mandy0920

Week 13 - OPLC: Good for All?

Fri, 04 Apr 2008 22:09:42 GMT

In researching articles about the One Laptop Per Child project, I found one entitled One Laptop Per Child: Computer Designed for Those Who Can Least Afford Them. This article was all about the benefits and the great things that will come about as a result of this project. I had heard about it before, but the thought of getting children laptops for about $100 baffles me. I think it is amazing.
In the article, it mentioned that fact. But it also mentioned that if this project is able to be pulled off then it will cause a problem for the tech industry. The reason is that, if it is possible to give computers that are this affordable, then why are they pricing theirs at such an expensive price? I think that will be good because this project will benefit all of us. Of course, it will benefit the children who really need it the most, but if it puts this pressure on the tech companies than the cost of this precious tool will hopefully be cheaper allowing all to have equal access to it.
These changes are already starting to take effect. The article goes on to mention that because of this project many tech companies are racing to try and get their own low-cost technology produced to send off to developing countries. I always say that it takes just one person to get the ball rolling and soon after, others will follow. This is definitely the case with OLPC. Their good deeds are motivating the rest of the world.
I think that this project is such a great thing because getting a computer is not like getting a textbook. With a textbook, you are finished with it the minute you have gone through it all. Having a laptop allows you to have access to the world as well as access to an infinite number of resources, books, and learning tools.
Not only is this project good for all by the changes it is forcing others to make, but by helping our children it is benefitting us all because it is helping our society.

Link to article: http://www.iht.com/articles/2006/11/19/features/design20.php

Week 12 - Computer Game Design: Opportunities for Successful Learning

Sun, 30 Mar 2008 20:19:45 GMT

An excellent article that I found is entitled Computer Game Design: Opportunities for Successful Learning by Judy Robertson and Cathrin Howells. This article produces and discusses the results that were gathered as a result of an eight week study that was conducted with a class of ten year olds. In this class, the students were all given the opportunity to create their own computer games. While the students were doing this, the researchers were looking at and analyzing the development of skills related to successful learning. Some of the aspects they were looking at were enthusiasm and motivation, determination to reach high standards of achievement, independent and group learning, and linking and applying learning in new situations. The results of this study showed that these students displayed positive growth in all of the aspects of successful learning. Their enthusiasm and motivation were strong as they engaged in this creative activity. Their determination was great beause they were engaged in something that they were interested in. They were able to all work well independently as well as in a group since they all had the common goal of making their games successful. They were also able to transfer knowledge that they had learned in previous situations to using it in their game development. This article proved that technology can be used both to engage children and make learning fun, as well as to assist them in developing beneficial skills.
This article was also of interest to me because it made me think of Chapter 8 in our textbook - "Designing with Technologies". The programs that were mentioned in our textbook fall under the same category as designing your own computer game. The students were doing just that - designing with technology. The text also brings out other benefits of allowing children to design with technologies. One thing it mentions is the creativity that is involved and how children are then able to express it. This would definitely have an affect on children's enthusiasm, motivations and determination. It also helps us to see that during the design process of anythign there will always be mistakes made. Children are then able to learn through trial and error and experimentation. This, of course, encourages decision making skills. I could go on and on about the benefits of this study as well as designing with technologies in general. It is clear to see that this article and our text closely agree on this matter.

WORD COUNT: 409

Link to article: http://web.ebscohost.com.ezproxy.lib.ryerson.ca/ehost/detail?vid=6&hid=13&sid=d63674b1-3736-4421-9aed-c5b8add10c84%40sessionmgr7

Week 11 - Advantages of Learning through Audio Books

Sun, 30 Mar 2008 19:56:24 GMT

In searching for an article that had to do with audio, technology and learning, I found one entitled Advantages of Learning Through Audio Books. I really appreciated this article because it addressed something that is quite common in classrooms but is not often used. The article went on to talk about books on tape, audio books, and other audio learning devices and how beneficial they are if they are used properly. It mentions that the success of struggling readers can be credited to these types of technology because of the fact that it translates what is to be learned through sight into learning through the ear. I can see how this is beneficial because many of us have a hard time understanding something by just looking at it. However, when someone explains it to us verbally, we are able to grasp the concepts easier. I have seen these audio technology items in many classrooms but only a handful of them actually use it. In the rooms that I see these things being used, I see that the students have a keen interest in reading and using books and the tapes that are associated with it. The hardest part of getting children to enjoy reading is to instill that desire in them. I think that books on tape are a great way to instill that love of reading in our students because it is something they are attracted to and something that all children want to use and experiment. First children are drawn in by the fact that reading in this way is different and so they continue to use it. After they get past that excitement, they are more concerned with the actual reading aspect.
There was one part of this article that I did not agree with. In one part, they mentioned that one of the benefits of books on tape is that the teacher will be able to do more with his or her time while the class listens to audio lessons. As much as I think that there can be benefits from using these devices, I do not feel that in any way they should replace the teacher. These devices can be beneficial as a complement to the teacher and to her lesson. It should not replace the interactive, hands on, teacher to student interaction that all students should have the privilege of receiving.

