Andrew Bellin
William
Paterson University
College of
Education
Spring 2003
CIEE-612
Multimedia in Education
Lesson Plan |
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Introduction
This e-portfolio consists of course
work for the Integrating Multimedia in the Curriculum in education class I am
taking while pursuing a Masters degree in Learning Technologies. I have enjoyed this assignment because it
was an opportunity to explore a new teaching activity I plan to incorporate in
a new desktop publishing class next year.
Computer
Technology and Learning Styles
In recent years there has been a trend to increase the usage
of computer technology in the classroom.
The school where I teach has spent a tremendous amount of money to
purchase new computers for the classrooms.
Schools are incorporating numerous types of computer technology. Desktop computers and laptops are becoming
common place in the classroom. New
forms of technology such as scanners, digital cameras, personal digital
assistants, and camcorders are also being included in the curriculum. As educators we need to evaluate if this
infusion of technology is beneficial to all learners.
I am interested in determining how using computer technology
affects the different learning styles when I write my Masters thesis. I am concerned that computer technology is
being ineffectively incorporated in some classrooms. I have observed how some teachers poorly incorporate technology
in order to claim they use technology in their classes. I feel that using technology is not always
beneficial for students. I believe that
technology instruction has to be diversified and used in conjunction with
traditional teaching methods to benefit each student. Technology also seems to benefit certain learning styles,
particularly visual and kinesthetic learners.
I investigated research articles to try and determine if
there is a relationship between student learning styles and the ability to use
the computer as a cognitive tool.
Educators are now emphasizing individual differences and the
relationship between current instructional design and practice. I have the current opinion that effectively
using computer technology does offer the teacher and students another
productive method to help present, retrieve, and process information. Computers add another visual tool to
compliment traditional teaching methods.
Cohen’s first study was based on the theoretical assumption that technology is most effectively used in the classroom when students use technology as a cognitive tool. Cohen found that there was a benefit of effectively using computer technology in the classroom. In this way, students must apply problem-solving processes and employ higher order reasoning strategies leading to cognitive growth.
In addition,
technology impacted the way the content was presented and discussed. The
subject matter was presented with a much more visual representation of the
concepts, and computer projects sometimes seemed to determine the direction the
class would go. Such a visual emphasis often seemed to help many of the
students who had language problems because they were not native speakers or
were visual/kinesthetic learners. (Cohen)
Cohen performed a follow up study at the Academy for the
Advancement of Science and Technology in Bergen County. The school is dedicated to a constructivist
approach to education. Cohen’s study
did suggest that technology such as computers seemed to help many of the
ESL, visual and kinesthetic
learners. The use of technology allowed
for more visual representations of the concepts. She also found suggestions that learning styles are affected by
the use of computers in the classroom but more research is needed to verify her
hypothesis.
This study's results
suggest that the school environment can change a student's learning style…This
study also suggests that an environment that is actively engaged in many of the
reform efforts promulgated in the literature--such as establishing a
technology-rich school, using constructivist methods of instruction, employing
project-based teams that solve problems, and discouraging the use of lecture--can
have an even greater effect on student learning style. (Cohen)
Furthermore the exploratory study by Ross and Schulz
investigated the impact of learning styles on human-computer interaction. The results of the study indicate that the
learning styles of the subjects significantly affected learning outcomes. This was indicated by a significant main
effect, as well as an interaction effect between dominant learning style and
achievement scores. The study suggests
that Abstract Random learners may be at-risk for doing poorly with certain
forms of computer-aided instruction.
The overall conclusion from the research is that computer-aided
instruction may not be the most appropriate method of learning for all students.
Students who cannot adapt
to the demands of the medium are 1) denied access to the content and goals, and
2) are vulnerable to possible psychological damage if they cannot free
themselves of the medium .... Children can therefore become victims of a medium
which is offensive to them. They are at the mercy of the machine. (Ross)
In the beginning of the year I have my students perform
teacher generated activities to help determine their learning styles. I explain that people are not committed to
one learning style but may have a tendency to learn best with one or two
styles. I also explain that by using
different learning methods a person may alter or increase the effectiveness of
certain learning strategies. By using
technology, I try to present material in numerous formats and have students
recognize the different strategies to learn the same material.
Although an attempt was made to vary
classroom activities and projects, the instructors may need to use the learning
styles information to be flexible in their teaching techniques. Awareness of
their students' learning styles may assist these instructors in aligning their
teaching methods to their students', rather than, to their own, learning
preferences (Davidson).
