Rubrics, Clickers, and Inspiration/Kidspiration Software

Paragraph 1: Technology Based Rubrics
     Rubrics are devices used for scoring and asessing assignments. They list specific criteria for the project. I think rubrics are very useful. They make the expectations for an assignment clear to students and I imagine they make grading simpler for teachers as well. I think rubrics would be useful in my class. I could use them with Speech assignments.

Paragraph 2: Clicker Assessment Tools
          Qwizdom offers a student response system that "Combines response system interactivity, customized presentations, formative assessments, and online reporting into one complete solution. Inspires, motivates, and empowers each individual student.  Offers a variety of remote types; including rechargeable and ability for text input. Displays right/wrong feedback. Allows students to discreetly ask for assistance. Engages through the use of Qwizdom’s interactive learning games." This could be used in my Speech classroom by having the students respond while teaching a lesson or by letting the teachers help evaluate each others speeches.

Paragraph 3: Inspiration/Kidspiration Software
     Inspiration and Kidspiration use "visual learning methodologies" help students learn and build planning and thinking skills. Kidspiration in designed more towards grades K-5, so it would not be as beneficial to me in a highschool setting as Inspiration would be. This technology could be useful in my Speech class in several ways. It could be used ifor brainstorming a speech topic, writing the speech, or as a visual aid during the speech.



Discovery Education. (2010). Kathy Schrock's guide for educators. Discovery Education. Retrieved November 24, 2010 from http://school.discoveryeducation.com/schrockguide/assess.html#rubrics 

Inspiration Software, Inc. (2010). Inspiration Software. Retrieved November 24, 2010 from http://www.inspiration.com/Inspiration

Qwizdom Inc. (2010). Quizdom. Retrieved November 24, 2010 from http://www.qwizdom.com/?gclid=CNLygeH3mpcCFQZqswodWV6D-g

Visualizing w/Technologies: Ch. 9

- Explain "Digital Storytelling by Kate Kemker." What do you think it would work in your classroom?
     Digital storytelling allows to use their creative skills to create a storyboard on paper, use a camera to shoot their video, and edit their video on a computer usinf some type of software. It helps to develop creativity and critical thinking skills. Students plan, research, write, and organize information during the storyboard creation process. While shooting thier video they work collaboratively in various roles such as director, actor, videographer, ane editor. During editing they use editing software to create a finished product. While I find this very interesting, I am not sure how I would use it in my Speech class.

- Mathematics is one of the most abstract subject-matter domains. Helping students to visualize mathematical concepts is very useful in helping students make math real. What other methods suggested in the textbook will also help make math more real to students?

     Several websites are available to assisit in visualizing mathematical concepts. Also, the book mentions visualizing formulas with graphic calculators because they have a positive influence on students understanding ot mathematics. Tinkering with data sets is suggested as well withTinkerPlots and Fathom Dynamic Statistics Software reccomended. Another method is visual Geometry with Geometric Supposer.
 

- Is it possible to learn from TV alone?--that is, learn how to do something merely from watching TV instruction?

     I think it is possible to learn somethings by TV alone, but not everything. For instance, I work with kids and I have seen many of them learn simple Spanish words simply from watching Dora the Explorer. They also have cooking shows, painting shows, and more that must work to some extent they wouldn't still be there. I do think, however, especially in situations where processes are learned, that participation improves ones chance of learning something. Dora has the kids say the words back to her. Similarly, cooking shows are probably much more effective if you are following along with the steps presented. So while I do believe it is possible to learn from TV alone, I think interaction and participation make understanding a task much easier.

 

 

 

Jonassen, D. Howland, J. Marra, R. & Crismond, D. (2008). Meaningful Learning with Technology. New Jersey: Pearson Prentice Hall.