Link to article: http://www.tehreer.com/2007/05/14/advantages-of-learning-through-audio-books/

Week 10 - Chapter 10 Assessing Meaningful Learning with Technology

Tue, 18 Mar 2008 02:26:21 GMT

When I read the title of this chapter it rang a bell that, throughout all of the chapters that we had read thus far, none of them talked about any way of assessing children when they are using technology. When I realized this I must say that I was kind of shocked at first because assessment is such an important part of learning. It is the way that in which we are able to see if our students are actually learning and if they are acquire the foundational skills that will allow them to move onto the next level of learning.
Before I actually got into reading the chapter, I thought for a bit about what the assessment for technology use might be. The main one that came to my mind was observation because it is the most obvious to see. However I really like the fact that the chapter introduced me to technology-based assessments. Now, not only are the children able to learn through technology, but teachers are able to use the same instrument to assess them. What really drew me to this idea was the fact that the book says it allows teachers to formatively assess their students - to "gather assessment data quickly and easily only to determine if learners are "getting it" (not to record a "grade"), potentially revise instruction, and then to move on" (pg 219). I think that this type of assessment is one of the most important, if not THE most important. So many times teachers are checking on their students to grade them but they aren't really seeing what the children know and what information they have been able to retain. I strongly believe in formative assessment because that will help teachers to see if their students are understanding what they are being taught. That way, if they don't, the teacher can then use a different plan or teaching technique and assess the student again to see if that one worked better. This would really result in meaningful learning because the student would be able to walk away from the situation with new knowledge that they never had before, and this knowledge will be the kind that they will retain and be able to use in the future when the situation calls for it.

Out of all the types of technology-based assessments that they mentioned, my favourite was the electronic portfolio. One reason may have been that I always liked regular portfolios as well. The reason for this is because it is very easy to see someone's growth through a portfolio. That is where they keep their work from the beginning to the end and looking at it allows you to see the strengths and improvements that have come along with time, as well as what still needs to be worked on. The only problem with portfolios is, because they are meant to be long term and hold so much information, many times is it hard to do that with a paper one. That is another reason why I like the e-portfolio so much better. The stress and struggle of paper and finding room for it is not there and the teacher will be able to hold on to a lot more information with regards to each and every one of her students. I think not only is it effective, but it is also environmentally-friendly, which is the direction the world is (and needs to be) headed in.

WORD COUNT - 576

Week 9 - Chapter 1 What is Meaningful Learning?

Mon, 10 Mar 2008 16:28:42 GMT

When we first started doing the posts for this class, I wondered why we did not start with chapter 1. But now, after reading it, I can see why we waited. Before I get into that, I wanted to mention how I really liked and appreciated how this chapter (and book as a whole) presented the attributes of meaningful learning. In many instances, I have seen teachers describe meaningful learning using one or two of these terms and when they state it that way, it makes sense because these attributes are good even if just one or two of them are apparent. However, I like how the model shows that they work well on their own but even better if they are used all together. This is important for us as educators to note because not only do we want our students to get a lot out of our activities and teaching, but we want them to get the MOST out of it. Using this frame and making sure that the things we teach and the way we teach them include all of these components will ensure that that is exactly what happens - they will get all that they can out of it.

Going back to the first statement I made, I know see why it was better for us to consider chapter one after we had considered several others. One of the reasons I found this way to be better was because I found that I was able to relate more and understand better the idea of meaningful learning with regards to technology when I had prior knowledge to look back to. For example, there is a section in this chapter that talks about how technology facilitates learning. If I had read that at the beginning of the course, I would have had a simple understanding. However, I found that when I was reading it, I was constantly thinking back to other things that I had read in the other chapters of this book and saying to myself "oh yeah, I can definitely see how that program faciliates learning in that way" or "now I can see how I could use this other program mentioned in a better way to help my students understand". I was able to draw on what I had learned in the other chapters (such as the programs that are available) and see how it relates to the overall concept of meaningful learning, as well as relate it to how it could be used to facilitate learning. I felt that I got a lot more out of this chapter that way.

I felt as though all of this chapter was a nice summary or explanation of all the things we had learned by reading the other chapters. For example, it lists ways as to how technology could foster learning. Most of these things were mentioned in the other chapters and, even if they were not, it was easy to figure out how to use the technology in a beneficial way by the way the book explained it. Chapter one is a compliment to the other chapters that we have read so far in the sense that chapter one is more factual and definition - oriented and the other chapters are examples of how those facts and definitions are true. I think that chapter one is excellent to refer back to when reading the rest of the book.

WORD COUNT - 573

Week 6 - Chapters 8&9 - Designing and Visualizing with Technologies

Fri, 15 Feb 2008 03:48:44 GMT

I really enjoyed this week's reading because it discussed something that has always appealed to me with regards to technology. Chapter 8 talks about designing with technology. That is something I have always loved to watch people do. I always wanted to try it and create something amazing with design programs but I have never been able to figure out how to use it. When I think of design programs I think of those design shows or programs that only professional designers know how to use. I never thought of it as something that anyone can do. However, after reading this chapter, I see how advanced it can be and also how simple it can be. Like anything else with technology, design has stages or levels. Some are more advanced but some allow the user to start out at a basic level. For this reason, I think that introducing children to these programs may be good. Children are already always designing things. They write in their journals, draw pictures, build structures with blocks and so much more. Their imaginations make them some of the best creators and designers. Programs like these can help children develop their decision making skills as well as give them the opportunity to explore their real potential. Unlike the blocks and pictures, these programs allow children to bring their thoughts and designs as close to a real structure as possible. They can make it 3D, change the colour, and make it look so real. I think that by allowing them to do this, they may use their imagination to continually take them one step further. The more advanced programs would obviously have to be used with older children but even young children can be exposed to these programs to learn how to do simple things, like create a simple version of a house. They can use their time with the program to experiment, see how it works, and develop many skills. The designing of music would also have similar benefits. Teachers must make sure, though, that the children are not consumed by these programs at all times. Lastly on this topic, I just had to mention that I love the idea of the Musical Sketch Pad. I took a brief look at it online and I plan to look into it further!