In addition, at the
beginning of the course, the instructors could assist students in evaluating
and adapting their own styles of learning. Information on learning styles may
engender students' use of versatile learning strategies and techniques to
adjust to the instructional setting “\(Davidson)
In the research study conducted by Riding and Grimley the
findings suggest effectively incorporating multimedia functions may increase
learning. There did not appear to be
overall gender differences with respect to cognitive style. Comparisons indicate that analytics did
better on traditional work than multimedia work. Holist learners did better on multimedia work than traditional
work. The incorporation of all three
multimedia functions of pictures, text, and sounds led to higher achievement
for all style and gender groups. The study suggests that the cognitive style of
the student interact with the mode of presentation in affecting learning
performance.
Recommendations
for Classroom Practices
It is important for teachers to recognize that the
instructional methods used in the classroom will have a different impact on
varied learning styles. Computer
technology is effective for some learners but not for all learners. Teachers should try evaluating their
students learning styles and then structure some activities to accommodate the
learner’s style. In the classroom the
teacher should allow students who are hesitant to work on the computer alone to
have the opportunity to work collaboratively.
When using technology the instructor must set clear and identifiable
learning outcomes and tasks to complete.
The teacher needs to monitor all computer instruction and make necessary
changes to help different learner styles.
A teacher should not rely on technology as the only medium when teaching
material. The teacher should try to use
different methods and mediums to teach the same material or concepts.
In conclusion, teachers need to incorporate computer
technology as well as using other traditional instructional methods and
materials. It is important for a teacher to not alienate any particular
learning style group. Educators need to
continue to incorporate different teaching strategies to accommodate the
different learning styles.
Works Cited
Cohen, V.
(1997). Learning styles in a
technology-rich environment.
Journal
of Research on Computing in Education, 29(4), pp. 338-351.
Retrieved April 11, 2003, from Academic Search Premier database.
Cohen, V. (2001). Learning styles and technology in a ninth-grade high school
population. Journal of Research on Computing in Education, 33 (4), pp.
355-367. Retrieved May 1, 2003, from
Academic Search Premier database.
Davidson, Gayle V., & Savenye, Wilhelmina
C. (1992). How do learning styles relate to performance in a computer
applications course? Journal of Research on Computing in
Education, 24(3), pp. 348-358.
Retrieved April 11, 2003, from Academic Search Premiere database.
Riding, R., & Grimley, M. (1999). Cognitive style, gender and learning from multi-media materials in 11-year-old children. British Journal of Educational Technology, 30(1), pp.43-57. Retrieved April 22, 2003, from Academic Search Premier database.
Ross, Jonathan,
& Schulz, Robert. (1999).
Can computer-aided instruction accommodate all learners equally? British
Journal of Educational Technology, 30(1), pp. 5-25. Retrieved April 15,
2003, from Academic Search Premiere database.
DATABASE
LESSON
In
my Virtual Business class for the marketing semester in Chapter 7,
“Understanding and Marketing Customer Support”, the students are introduced to
databases. The database and customer
support unit is comprised of four lessons.
I
have the ability to use Net Op to have my screen displayed on every computer in
the room or display my screen on the large television that I connect to my
computer. I generally use the
television because it is more reliable and allows the students to use their
computers at the same time I am discussing or modeling how to perform a task.
Brief Lesson Plan
Customer Support Incident Database
Introduction
In
my Virtual Business class for the marketing semester in Chapter 7,
“Understanding and Marketing Customer Support”, the students are introduced to
databases. The database and customer
support unit is comprised of four lessons.
Grade Level
10-12
Objectives and Procedures
Lesson 1 –
Understanding Database Seminar
Objectives:
Students
will be able to:
·
Research database seminar and answer the accompanying
questions.
·
Create a database to hold customer support incident reports.
Lesson 2 – Entering
Data and Changing Databases
Students
will research the Understanding Databases seminar and will learn how to
input data into forms and tables.
Students will be given a guided notes worksheet to research and record
specified information and to define database terminology.
Objectives
Students
will be able to:
·
Define database terminology and record database development
instructions.
·
Create a customer support database.
·
Explain the importance of using databases in customer
support.
Lesson 3- Sorting,
Filtering, and Querying Data
Objectives
Students
will be able to:
·
Create a customer support database.
·
Sort and query a customer support database.
·
Explain the importance of using databases in customer
support.
Lesson 4 –
Creating a Database of Your Own
The
teacher will introduce the culminating assignment for the database and customer
support unit. Students will create a
database for a topic that is related to their GoVenture business or for a
“Dream Business”.
Objectives
Students
will be able to:
·
Create a database for a topic of their choosing.
·
Perform sorts and queries for their database.
·
Print a report from the database they created.
