) Geometry and spatial reasoning. The student recognizes attributes of two- and three-dimensional geometric figures. The student is expected to:

(A) describe and compare the attributes of real-life objects such as balls, boxes, cans, and cones or models of three-dimensional geometric figures;

(B) recognize shapes in real-life three-dimensional geometric figures or models of three-dimensional geometric figures; and

(C) describe, identify, and compare circles, triangles, rectangles, and squares (a special type of rectangle).

(10) Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and/or relative temperature. The student uses comparative language to solve problems and answer questions. The student is expected to:

(A) compare and order two or three concrete objects according to length (longer/shorter than, or the same);

(B) compare the areas of two flat surfaces of two-dimensional figures (covers more, covers less, or covers the same);

(C) compare two containers according to capacity (holds more, holds less, or holds the same);

(D) compare two objects according to weight/mass (heavier than, lighter than or equal to); and

(E) compare situations or objects according to relative temperature (hotter/colder than, or the same as).

(11) Measurement. The student uses time to describe, compare, and order events and situations. The student is expected to:

(A) compare events according to duration such as more time than or less time than;

(B) sequence events (up to three); and

(C) read a calendar using days, weeks, and months.

(12) Probability and statistics. The student constructs and uses graphs of real objects or pictures to answer questions. The student is expected to:

(A) construct graphs using real objects or pictures in order to answer questions; and

(B) use information from a graph of real objects or pictures in order to answer questions.

(13) Underlying processes and mathematical tools. The student applies Kindergarten mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:

(A) identify mathematics in everyday situations;

(B) solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;Elementary §111.A. October 2013 Update Page 25

(C) select or develop an appropriate problem-solving strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem; and

(D) use tools such as real objects, manipulatives, and technology to solve problems.

(14) Underlying processes and mathematical tools. The student communicates about Kindergarten mathematics using informal language. The student is expected to:

(A) communicate mathematical ideas using objects, words, pictures, numbers, and technology; and

(B) relate everyday language to mathematical language and symbols.

(15) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.
 Source: The provisions of this §111.12 adopted to be effective September 1, 1998, 22 TexReg 7623; amended to be effective August 1, 2006, 30 TexReg 7471.
First I would say that I need to become familiar with the TEKS in order to effectively use them as teaching objectives. How I would utilize these TEKS that I listed above is by giving the students test over what they have learned over the course, and I would do assessment testing.  I also would use a Venn diagram and do compare/contrast. I would also use these TEKS through hands on experience, technologies, PowerPoint, real life experiences, I will utilize anyway that I can to make sure my students are covering everything that they need to cover to make it to the next level. I also want to make sure that they understand exactly what they are doing and that they are comfortable in doing these TEKS that I have listed above.

The most important TEKS in my opinion  is identifying mathematics in an everyday situation and use patterns to predict what comes next. The reason why I picked these two is because we use math everyday and we do not even think about it. it just comes natural to us. We look at the time to see what time it is, we buy our food, put gas in our car, etc. I mean we deal with math every single day in our lives. Not only that but patterns is the same way, just about everyday we have the same routine we can just about predict what will happen next. The things I would do to make sure these TEKS are covered is by doing different hands on assignments, we would deal with real life situations, activities, have speakers come out and talk to the students about whatever we are covering that day or week. Again I will  do whatever I need to do to make sure my students are successful and that I am implementing these TEKS to my students.

Visualization With Technology

I think that visualizing with technology is great. By reading chapter 9 on visualizing technology I learned more about visualizing with technology, and all of those tools that I saw and read about can be very helpful in and out of the classroom. you can use these tools anywhere whether it be school, home, or work. I think that these visualization tools are ways to help students reading comprehension and it gets the students more interested and engaged in the lesson. Also, in reading chapter 9 it talked about different visualization tools like sketch cast. Sketch cast is a tool that makes movies of what one draws and says while drawing. this tool would be great for younger kids, because they could make a picture of their mothers for Mothers Day. Another tool is a tool we use all the time video cam recorder we use this tool to capture live performance of our kids or any special moment. So I feel that visualization with technology is very helpful in and out of the classroom and we use some type of visualization tool everyday whether we know it or not.

I think that visualization with technology has great impact on the learning process, simply because by using these different tools it is making the students more knowledgeable and making their reading comprehension better. another impact is that it gets the students fully engaged in their lesson because it is hands on and the students are doing it on their own and working independently. Visualization with technology can be used for many purposes. For example, you can use these tools for just about every subject in school. Chapter 9 also stated that visualization tools have been developed for science especially chemistry, but you can use it for math, you can use geometer's sketch pad for geometry, reading, and other subjects as well. So visualization with technology has a great impact on the learning process.

Podcasting

What I learned about podcasting? I learned a lot about podcasting. First I learned exactly what podcasting is. Podcasting is a method of distributing multimedia files such as audio programs or music videos. POD means (Personal On Demand). I actually learned a lot about podcasting and I found it to be very interesting. I never really thought about using podcasting nor did I care about learning what it is and what it does, but after watching the video on podcasting it was very interesting and helpful information. I am very interesting in using it in the future for my classroom. the good thing about podcasting is that it works on just about any device and you can create a show and subscribe to a show any where in the world. You can use podcasting can be used in the classroom by recording classroom expectations at the beginning of the school year, classroom lectures, testing review sessions, and record classroom discussions. these are some of the things you can do with podcasting in your classroom that would be very helpful and beneficial.

How is podcasting different/similar to web 2.0? Well to me it is not much of a difference I mean they all do different things and they are all helpful beneficial tools to use in and out of the classrooms. I do not think that one is better than the other each one does exactly what it needs to do to get the job done. they are all very important tools and devices and I am so glad I am taking this class because I have learned so much that I knew I would have not learned if I had not taken this class.