When it came to reading chapter 9 I was a bit more skeptical. There seemed like there was so much more involved in using technology this way. For example, when I saw figure 9.6 which shows how to use technology to represent linear relationships and read the section about how to visualize mathematical ideas with technology, I started to get turned off of the chapter. I guess it is because I used to be really good at math but when it came to things like that (graphing linear relationships, etc.) and anything that you really needed to use technology for, I just hated it. All those numbers and the plotting system and what column to put the numbers in to get it on the right part of the graph...all of that made me hate it. To be honest, I think it was the technical part of the math that turned me off of it. I guess, for that reason, it would be best that children get exposed to these things from an early age, if at all. If not, it can really be a discouraging process, one in which the student may never want to try or get involved with again. I think that technology, any kind, has to be used in moderation and properly. Too much time with a good program can be detrimental but so can no instruction and not enough time with another program. It is all about balance and teachers need to know when and how to draw that line.

WORD COUNT - 640

Week 5 - Chapter 3 Experimenting with Technologies

Fri, 08 Feb 2008 16:11:52 GMT

While reading this chapter, I found that there were many ways of experimenting with technology that I was familiar with and that I have seen used quite frequently. The one that came to mind, in particular, was Second Life. I have just recently been introduced to that program through my third year class with Danny Bakan. During one of our classes, Danny did a demonstration of what Second Life was and how to use it. I was amazed at it because it really is a “second life”. In that virtual world you can do everything that you can do in the real world. I think that this would be an excellent program for children to use when experimenting with technology. I don’t know the limits that you are able to place on the program for safety measures but if there aren’t any, I would use it with older children who can understand what they need to stay away from and how careful they need to be when using it. However, I think this program is good because it gives children the freedom to explore the world and do anything they want to in life without having to leave their home or school. Children can get a lot of exposure to many of the things available to them in the world and, at the same time, their parents or teachers are able to monitor them.

Another program that was mentioned in the chapter that I am quite familiar with is SimCity. I have seen many people using this program and from what I hear it can be highly addictive! J It enables the user to build up their own city and run it. This type of program requires a lot of thinking and decision making on the part of the user. I have seen children use this game and enjoy it quite thoroughly.

Programs like these are good for allowing children to experiment with technology. It opens their minds to a whole new world and a new way of thinking that they may not have been exposed to yet. As children, there is not a lot that you have control over. However, in these virtual worlds, they have control over many things and it may teach them that with control comes responsibility. These programs require children to use their decision making skills, common sense, and it allows them to make mistakes and fix them, without suffering the dire consequences. Of course, when it comes to using technology, that issue of safety will always be on the table. Once the necessary safety measures are taken, children really can get a lot of good use and learning from these types of programs.

WORD COUNT - 449

Week 4 - Chapter 6

Sun, 03 Feb 2008 19:14:47 GMT

A lot of the things that are mentioned in the text are things that I have only recently become familiar with. Yet, it is amazing how popular these things have become in such a short period of time. For example, the WIKI. I had never even heard of a WIKI before taking CLD315 Music and Creative Arts with Danny. I instantly loved the concept. It was so easy to use and what made it even better was the resources you could get from it and the way everyone shared their ideas. You were able to interact with others and benefit from their knowledge at the click of a button. It was very informative and helpful. On the other hand, when I heard that we would learn about WIKIs in this class in relation to children, I had no idea how that would be done. I did not think that children would be able to work with something like this. However, I love the idea of what Dan McDowell did with a WIKI in turning it into a WIKI project based on the Holocaust. Granted, this is the kind of assignment that would have to be done with older children, but they would still be introduced to the concept a lot sooner than I had been. I thought the assignment itself was very powerful, and as I was reading about it, I realized that this assignment is one of the best examples of, not only proper use of technology in the classroom, but of how to use technology to its maximum potential to help the students. The WIKI created that ultimate classroom community in which everyone was a part of, and at the same time, it allowed children the freedom to make decisions and to go where they wanted to with the assignment, something that would have been hard to do, if not impossible, if a similar activity had been attempted with pen and paper. I think a WIKI is a great thing but I was wondering, does anyone have any (realistic) suggestions as to how it could be used with younger children, if it can be?

