 | | Author: | Michael Porter | Created: | 9/11/2007 10:14 AM |  | | Please use this forum to provide feedback, share ideas, and brainstorm classroom applications. |
| NECC Day Two | | By Michael Porter on6/30/2008 1:56 PM | | Day two blog post:
Well, first the good news. The heat index has dropped down to 90 degrees or so, and is notably cooler. Now the bad news—NECC 2008 is experiencing some Internet wireless connectivity and density issues, and it has been a bit of a challenge to access resources. However, the sessions have been fantastic. I started the morning off at an information literacy and management session that was geared for elementary students and their teachers. My key takeaway: guided research on the Web. Younger students (maybe all students) need to be able to simultaneously gather information from electronic resources and analyze the source itself. This is best accomplished by leading students to preselected web resources and holding discussions on just why the teacher selected these particular sites. If it sounds like a modified web-quest, it is.
My next session centered on the new teacher standards on technology. The new standards ... |  | | Comments (2) | More... |
| | NECC 2008 | | By Michael Porter on6/29/2008 4:03 PM | | NECC 2008 in San Antonio.
Today, teams from Littleton, Heritage, Arapahoe High Schools, and members of the Instructional Technology team met up in the heat and humidity (heat index 108) of San Antonio, Texas, to take in the 2008 National Education Computing Conference. Their mission: to transform first their classrooms, then their schools, into models of 21st Century learning. We’ll keep a running blog to exchange ideas and thoughts, and give the folks back home a sense of what’s going on at the world’s largest educational technology conference. One of the key issues at this conference will be the unveiling of the ISTE (International Society of Technology in Education) standards for teachers. As soon as I can get my hands on them, (it seems like they’re under pretty tight wraps) I’ll post them. These standards are supposed to compliment last years’ NETS (National Education Technology Standards) 2.0, which, in a nutshell, shifted ISTE’s focus from learning about the tool to learning ... | | | Comments (0) | More... |
| | LPS credit | | By Michael Porter on6/26/2008 2:47 PM | | | IMPORTANT NOTE FOR THOSE SEEKING LPS CREDIT: Be sure to sign up for CDE credit at the booth next to registration and complete the 1000 word assignment on time. Once you have received the certificate from CDE, present it to the HR department at LPS for LPS credit. Mike | | | Comments (0) | |
| | Content Matters | | By Michael Porter on6/26/2008 8:31 AM | | Hi all---
Well, it looks like we’re back online! Life without the internet—it somewhat reminds me of 1996! I have a general overview on TIE 2008 that I’d like to share: content matters! At the risk of making a huge generalization, the presenters I have seen and heard about have all done a wonderful job at not only detailing the bells and whistles of all the cool programs and tools, but also stressing how it fits into curriculum and enriches it. I believe that our keynote speaker did an excellent job at starting that thread. If you recall, he emphasized the story line first, then the effects and transitions. Good advice. After all, the digital medium is only a vehicle to carry students’ voices, thoughts and stories. The media is not itself the message. Your thoughts?
| | | Comments (0) | |
| | Expectations? | | TIE 2008 | By Michael Porter on6/18/2008 11:10 AM | | | We have had a remarkable year at LPS! This year saw the deployment of a district-wide wireless network, the completion of the fiber optic backbone, and the piloting of two student access technologies, the N-computing thin client computers and the eeePc laptops. In the classroom, we had more students producing digital artifacts, writing to more blogs, and teleconferencing with peers from across the world than ever before. All in all, the LPS staff is to be recognized as leaders in the integration of technology across the state, and indeed, across the country. Having said that, what are we going to do next to prepare our students for the 21st Century? How can we best serve our students who have never known life without the Internet? Please share some of your ideas on what you hope to take from the TIE conference, and how that will help you in your work with our students. | | | Comments (0) | |
| | Should a student be required to memorize the capitols to all the states? | | By Michael Porter on3/10/2008 3:25 PM | | I wonder in the age of readily available information if it’s worth spending valuable instructional time memorizing “facts.” If so many details are available on Google, should we just move on? Case in point: Google Earth, a free program, presents current, high resolution satellite images of the entire world. Why should we have globes with names of countries that are out of date? And, with Google Earth, you can “write” notes on the earth and easily share those notes in the form of .kmz files. If a classic question of the twentieth century is “What’s the capitol of Colorado?” perhaps the classic question of the twenty –first century is “Using satellite imagery, determine why Denver makes a suitable capitol for Colorado.” Which question do you think will lead to higher order thinking? | | | Comments (2) | |
| | Classroom Response Systems--The "Clicker" | | By Michael Porter on2/25/2008 4:44 PM | | Clickers are one of the fastest growing technologies in our schools; they're spreading from primary grades through grade twelve. We have seen them used to do book reviews, to assess prior learning, to determine prior knowledge, and to have a good, old-fashioned debate. Yet some folks are still wondering about the value of clickers in the classroom. My point is this: clickers are as good as the questions they are designed to respond to. With that in mind, please give use some feedback on how you use, or plan to use, clickers in the classroom. Some resources for your perusal:
| | | Comments (11) | More... |
|
|
|
|
| |