Materials Used
Computer
Microsoft
Access
Corporate
View Level 2 Marketing Intranet
Special Needs or ESL
The
book and web site may be available in other languages. I could have a foreign language teacher
translate the instruction. A special
needs student could access the Corporate View Intranet from home and have more
time to complete the assignment.
Integrating Technologies
I routinely integrate technology in this marketing class. As an introduction to databases I had the students research companies and government web sites and databases. I have the ability to use Net Op to have my screen displayed on every computer in the room or display my screen on the large television that I connect to my computer. I generally use the television because it is more reliable and allows the students to use their computers at the same time I am discussing or modeling how to perform a task. For this lesson I used both methods to model actions.
Evaluation Plan
I
evaluated this lesson by collecting the activities for each lesson. I had the students create a database for a
culminating unit project. I discussed
a rubric with the students and had each student display their project to me.
Follow Up
Students
could create a database for a business.
Next
year my desktop publishing class may create a database to record yearbook
information.
Core Curriculum Standards
New Jersey Cross-Content Workplace
Readiness Standards
Standard 1: All students will develop career planning and
workplace readiness skills.
Standard 2: All students will use technology, information
and other tools.
Standard 3: All students will use critical thinking,
decision-making, and problem-solving skills.
Standard 4: All students will demonstrate self-management
skills.
Standard 5: All students will apply safety principles.
Language
Arts Literacy 3.1-3.4
Mathematics
4.1, 4.4, & 4.5
Technology
8.1
Resources
Corporate
view Textbook
Corporate
View Database PowerPoint Seminar
Internet
Lesson 1 –
Understanding Database Seminar
This
is the first time any of my students in this class have ever discussed or
created a database. I begin by
introducing databases, Microsoft Access (our database software), and real life
databases students have used before (EBay).
Students
will access the Corporate View Intranet to research Understanding Databases. The seminar is designed to teach students
the basics of databases and help them understand the importance of Corporate
View's incident report database system. After completing the seminar, students
will be able to contribute to more powerful and helpful database systems in the
future.
Objectives:
Students
will be able to:
·
Research database seminar and answer the accompanying
questions.
·
Create a database to hold customer support incident reports.
Students
will create a table named “Complaints” to hold the data using the fields
provided in the textbook.
Sample of the
Database Seminar
A field is part of a record and contains a single piece of data for the subject of the record. In the database table illustrated in Figure 4, each record contains four fields:
|
Log
ID |
A
number assigned to this customer support incident for identification purposes |
|
Operator |
The
code for the customer support operator who handled this incident |
|
Resolved |
A
check box to indicate whether the incident was resolved |
|
Duration |
The
time in seconds the operator spent on this incident |
Fields appear as columns in a database table. Data from the Log ID field for five records is highlighted in the Figure.
Lesson 2 –
Entering Data and Changing Databases
Students
will research the Understanding Databases seminar and will learn how to
input data into forms and tables.
Students will be given a guided notes worksheet to research and record
specified information and to define database terminology.
Objectives
Students
will be able to:
·
Define database terminology and record database development
instructions.
·
Create a customer support database.
·
Explain the importance of using databases in customer
support.
ADDING FIELDS
AND MODIFYING FORMS
Adding Fields
Follow these steps to add fields to a database.
- With the database file open, click Tables under Objects in the database window. Double-click the
name of the table you want to add fields to.
- With the table open, click the View button to switch to Design view.
Figure 1 Click the View button to change to Design view.
- Enter field names, data types, and descriptions for the
new fields you want to add to the table just as you did when you created
the table. Enter field property settings if needed.
Figure - Enter information for the new fields.
- When you have added the new fields, click the Save button to save the table
using the current name.
Figure 3 Click the Save button.
- Click the View
button to switch to Datasheet view and display the updated table.
Figure 4 Click the View button to switch to Datasheet view.
- The table now contains the new fields you added, and
you can enter data in the new fields. You might need to resize columns in
the table to display all the data you enter. To resize a column, place
your pointer over the vertical line at the right edge of the field name
until the pointer becomes a double arrow. Click the mouse button and drag
the line to the left to make the column smaller or to the right to make
the column larger. In Figure 5, the Comment column is being resized.
Figure 5 Resize table columns to display data.
- Resizing a column in a table simply changes the
appearance of the table. The field property settings, such as the number
of characters the field can hold, are not changed. To change the number of
characters allowed in a field, click the View button to switch to Design view. Click the field name and
then change the property setting for Field Size to a larger number.
Figure - Use Field Properties to change the size of a text field.
Students
will also research how to modify forms.