Another thing that I have only recently been exposed to is the concept of a blog. That is mainly in part to having to do one weekly in Jason's class last semester, Concept Development in Science. As much as doing one all the time can be a little difficult, I think blogs are great ways to communicate with others and to develop that sense of community in a classroom. For example, the way we use it in this class helps us to all stay connected with one another while at the same time allowing us to have insight into the thoughts and opinions of our classmates. I find this to be extremely helpful in understanding the readings, for instance, because the way someone else understands it and explains it in their blog can open your eyes to a whole new way of understanding something that you never understood before. I can definitely see blogs being used with young children at a much more simple level. One idea might be for the children to do their journals as a blog (with the teacher setting them up on the computer) and then they would be able to see the blogs/journals of all of their classmates as well. This would be done with students that are not too young, possible grade 1 to 3. That sense of community through use of technology will also be established. Any other ideas as to how blogs can be used with younger children?

Word Count - 602

Week 3 - Chapter 7

Sun, 27 Jan 2008 22:17:15 GMT

When I read the title of this chapter, I thought that it was a fitting one to start off with. The reason for this is because communicating with technology is something that has become so common in this day and age. Everyone does it. Some people even prefer it to face to face communication. For these reasons and others, I do feel that it is important for our students to learn about this. There were some things, however, that stood out for me in this chapter that I wanted to discuss.

The first point was the fact that the chapter discussed communicating in an online forum. I think this is can be good, but can be extremely dangerous at the same time. One way that it can be dangerous is probably the most obvious way - the fact that you really do not know who you are talking to when using these things. Anyone can be sitting behind a computer at a keyboard typing away some false life story to you and you will never even know it. Especially children are ones that are targeted in this manner. However, not only can it be dangerous in a physical sense but also in terms of their ability to communicate, their conversing skills. The chapter notes that online conversations do not have the richness that face to face conversations do. It mentioned that "we lose important communication cues, such as body language, tone of voice, accents, dialects, pace, pauses, and other important cues to meaning" (p. 141). All of these things are very important to being able to communicate with others properly, which is a skill that is essential to being successful in life. If children begin to depend on these things, they will lose all of these skills that we and their parents have worked so hard to instill in them. That is why, while teaching children about online communication is important, we also keep up with teaching them the "old fashioned" way of communication, oral and written language.

Another point that I have to say I agree with in this chapter is one of the main benefits to communicating with others on the computer - you have time to think before you speak. This is a skill that many people today have not acquired. They rush into conversations to put their two sense in and don't realize the hurtful and offensive things they are about to say until it is too late and they have offended someone. Teaching children that it is okay to take time to think before you speak and to give them the opportunity to practice that is a priceless lesson and skill that they will acquire, one that will benefit them throughout life.

The last point that I wanted to talk about was when the chapter pointed out that online communication presumes that students can communicate. When we introduce them to this we are assuming that they are able to engage in meaningful conversation and the truth is that not all students are able to do that. The reason is because they have not been given enough opportunity to engage in meaningful face to face conversations, which is where it all starts. If children are not able to have meaningful oral conversations, we cannot expect them to grasp the concept or be able to have communication in other forms. Therefore, it is imperative that we support our students' natural development, continue to give them opportunities to engage in stimulating conversations, and THEN open up new avenues of communicating to them.

Week 2 - Chapters 2 and 4

Mon, 21 Jan 2008 00:10:00 GMT

Chapter two was a very informative chapter. I liked the way it was written with a "how-to" tone. It takes you through the steps of processes that are commonly used but not commonly understood. For example, I liked the way it broke down the steps to gathering information with internet resources.This is something that I do all the time without even thinking about it and I didn't realize the many steps that are involved. This helped me to see that when teaching children about technology it is important , just like with anything else, to take into consideration what THEY know and to remember that just because it is easy for us doesn't mean that it will be easy for them. I like how it mentioned that children should first articulate and verbalize what they are looking for and why. I have often seen children just jump on the computer and start typing away withouth a purpose. That is when dangerous things can appear and children can be exposed to things they shouldn't. Having children verbalize their intentions not only helps their thought process to start and focus, but it helps us as teachers determine whether or not we should allow that child to have access to the internet.
Through this chapter I also learned about new search engines that I didn't know about before. Some of these are Dogpile, IxOuick, and Metacrawler. Sometimes you cannot find what you want with one search engine but you can with another. This is a good reference of multiple search engines not only for us to use with our students but also in completing our own work.

Chapter four was one that I really liked. There are many subjects that can be supported through use of technology but writing is one of the main ones that came to my mind immediately. From as far back as I can remember, teachers were always telling me and my classmates to "publish" our writing. Being able to go and do that on the computer was one of the best and most exciting things of the day! I like the way it talks about using the computer to help the children organize their ideas. Once they fall of track during the first step of writing, it is hard to get them back on to complete the other steps. Making the beginning steps, such as organizing thoughts and ideas, a bit easier for the children can help get them excited and interested in the rest of the assignment.
Another thing I really liked in this chapter was the way it explained how we as teachers can introduce and help our students learn to use powerpoint. Personally, I think powerpoint is one of the best things ever created and I find it very easy to use. However, many teachers let their students use Microsoft Word or some kind of typing program and think that powerpoint is to hard for children to use. I agree with the chapter that it can teach children important concepts of technology such as "autocontent" wizard, outline, hierarchical organization of text, linking, and notes but what I like best about it is that children don't have to go through a long, drawn-out session to learn those things. Each slide teaches these concepts and they are quick and give children just enough space to fill out without making it seem overwhelming or like they are being asked to do an impossible job. I think powerpoint is the perfect thing for children to use.