No I do not own a iPod or MP3 player. If I did own an ipod I would use it in my classroom to enhance students learning in many different ways. For example, you can use them in reading groups or in small groups math activities. You can use ipods for many different reasons in the classroom. Some advantages of  online communication tools are: flexibility-accessible 24x7, and place as long as you have internet connection, leveling: people who usually don't speak up can say as much as they like while "loud" people can not interrupt, and documented- unlike verbal conversation, online discussion is lasting and you can always go back and read it over again. Some disadvantages are: Text-based- predominantly relies on inputting text which can be challenging for those who don't like to write or have poor keyboard skills, no physical clues- without facial expressions and gestures or the ability to retract immediately there's a big risk of misunderstanding, and inefficient- it takes longer than verbal conversation and so it's hard to reply to all the points in a message, easily leaving questions unanswered. These are just my opinion on online communication skills.

Web 2.0

First I want to say I really enjoyed watching all those you tubes videos and understanding how each of those web 2.0 tools websites work. My understanding on web 2.0 from watching the video is that web 2.0 is to me better than web 1.0. Web 2.0 the webmaster shares the responsibility with the internet audience for keeping the website informative and engaging and by doing that people are interested in what the webmaster have to offer . whereas web 1.0 the webmaster is constantly burden with the responsibility of updating the website to keep visitors informed and engaged. So web 2.0 is more of an experience as well as giving out information and keeping people engaged. Also this website is a modern website that is transformed from a simple place to store information to a dynamic place where people regularly gather and interact. Their are alot of web 2.0 tools that are vailable and beneficial to everyone.


How does web 2.0 tools benefit/impact to today's education? By sharing, collaborating, and exchanging ideas in ways that were not dreamed of a few years ago. Web 2.0 tools have the ability to connect administrators, teachers, students, and parents all at the same time. Web 2.0 is great to have you can never go wrong with using any of these tools it makes life and education so much easier. By using web 2.0 groups can be formed to relay information quickly to a specific targeted audience. So I think web 2.0 tools are very beneficial especially to teachers.

copyrights, fair use, cyberbullying, and Nettiquette

what I learned about copyrights, fair use, cyber bullying, and netiquette and my thoughts about all of these is that, copyrights is a form of protection grounded in the U.S. Constitution. Copyright protection exists from the moment that person creates an original work that is fixed he or she owns that copy right. My thoughts on copyright is that I agree that a person should get in trouble for copyrighting CD's or DVD's because the owners are loosing hundreds of dollars maybe even more all because people wants to be cheap and go buy bootlegs copies of different CD's or DVD's just to save a dollar or two, to me that is not fair. Fair use is a limitation and exception to the exclusive right granted by copyright law to the author of a creative work. My thoughts on fair use is that I think it is good because it gives you a chance to use information without getting in trouble like for example using search engines. My thought on cyber bullying is unacceptable I think people who do cyber bullying is a coward and they should be punished to the max so many people have committed suicide because of bullying whether it be on the internet or in person bullying needs to STOP. Netiquettes to me is your behavior on how you represent yourself over the internet how you talk and things like that I feel if you have good netiquette you will never have a major problem with someone on the internet everything will be all good and go smoothly because you are showing respect. So I learned that all these things are very very important and we should take each one of these seriously and learn from them on what to do and not to do.

How I feel about all of these is that, like I stated earlier we need to take each one of these seriously. Do not copyright nobody else's work without their permission they worked hard for their work that they created and the least they want is all their profit. Fair use is good and well said. Cyber bullying needs to come to a stop because too many people are committing suicide because they can not take the bullying it is too much on a person, especially if you can not handle it. Than, netiquette is who you are over the internet it's how you represent yourself over the internet. So I feel that all of these are very important and we need to respect each one of these and we need to educate our students as well as our own kids about all of this information so that they will know.

Mapping Information Activity

      I really enjoyed this activity although I was a little confused about this activity when I first read the instruction and still I'm not too sure about it, but I understand it now a little better. Before the mapping activity I conducted my online search my typing in Google I really never used excite or Bing search engines at all. I felt like Google was much better than those search engine. So I would use the Google search engine to pull up my information that way. I hardly ever went directly straight to any website unless it was to fill out information or look up information about that particular website, like to fill out applications. I already knew about the different kinds of search engines and the different search techniques already before doing this activity.

     After doing the mapping activity I do not think my habits will change unless it is better than what I am doing now. I will continue to search the way I am searching now in the future by using different search engines like Google, yahoo, or Bing. what I notice about the difference search engines on the specific topic or website that I picked witch was "Victorian Robots" was that when you go to the different search engines it would pull up everything about Victorian Robots and all the related sources about Victorian Robots on each search engine. I also noticed that Google search engine had 2,460,000 results, Bing had 1,850,000 results, and Excite search engine did not list the amount of results on Victorian Robots. This knowledge will affect my teaching to me in a positive way, because I can show my students that it is ok to go straight to the website itself but if you use search engines you will get all different types of information concerning that topic on what you are searching for and you will have different references and sources. My future students may or may not be affected by this and if they do it will be again in a positive way, because they would know how to search for different things and know how to research different things quicker and faster.

   In conclusion, I enjoyed this mapping activity and I learned a lot that I did not already know about mapping. I learned how these different search engines have different information about the same topic, how many different results that came up on these search engines and all of the related topics concerning the main topic which was Victorian Robots. I think that this will be a very good activity to show and do with the students and each students will benefit from this activity because they will know the difference between going directly to a website and than using different search engines to search for a topic. I think that different search is great because you can gather all types of good information and create a great paper because you have differencent sources you can go to by using different search engines.