Modifying Forms
Follow these steps to modify a database form.
- With the database file open, click Forms under Objects in the database window. Double-click the
name of the form you want to change.
- With the form open, click the View button to switch to Design view. Point to the
bottom-right corner of the form window and click and drag to enlarge it.
Figure - Resize the form window.
- Point to the top of the Form Footer until the pointer
becomes a double arrow. Click and drag the Form Footer down about two
inches to make room for the new fields.
Figure 8 Drag the Form Footer down.
- Click the Field
List button to display a list of fields in a small window.
Figure - Display the fields for the Complaints table by clicking the Field List
button.
- Click the name of a new field in the Field List window
and drag it onto the form. (If the field data box appears on top of the
field name box, you are dragging the field too close to the left edge of
the window. Highlight the field, press Delete, and then drag the field onto the window again.)
Figure - Drag fields onto the form.
- After you have dragged the new fields onto the form
window, align the new field name boxes and field data boxes with the
existing fields. To do so, click a box and move the pointer over the upper
left corner of the box until the pointer becomes a hand. Click and drag
the box to the desired location. Resize the field data boxes, as needed,
to display all the data in the field. In Figure 11, the Comment data box
has been resized.
Figure - Position and resize the fields.
- Click the View
button to switch to Form view. If the fields are not aligned as you would
like, switch back to Design view and make adjustments.
Figure - Check the layout in Form view.
- Click the Save
button to save the form using the same name. Enter data or close the form.
Figure - Save the form.
- If you find working with forms in Design view too
difficult or time-consuming, use the form wizard to create a new form
instead. Include all the fields in the table, including the new ones, in
your form. You might still need to use Design view to resize data boxes
for large fields.
Lesson 3-
Sorting, Filtering, and Querying Data
Students
will research the Understanding Databases seminar and will learn about using
sorts, filters, and queries to find data and answer questions. Students will also generate reports from the
data they enter into their database.
This
lesson discusses how to perform a simple sort, filter by selection, and how to
perform an advanced filter/sort.
Objectives
Students
will be able to:
·
Create a customer support database.
·
Sort and query a customer support database.
·
Explain the importance of using databases in customer
support.
SORTING AND FILTERING DATA
Data in a database can be sorted and filtered to make it easier to understand or work with. Sorting arranges data alphabetically or numerically in ascending or descending order. For example, records in the incident report database are often referenced by Log ID. Sorting the records by Log ID makes finding a particular record easier when viewing the table. Sorting the records by the Operator field makes reviewing the incidents handled by each operator easier.
A filter screens or separates out unwanted materials. A filter in a database hides (filters out) unwanted records displaying only the records you want to see. For example, you might want to see only reports for incidents that have been resolved. A filter allows you to do so quickly and easily.
Filters and sorts can be combined, allowing you to filter the data and control the sort order of the fields. For example, you might want to see only records for operator CS4 sorted by the Resolved field. An advanced filter/sort will create a table displaying this information.
Filter by Selection
Follow these steps to create a filter in a database table.
- With the database file open, click Tables under Objects in the database window. Double-click the
name of the table you want to use.
- Select the data you want the filtered records to
contain. For example, in Figure the, "Michigan" is selected in
the Country/State field. Then click the Filter By Selection button.
Figure - Select the data for the filter.
- Only records containing "Michigan" in the
Country/State field are displayed in the table. Notice that the record
indicator at the bottom of the screen shows Record 1 of 2 (Filtered). To remove the filter and view all
the records in the table, click the Remove
Filter button.
Figure - Click the Remove Filter button to view all records.
Follow these steps to create an
advanced filter/sort in a database table.
- With the database file open, click Tables under Objects in the database window. Double-click the
name of the table you want to use.
- From the Records menu, choose Filter, Advanced Filter/Sort.
Figure - Choose Filter, Advanced Filter/Sort.
- Delete any information that might appear in the Field,
Sort, or Criteria boxes from an existing filter. Enter the fields to be
used to sort or filter the table. Click in an empty cell, click the down
arrow, and choose a field. For example, the filter/sort in Figure 6 shows
the Operator and Resolved fields.
Figure - Enter the fields to filter or sort.
- Enter the sort order for each field you want to be
sorted. Click in the Sort cell under the field name. Click the down arrow
and choose a sort order. For example, the filter in Figure shows the Resolved field to be sorted
in Ascending order.
- Key the criteria for including a record in the table
under the field name. In the Figure, the criteria for the Operator field
is "CS4," indicating that only records having "CS4" in
the Operator field should be included in the table.
Figure - Enter the criteria and sort order.