Word Count - 587

Week 1 - Experiences with technology

Sun, 20 Jan 2008 23:35:41 GMT

First of all, I just want to start off by apologizing for posting this one late. There have been a lot of things going on and last week slipped by without me noticing.

My experiences with technology have been very positive experiences, for the most part. I can remember when my family got our first computer. It was a big IBM (that should tell you how long ago it was lol). I thought it was the best thing ever! At that time we weren't really into the whole Internet scene (just like the majority of people at that time). After that, the next experience I can recall was being in the computer lab in grade three playing Oregon Trail. That was the best part of the entire week. You got to be with all of your friends and compete against them in this computer game. At the time, there were only basic educational games, not like the advanced ones that are out for children today. Therefore, computer time had little to do with academics.

Today, however, I cannot see life without some of the major facets of technology. Of course there are obvious forms of technology that we use on an everyday basis such as microwaves, stoves, clocks, etc. Yet, there are new ones that have been added to that list of those that are constantly used. Computers and internet used to be a luxury but now they are a basic household staple. At this point of my life now, I can't do without those things. The computer and internet started out as something I used when I had to get work done or had to do something that looked professional. Now it is something that I use for everything - school, work, entertainment, and whatever else I can manage to get done with it.

I have seen technology being used in the schools in both bad and good ways. I have seen teachers stick their students there to use the computer as something that can only be used during play or to keep them busy and quite. But I have also seen teachers taking full advantage of the computer. I have seen teachers use picture programs on the computer to help ELL children express their views. Some teachers use other forms of technology such as cameras and camcorders for children to experience and experiment with.

I think that technology in classrooms is a good thing if it is used properly. However, if it is not, it can become a very dangerous tool. It is like that for everyone, not just young children. I feel that if teachers are going to use it in their classrooms they have to know what they are doing and not just use it for the sake of saying they have.

Word Count - 466

Chapter 16 The Environment

Tue, 27 Nov 2007 02:04:02 GMT

I think that this is a topic that is so important for young children to learn about because, out of all the topics, this is the one that is most closely related to them and their lives. Everywhere that children go they see and are in their environment. Not only is it something you can see but environment is something you can feel. Destruction of it results in heavy smog and global warming. That is another reason why I feel that it is so important for children to learn about what the environment is and how to take care of it. These days there is so much talk about the destruction of the environment and the way that all mankind can suffer because of it. People are trying to come up with ways to save it. Children are affected by these things and educating them from now can help them to develop appreciation for their earth and the desire to care for it and fix it.
I like the concept that everything in the environment is interconnected. This is important for children to develop appreciation for ALL things in the environment and that is very important. As adults, we can see the ripple effect of destruction in our environment. One thing gone wrong can effect the whole cycle that the environment goes through and the life that is dwelling within this environment. The sooner that children realize that, they will be more careful they will be not to cause a disruption or any harm to their earth.
I also like the concept of teaching children exactly what the environment is and helping them make the connection to the fact that they live in it. Sometimes when something is obvious to us, we fail to explain it to others because we feel that they already know it. With children we can't be like that. Helping them to draw that connection will make learning about the other things about the environment easier because they will have already been able to make that text to self connection, which is very important if children are to be motivated to positive action. I also really like that activity even though it is as simple as looking in the grass. There are many interesting creatures that can be found that way and because grass is something children see all the time, they will start to look at these things on their own time using their own initiative. I think that this is one of the best topics because it is one that is easy for the children to relate to and is something that is a major part of their lives.

Chapter 15 Light

Mon, 19 Nov 2007 01:16:05 GMT

Light is something that has a profound impact on our lives. It is all around us and is essential in enabling us to live our lives. Light is something that children are familiar with because they are surrounded by it all the time so it is an excellent thing to teach them about. They will be fascinated and interested because it applies to them and is constantly a part of their environment.
The first concept I read about brought doubt into my mind. It talked about the fact that nothing can be seen without light in everyday experience. The reason I started to doubt was because I didn't feel that that was necessarily always true. For example, if you are in a dark room for a long period of time, your eyes begin to adjust to the darkness and things you couldn't see at all 10 mins ago are now readily distinguishable. I didn't like the way they made it seem so final: NOTHING can be seen without light. I felt that by saying that they were not really looking into the science of light or that they were focusing so much on the benefits of life that they weren't considering the way we CAN function without it. If children are to learn about something, I feel that they should learn what the world is like with AND without it.
I thought the concept about teaching the fact that light seems to appear to travel in a straight line was interesting. Children's normal everyday interaction with light is normally when it floods a whole room. They don't see it as something having directionality but they look at it as something that consumes all the space around it. I also like this activity because, in having the children act as blockages of the light, it helps them to see that they can, to some degree, influence light that is in their environment.
I love activities that have to do with shadows and the creating of them. I always loved doing that as a child and in my placements I see that children still enjoy it. As a matter of fact, the children in my daycare placement used to always stand outside and make shadows or make puppets with their hands and do shadow plays on the wall outside. I think it is an excellent and fun way to teach children about light. It is also an activity that can be manipulated by the children and having control over something like that will also make it more enjoyable.

Chapter 14 Sound

Tue, 13 Nov 2007 00:46:02 GMT

Sorry my response is late this week. It has been a rought weekend for me and I haven't been feeling well.