- After you have entered the Field, Sort, and Criteria
information, click the Apply Filter
button to display the table. Note that only records for operator CS4 are
displayed. The records have been sorted to display the resolved incidents
first followed by the one unresolved incident.
Figure - A Filtered Table
- To remove the filter and view all the records in the
table, click the Remove Filter
button. The filter is saved with the table. When working with the table at
a later time, simply click the Apply
Filter button to apply the filter again. Only one filter can be saved
with a table.
Lesson 4 –
Creating a Database of Your Own
The
teacher will introduce the culminating assignment for the database and customer
support unit. Students will create a
database for a topic that is related to their GoVenture business or for a
“Dream Business”.
Objectives
Students
will be able to:
·
Create a database for a topic of their choosing.
·
Perform sorts and queries for their database.
·
Print a report from the database they created.
Students will create databases on topics such as inventory control and customer demographics.
When creating my lesson plans I have to list the overall standards addressed. Here are the standards the unit addressed.
New Jersey Cross-Content Workplace Readiness
Standards
Standard 1:
All students will develop career planning and workplace readiness skills.
Standard 2:
All students will use technology, information and other tools.
Standard 3:
All students will use critical thinking, decision-making, and problem-solving
skills.
Standard 4:
All students will demonstrate self-management skills.
Standard 5:
All students will apply safety principles.
Language Arts
Literacy 3.1-3.4
Mathematics
4.1, 4.4, & 4.5
Technology 8.1
ADOBE InDesign 2
I choose to evaluate the
software program “InDesign 2” because I will be teaching a Desktop Publishing
class next year that will be using this software. The class will be entirely new and most likely I will be teaching
both sections. I am also being asked to
be the yearbook adviser for next year.
This is a big undertaking. The yearbook
company is using InDesign 2 as their default layout software. I will be sent on a 3-day training seminar
over the summer for the yearbook aspect and they are planning a 2-day training
session to learn the regular classroom aspects of the software. I will also have the responsibility of
writing the curriculum for this Desktop Publishing class for next year.
I may have the class work
in conjunction with the newspaper staff, yearbook staff, and other clubs to
help create published works. The goal
is for our class to be an in-house creator and printer of works such as the school
pay playbills, school newspaper, and various other handouts. With all this upcoming emphasis on this
particular software that I have never used, I am taking this opportunity to
learn the basics of InDesign 2. Although
I have never used the software, I believe I will become very familiar with this
software in the near future.
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Reviewed By: ANDREW BELLIN |
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Company Name & Contact Info: |
Adobe Systems Incorporated
Toll-Free Number |
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Software Copyright: |
2003 |
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Link to Software: |
http://www.adobe.com/products/indesign/main.html
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Price: |
$699.00 or $299.00 for registered owners of PageMaker or PageMaker Plus. or $149.00 for InDesign 2 Upgrade |
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Software Category: |
Print Publishing &
Educational |
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Free Trail Availability: |
A free trial version is
available to download from the Adobe website. |
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Quote from Software: |
“Adobe® InDesign® 2.0
delivers tight integration with other Adobe graphics applications,
easy-to-use tools that reduce elaborate design tasks to a few quick steps,
and built-in support for publishing pages anywhere — in print, on the Web, to
Adobe PDF, as eBooks, and more.” |
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Multicultural, multilingual
Perspective: |
I researched the
Internet and local stores to see if InDesign 2 was available in a language
besides English or was marketed to a multicultural audience. The box was plain with no human pictures
on it. There were no display ads. The
website did not have any pictures on the pages. I did not purchase the software so I do not know what the
product materials look like. |
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Age Requirements: |
Due to the
complexity of the software I would not recommend the software to children
below age 12. The software is very sophisticated
and may become frustrating to children.
Although not intended for young children, I believe they are capable
of using the software with proper guidance.
I think for educational purposes the software would be optimal for the
secondary level. |
Something Unique about this medium…
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InDesign 2 software
allows the user to publish your documents to multiple channels including
print, Web, handheld/wireless devices, and more. Create media-independent content • Structure View and Tag
palette • Well-formed XML
import/export capabilities • Easy repurposing of
legacy documents • Creation of XML-based
templates Manage cross-media workflows • Collaboration through WebDAV • Built-in support for
eXtensible Metadata Platform (XMP) Deliver rich content • Export XML, SVG, and
tagged Adobe PDF (eBooks) • Dynamic integration
with Adobe GoLive® |
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Additional Products &
Uses For InDesign 2: |
Adobe Indesign 2 integrates tightly with Adobe
Photoshop®, Adobe
Illustrator®, and Adobe
Acrobat®. Plus, it frees you to be more creative by delivering
intuitive features that reduce elaborate design tasks to a few quick steps.