However, with regards to the topic this week, I find it very interesting and I am happy to see that sound is included in science. I feel that it is important for children to know the origin of sound since it plays such a big role in their lives. It reminds my of my placement last semester. I was in a grade one class and they were talking about sound in their music class. When I asked one of the students what makes sounds or noise, they said the stereo. Children, as we know, can relate more to the concrete. That is why they don't see sound as coming from or being something abstract. I really appreciate the activities that teach the concept that sounds are made when something vibrates. This is an essential concepts for children to learn because it is the foundation for everything else they will learn about sound.
The activities given by the book with regards to this concept are good but there is another one that I have seen done that seems to work very well. We all know that blowing across glasses or bottles with different water levels causes different tones or sounds to come from it. If you have ever noticed, when someone blows across the top of the glass, the water starts to vibrate. Demonstrating this to children can have a good effect. It is a simple activity that brings the concept across quite clearly. This activity is used in the book to teach a more complex concept but there are many aspects of it that can teach concepts that are more basic.
I also thought the ways in the book about how to teach what sounds can travel through were good. I never would have thought to teach that if I was teaching a lesson about sound and I would not have known how to teach them about the many different things (ex. air, solids, etc.) in a way that they would understand, so the book really helps in that regard.
I also like the idea of using a harp. Many children may not be aware of that instrument so it is good exposure but I also like the way the book incorporates it into teaching the science concept of how different sizes of vibrating objects make different sounds. It is something concrete and it is easy for the children to look at it and see how it relates to the concept. I also think that children take more of an interest in something that they can cause or create themselves and when they are testing out the harp to see if it relates to the concept they get that sense of accomplishment or control knowing that they caused it to happen.
This is one chapter that really helps me to appreciate the practicality of this book because many of these concepts about sound would be ones that I would not think to teach and even if I did think to teach them I would not know how. I am grateful for the help and guidance.

Chapter 13 Simple Machines

Mon, 05 Nov 2007 02:19:04 GMT

Children get to an age when they feel as if everything is too hard. They constantly ask for help and they fear to try things for themselves. They are looking for an easier way. Because of this, children will enjoy learning about these things in this chapter. Like the chapter says "simple machines can help them do things more easily".

What I like about this chapter is the type of concepts it presents. It teaches children about things that are closely related to them, things they can relate to and understand. For example, the concept that teaches children the fact that a ramp shares the work of lifting is something that children have probably already seen. They may not understand the way it works but they know what it looks like. This will help them when understanding the concept of how it works. As they learn, they are able to make the connections back to what they have seen. It is something that helps them make that connection between text (or concept) to self and world. In this way, these things become of more interest to them, which draws them in as a result. The activity then goes on to split into more detailed areas of ramps and how they help us.

I also like the way the activities start as broad overall activities and then narrow down into talking about more detailed aspects of simple machines. For example, it teaches the concept of how simple machines move things along. After discussing that, it goes into talking about detailed parts of the machines such as the wheels and how they work.

This chapter was more factual to me than anything else. I appreciate the activities but I cannot tie any real life experiences into it because I don't ever remember being taught this area of science when I was in school. Hearing about this for the first time in ECE actually surprised me. This was not a subject that I would have thought of as something to be taught in the curriculum or even as something children really need to know about since I never knew about it. Now after studying about what children really need and how they need to be able to draw parallels between their world and what they learn, I see the benefits of teaching a concept like this in schools. From the activities in the book, I also see that it does not have to be overwhelming but that it can be taught in its simplest form. After all, they are SIMPLE machines. :)

Chapter 11 & 12 Magnets and Gravity

Mon, 29 Oct 2007 03:37:13 GMT

I really like the topic of magnets. It is one that everyone learns about at some point and time. The only difference is the depth of the information being taught. When I was in growing up and in elementary school I remember doing activities that had to do with magnetism but they were your basic activities, just seeing how magnets work and what they pick up. I like this chapter because of the variety of activities it has to teach children about the many properties of magnets. For example, to this day I did not know that you could make magnets out of other magnets! I think that is so cool and this is something that I am sure would attract kids. Teachers spend so much time teaching children about things but they never teach them where they come from. If they explained the origin of things to children more often they would develop respect for it as well as a better understand of what its job is and how it does it. Another activity that I thought was awesome was the activity to teach children the concept that each end of a magnet acts differently. This is not something children normally notice nor is it something that you learn about in school (generally). Many children see magnets as something things stick to. They don't realize that there are differences within the magnet itself. It also helps teachers to see how to teach this concept. This activity uses materials in such a way that I never would have thought to do it on my own! These are just two of many of the activities I liked. One I wasn't so fond of was the one to teach children to find out how well magnets can pull through things that are not attracted. It calls for the teacher to set up a "staged" trial. I think this activity would be better if children were about to choose things from their environment to experiment on. For example, being able to run the magnet through different areas of the classroom and see what sticks and what doesn't. This would help children make the connection between what they are learning and the things in their environment.
Gravity is another awesome science topic. The reason is because it is something that is always around and impacts our life enormously but is something we never pay attention to and kids never notice. I really like the way the book teaches the concept of the fact that gravity pulls on everything. Rather than having one activity try and explain the entire process it breaks it up nicely into four separate activities that help the children to understand specific aspects of it first. I think this is important because it ensures that the children are learning completely about something before moving on to the next step. This will help them to build on their understanding of gravity as they learn more about it. If teachers just taught the children something as heavy as gravity in just one big activity, there is a good chance that many children would not understand because it is just too much to take in at once. Taking it one step at a time will help the children to understand better because they can take their time in learning it.