When you're ready to print, the results are precise and reliable. InDesign
2.0 also makes it easy to move beyond print with built-in support for
publishing pages anywhere – to Adobe
Portable Document Format (PDF), as eBooks, on the Web, and more.
Finally, as you would expect, InDesign 2.0 runs natively on Mac OS X and is
compatible with Windows XP. |
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Classroom Integration: |
I have access to a
personal copy of InDesign 2 2003, but do not have a site license so I cannot
use the new version in class yet. I plan to use the
software in a new Desktop Publishing class next year. The students will incorporate InDesign 2 as
the primary software for the class.
Class projects will include producing the school newspaper, playbills,
yearbook, and other school flyers.
Most of these tasks are currently outsourced and the school would to
have the students create a final product. I will use
Adobe InDesign 2 for the students to create: ·
Ebooks ·
Flyers ·
School
Newspaper ·
Yearbook ·
Brochures ·
School
Playbill ·
Various
other printed media The Adobe website offers
a free registration to download or print a developed curriculum plan. There is also a dozen lesson plans for
classroom use. I viewed some of the
hundreds of pages and plan to consult the Adobe material when I write the
curriculum this summer. |
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My Evaluation of InDesign
2: |
On a scale of 1-10, with
10 being the best, I give this software a 9.
I am hesitant to reward a perfect score because I feel there will be
some features or lack of features that will bother me when I am more
experienced with the software. I like
the software from my limited experience using it because it seems user
friendly. Since I am unfamiliar with
the software and also have to select a textbook for the class, I have been
teaching myself by performing activities. One textbook is from the “Against
The Clock” series. The other book is
from the “Classroom in a Book” series.
I have not yet determined which would be best for the Desktop
Publishing class. |
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*Graphics
and some information were taken from the Adobe website. |
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The following is a screen shot showing the opening screen when you open a new document in InDesign 2. From this screen you can change layouts, insert pictures, and perform dozens of
5 Reaction Journals
Journal 1
In the reading “Multimedia for Learning”, the process of instruction is divided into four activities: presenting the information, guiding the learner, practicing, and assessing the learner. I like this model because this is the basic breakdown of every approach I use in my classroom.
The first part of the instruction process is presenting the information. I often try to include and demonstrate numerous examples for what I am trying to teach. What is nice is that a computer can be responsible for presenting the information under the control of the learner.
I believe the practicing phase of this model is crucial to learning. I personally benefit from practicing when I am trying to learn something new. This is especially true when learning a new skill that must be performed. Learner is not being able to do something once; instead it is the ability to perform under distraction, or quickly, or permanently. I notice that some of the problems brand new teachers have is that they do not allow for enough practice time. They over emphasize the presenting the material without providing any practice time. The students get bored, the teacher works to work, and the material is not truly absorbed. To practice I try to include all eight methodologies of Interactive Multimedia (IMM) for the facility of learning. I tend to use tutorials, simulations, games, and hypermedia the most in my classroom.
Journal 2
Chapter 10 – Learning with Databases
The chapter opens with the NET*S Standards that will be addressed in the reading. I have written the curriculum for each of the classes I have taught at my school. In two weeks I am writing the curriculum for a new class called Desktop Publishing. I have in the past sat down with my bosses and discussed these standards, and they just gave a new copy for the curriculum I am writing soon.
The final chapter we will cover in my Virtual Business class will be on databases. The class is building databases to record customer complaints for different products the company is receiving. The students will first research “Understanding Databases” on the Corporate View Intranet.
I agree that databases are beneficial for students to help process large amounts of information. Students can then use this large amount of information to reason and draw conclusions if they know how to have the database sort the information. I think databases can be another tool for students to use to process information. I agree with the reading that using a database properly can help build “bridges among rote memory work, reading, classroom discussions, and reports.”
The reading discusses the three different skills to use a database successfully. The first is the skills to build and navigate database. The second is the conceptual understanding to perform sorts and queries. This is proving to be difficult for some of my students and sometimes for myself. The third skill is the ability to analyze the data and make inferences. Students who have been able to develop the proper the sorts and queries have been able to interpret the data with a proper guidance.
Journal 3
Chapter 11- Building Database-Supported Lesson
I believe a unit on databases for secondary education would benefit tremendously with the incorporation of teacher created templates. For my database unit in my business class I was fortunate that the textbook linked website had a tutorial seminar that I used in conjunction with my modeling and discussing of skills and topics related to the material. I like the three classifications of databases; describe an unknown, make a decision or analyze a problem, and make a prediction. The unit on databases I am incorporating in my class tends to be directed at making a decision or analyzing a problem.
For a culminating project I allowed students to work in pairs to create a database on their own. I grouped them in pairs because I felt they would benefit from working with a peer. This unit is new to all the students. They seem to create better questions when working a partner due to their inexperience.
I like the rubrics provided in the reading. The three rubrics were useful in grading the final products. I went over the rubrics and grading before the project was started. I agree that the creation of a database can be broken down into three categories. The categories are the design, use of the database, and the products created with the database.
Journal 4
Chapter 12 – Acquiring Data
The chapter begins by discussing how acquiring data for a database is one of the biggest challenges for teachers who use database supported lessons. I was fortunate that the information used in the construction of the database we created in class was provided in the textbook. Teacher this new unit on databases was difficult because I have very little prior content knowledge and practice building a database. Having to create the information for an effective database would have posed an unneeded burden on myself. I was fortunate that the fields and information were provided to me in the textbook.
Since we just finished going over marketing topics such as demographics, I had the students research the U.S. Census Bureau and explore their databases. I had students investigate the site and analyze how databases could be used to record the information.
A student also found a site that performs queries and sorts
relating to music. They were able to
perform a query and determine the names of songs that were created with
multiple artists. This site was great
because it was database dealing with a topic every student in class enjoys,
music.
Journal 5
Chapter 10 – Learning with Databases
There was interesting point mentioned in the reading that I soften overlooked by teachers who have students maintain portfolios. Portfolios can become cumbersome. The space needed to store portfolio material can be at times overwhelming. If students keep work for the entire year, or preferable from year to year than they may require a lot of storage space. This can pose a problem for teachers, parents, and school administrators.
The solution can be a digital portfolio. I never thought to have student create a digital portfolio until I created one for my grad last year. The more I familiarize myself with e portfolios and for the first time an ebook, the more I plan to implement an electronic portfolio in my classes. Pictures and drawings can be scanned. Video can be digitalized. Papers and presentations can be saved. A database can also be used to efficiently store a student’s work electronically. This saves space and allows for easy access to material.
For the Desktop Publishing class I will be teaching next
year I definitely plan on having students store all their projects in an
e-portfolio. Part of each marking
period grade will be based on the student’s e-portfolio. I may also try to create a web page linking
each students work.
The listserv I subscribed to is called the Marketing Education Listserv. This listserv is designed to inform marketing teachers of current news, web sites links, and contacts for politicians and educational organizations.
To join this listserv send an e-mail to service@Mark-ED.com and put “Subscribe e-mail” in the subject line.
One of the first emails I received when joining was detailing the Perkins Act. This was an appropriations bill being voted on in the Senate. The email requested the readers to contact their local congressional delegates. The email also encouraged teachers to join the Association for Career and Technical Education. Readers were directed to ACTE for the address of their local delegates.
A link to the Association for Career and Technical Education is http://www.acteonline.org/. The ACTE does have a fee subscription service.
Another email discussed a new proposal in Albany and Washington.
"The proposed new Secondary and Technical Education program would shift from providing traditional vocational education to an entirely new focus on supporting academic achievement at the high school level and on providing high-quality technical education at the community college level that is coordinated with local high schools."
There were links to numerous
associations such as the Work Experience Coordinators' Association of New York
State and the Connecticut Business and Industry Association. There was a link to the No Child Left Behind government web site at http://www.nochildleftbehind.gov/.
There
were also listings for secondary business education teaching positions. One position was for Baldwin High School,
Long Island. It listed the starting
date a courses to be taught. There was
a contact phone number and an email address.
I thought that was helpful for both employed and unemployed
teachers. Having emails listing job
openings for secondary business teachers is very useful because there are not
many jobs available.
There
were links to sites for educators and students. One was to http://www.quintcareers.com/,
which is a career and job search web site.
Another was College Express at http://www.collegexpress.com/. This site had information and links for
scholarships, financial aid, and college information. I passed both of these links to a colleague who teachers a
College Success Seminar class and she directed her students to the web
sites.
I
enjoyed subscribing to the Marketing Education Listserv. This is the second listserv I joined and do
see the benefits of subscribing to an appropriate listserv. I appreciated that this listserv does not
sell your email address. I will
continue to subscribe and my colleague joined the listserv. I would recommend this listserv to any
business or marketing teacher.