Chapter 10 Rocks and Minerals

Mon, 22 Oct 2007 03:37:53 GMT

I absolutely LOVE this topic! When I think of science rocks and minerals are two of the things that instantly come to my mind as something related to it. There is so much to do with these things and so much to learn about them. Something major that makes me love this unit so much is that it is user friendly by all! No matter where you are in the world there are rocks of some sort and there are so many varieties that you can never get bored experimenting and looking at them no matter where you are. It is a unit that all children could relate to.

When I was in elementary school I don't remember doing much with rocks. That could because we never did anything fun with them or I just have a bad memory. I remember collecting rocks outside at recess and even as I continued to get older I collected rocks that I found when I went on vacation to other parts of the world. It really is fascinating to see how there can be so many different kinds of one simple thing. I remember when I was really young and living in my old house that I always was interested in playing with these browny-reddish coloured rocks that lined the side of my house as well as the house next door. The lined our walk way to the backyard. I was so fascinated with these rocks because you could literally see the minerals in them (not that I knew what they were at the time) and they sparkled a lot. These are the kinds of things that children are interested in so why not take that interest a step further!

I liked the activity about rocks that are soft and hard. I felt that it was interesting because it introduces kids to something they probably never thought about. I never even thought about it until I read this chapter. We all see rocks as being hard but it's good to introduce children to the concept that the hardness is to varying degrees. I also love the activity about the concept that old plants and animals left prints in rocks. As adults we dismiss these things as just lumps sitting in the dirt or on the ground but there is so much we can teach children through use of rocks. Also, activities associated with something simple like this normally is the basis for some of the most exciting and fun activities children will ever do! We should never underestimate the value of nature, even the simple things in it, because it can teach children so much about the specific thing, as well as broaden there understanding of the world around them.

I have so much to say about this topic! I wish I could keep on typing!

Chapter 7&9 - Air and Weather

Sun, 14 Oct 2007 22:10:05 GMT

When reading this chapter I had a complete open mind because I didn't know what to expect. To be honest, I don't remember learning anything about the air when I was in school. Weather was a bit different because that is something we went over every morning.
I always felt that if I had to teach my students about air I would not know how to do it or how to go about it. The reason for this is that air is such an abstract concept for children and they can only learn about it and understand it when they see what air can do, for example, the results of wind. That created another problem because that means I would only be able to teach it on days when the wind was active. However, when thinking about teaching it, I never thought about the other different aspects of it, of which there are many. For example, air does not always have to be fast moving. It doesn't have to be moving at all. Instead of it moving us (ex. blowing our hair), we can be the ones manipulating the air (ex. breathing). When I thought about it this way, it opened up in my mind ideas of many more things that I could teach. I really liked the activities that show the air has strength. Many people (teachers and students) look at air as something light and flowy. Not to many people recognize that there is power and strength behind air. For example, it is important to teach children the concept that Air presses on everything on all sides. Teaching that concept and that activity to children shows them the power that air has and what it can do with that power. It helps children to feel appreciation and awe towards nature. There were many other activities that I appreciated that taught similar concepts.
As for weather, that is something that is discussed a lot in the classroom. However I find that although it is over talked about, there is nothing really exciting or amazing taught to the children in those discussions. It often consists of what the weather is like outside, as well as the seasons and their characteristics. In this chapter, however, I found that many of the concepts were more mature instead of just fluff and there were activities that children would really enjoy. For example, helping children to see that changing air temperatures make the wind. Most teachers teach about what the wind is and does, but this helps children to see where it comes from which is something they may wonder about but never get the answer too. It is a mature concept developed in a simple and fun way. I never learned about weather in that way when I was a child but I would love to teach it that way to my students to help them develop an appreciation and love for science as well as the world in which they live.

Chapter 8 - Water

Mon, 08 Oct 2007 00:35:18 GMT

I found this chapter to be a great asset for when it comes to teaching water because from past experience I have found that water is a subject tha has a lot of abstract concepts behind it that can be difficult to teach to younger children. For example, the activity that would help children to see that shape can affect buoyancy is a good one. I like the fact that they encourge the teacher to use the same material when changing the shape. I have seen this activity done many times but the teachers all use different objects. This makes it a bit more difficult for children to grasp the concept because they are looking more at how the objects are different rather than the shape. That leads them to conclude that the object float or sank because of what it is not because of the shape it has. I feel that by using the same material it will force the children to look more at the shape because that is the only thing that has changed.

I also thought the activity about how to teach the concept that water can change froms was interesting but I don't really agree with it. The reason is because I feel that young children need to be engaged in activities where they are aware of what is being done at all times. I have seen a similar activity done and, although a few children were interested in it, two or three other children were convinced that the teacher had just switched the water with the ice and that it was not really the same thing. I feel that although the concept of this activity is good, there are parts of it that are still too abstract unless you are working with children that are a bit older. One way that might help the children to be more engaged in the process rather than the product may be to take them outside during the end of winter/beginning of spring, and let them see the transformation for themselves throughout the day. This may work better for some children because they can see the whole process for themselves and, at the same time, it is not a prolonged experience. Ice outside can melt in a matter of hours or even minutes depending on the temperature. This will help children to stay engaged in the activity and understand the concept, without getting restless and without thinking they are being tricked.

I just wanted to note that I am responding to this activity based on my own experiences and what I have seen other teachers go through around me. This may not be the case with all children, as a matter of fact, it may be the minority, but it's an idea of how to keep all children engaged. This other way of teaching that concept may be used as a back up to the other one if there is a considerable number that don't understand.

Chapter 6: The Human Body: Care and Nourishment

Sun, 30 Sep 2007 14:29:59 GMT

When I think of a topic like this I feel as though teaching it to really young children would be really intimidating. Although these activities are simple, these are concepts that weren't actually taught to me in school until much later on when science got more complicated. I do think though that it is very important for children to learn about their bodies because, once they know what it is, it helps them to develop an appreciation and respect for it.
I liked the activity on how to teach the concept that every person is unique. When I wsa in school, we touched a bit about how people were different but, in doing that, we were asked to talk about our background, our families and so forth. We never addressed the concept that each of us are different and unique physically. This made me look at that concept in a completely new light. It is a simple activity that almost anyone can teach and it does not seem as though it would be overwhelming for the children.
Another thing that I liked about this chapter was the activity on how to teach the concept of the fact that the heart and lungs keep us alive. Many children recognize the fact that they breathe but many don't know what is behind that. When I was young I didn't know too much detail about the body until I took biology in high school! I like the way this teaches an important and mature concept in a simple way that children can understand.
These activities make me feel relieved because I know that even the most seemingly complicated topics and concepts can be covered in a simple manner.
I think another reason I felt intimidated is because I was never taught ideas like this when I was in elementary school. It's hard to try and teach something at a primary level that you only learned about academically at a high school level. Even if I try to make things simple, it turns out hard because I feel as though a million different things have to be incorporated in order for the children/students to learn anything about the topic. It's like those games or riddles we get when the answer is so simple and right in front of us but we never figure it out because we are always looking for a harder answer as if our answer is too easy to be right. I realize now, though, that just because an activity about a hard topic is simplified, it doesn't mean that the children are not going to learn anything. Realizing this makes science (and its more difficult topics) significantly less intimidating!

Chapter 5 - Animals

Sun, 23 Sep 2007 15:21:23 GMT

The unit of Animals in Science tends to be one of my favourites but the way this chapter explains it and breaks it down makes it seem even more exciting and fun. There is so much to learn about animals and, when put into the context of science where everything is hands on, it becomes even more interesting.

When I was in elementary school, we did a unit on mealworms and we had them in our class over a period of time. It wasn't much but I still enjoyed it. Having the experience of seeing something with my own eyes, something that otherwise I would just being hearing about, made a world of difference. It really helps in making the activity memorable when children have that opportunity to experience things hands on. As much as the mealworm activity was fun, it doesn't come close to some of the activities in this chapter. We all know that there is so much to learn about animals but then when it comes to trying to teach children about these things it can be overwhelming to figure out where to start. The activities of this chapter give excellent examples of how to teach children about the many characteristics of animals in many different ways.

I really liked the activity on how to teach the different ways that animals move. Most of the time I see teachers teaching this concept by having the children act it out or walk around the room like their favourite animal. This activity was so unique for what it was trying to teach that I would never have thought of it on my own. We do tend to teach the way we have been taught and I was never taught in such unique and fascinating ways. I also liked how detailed the instructions are. The activity even teaches how to teach children how to hold the earthworms. This not only teaches children about animals but it also teaches them how to respect and take care of them, which I think is so important for children to learn but is something that often gets forgotten.

I am grateful for a book and chapter like this because it really helps me to see that there are so many ways to teach one thing and it helps you to think outside of the box. It makes me think of things in ways I never would have considered before and this makes the idea of teaching this unit a lot less intimidating.

Science Experiences Chapter 4

Sun, 16 Sep 2007 15:40:06 GMT

The first thing I just wanted to note was how much I liked the fact that the entire chapter was pretty much ideas of activities that we could do with our students about plants. I really like the variety this book gives. Growing up all I remember about plants and science was the teacher making us plant a seed and watch it grow. That's as far as the unit went. There were no extentions or anything of that sort. That is another thing I loved about this chapter and about this book in general. Sometimes, when planning out activities, I find that I reach a dead end. I can figure out the activity and plan it but, for some activities, finding ways to extend it out into other areas of the curriculum are hard. I find the extentions in this chapter to be very practical and, at the same time, very simple. In reading this chapter, I realized that I always tried to extend my activities in more complex ways because I felt that that's what was needed for a good extention. This chapter really helped in opening my mind to new things and new ideas. It made me see that, as a teacher, I could do so much more with the unit of plants than was ever taught to me in school. I can make it interesting and fun, something that will draw the children in, while helping them to appreciate science at the same time. If I had that in elementary school, maybe I wouldn't have been turned off of this subject. I noticed that the book made extentions from science into Math and Music but are there any other subjects that we could extend the unit of plants into? If so, how?