Educational Databases Research
Educational Databases
5 Websites with annotations
BLUE WEB’N
http://www.kn.pacbell.com/wired/bluewebn/
“Blue Web'n is an online
library of 1800+ outstanding Internet sites categorized by subject, grade
level, and format (lessons, activities, projects, resources, references, &
tools). You can search by grade level (Refined Search), broad subject area
(Content Areas), or specific sub-categories (Subject Area). Each week 5 new
sites are added. You can get a list and description of these additions sent to
you by signing up below for free weekly updates!”
This site had links to
useful unit and lesson plans I can use in my personal finance class and
marketing class. There are links for
each subject area. I recommended
exploring this database.
ThinkQuest Internet Challenge Library
http://www.thinkquest.org/library/IC_index.html
“The library contains
unique educational web sites that have been created through ThinkQuest
competitions and programs. The library currently contains more than 5,000 web
sites to search and surf. Built by kids for kids to use and learn. It is also a
great place to get ideas for your own project in one of our many programs
around the world.”
I have directed my
students to areas of this database when researching stocks. There is a tutorial
simulation for investing and links to glossary sites. I never perceived this
website as a database. There are links
for different subject and teaching materials.
I found this a very useful database.
ERIC Database
“The ERIC database, the world's largest source of
education information, contains more than one million abstracts of documents
and journal articles on education research and practice. By searching AskERIC's
web-based version of the ERIC Database, you can access the ERIC abstracts which
are also found in the printed medium, Resources
in Education and Current Index To
Journals in Education. The database is updated monthly, ensuring that the
information you receive is timely and accurate.”
The ERIC database is useful for locating journal
articles and abstracts when researching an educational topic. I used ERIC to research articles for my
E-book project. The site has thousands
of links but a researcher can receive thousands of hits if they do not search
properly. I recommend using the
thesaurus to obtain search terms.
U.S. Census Bureau
http://eire.census.gov/popest/archives/county/co_casrh.php
Facts about
the Census Bureau
“Our Mission To be the preeminent
collector and provider of timely, relevant, and quality data about the people
and economy of the United States. We will succeed by valuing our employees,
innovating in our work, and responding to our customers.
Our Goal - To provide the best mix of
timeliness, relevancy, quality, and cost for the data we collect and services
we provide.”
This government site has
annual population estimates, demographic statistics, state and county quick
facts, race, voting, income, and numerous useful information tables located in
their databases. I have directed my
marketing students to this site to research state demographics. There is also international information
available from this database.
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“A VIRTUAL LIBRARY WITH 24,428 COLLEGE
CATALOGS
in full
cover-to-cover, original page format representing 2-year, 4-year, graduate,
professional and international schools.”
This educational database
is useful for locating information for a college, domestic or
international. Enter a college name and
you are provided with a link to the school, a map of the area where the school
is located, a profile of the school, and the school catalog. A very useful database for student
researching colleges.
Educational Databases
5 More Websites with annotations
http://www.teachersfirst.com/index.htm
“TeachersFirst is a rich collection of
lessons and web resources for K-12 classroom teachers, their students, and even
students' families. Materials are arranged by subject area and grade level,
making it easy to locate lesson plans and associated web resources quickly.”
Dun and Bradstreet's Million Dollar Database
“Dun and Bradstreet's Million Dollar Database is a directory
of public and private companies in the United States. It can help you find
other companies in your industry (competitors) or companies that provide
products or services you need (potential partners).”
"ABI/INFORM
provides in-depth coverage of business conditions, trends, corporate strategies
and tactics, management techniques, competitive and product information, and a
wide variety of other topics. It gives you informative indexing and substantive
abstracts to articles from more than 1,000 leading business and management
publications, including over 350 English-language titles from outside the
U.S."
EDGAR (Electronic Data Gathering, Analysis, and Retrieval
system) is a database of forms filed by public companies with the Securities
and Exchange Commission (SEC).
"Maps101 is an
online database which provides subscription access to history maps, interactive
maps, U.S. maps, world maps, flags, atlases, lesson plans and thousands of
educational resources to support learning of social studies, history and
geography in today's classroom."
A history teacher in my school showed
this site to me. He claims the site is
a useful reference tool. I have no
subscription or no real need to use this site in my classes.
Switchboard contains telephone listings for the
United States.
I had students
in my marketing class research various people and businesses. The objective was for the students to use
the Internet as a research tool and obtain phone numbers, addresses, and
specific information for specified businesses.
I had the record useful web sites and this site was listed.
PubList is a “database of over 150,000 magazines, journals, newsletters, & other periodicals. Find FREE in-depth information on familiar and hard-to-find publications from around the world, representing thousands of topics.”
Extra
Credit
Evaluating the website at http://library.albany.edu/usered/webeval/
I liked the website at the above uniform resource locator because it deals with a problem I see many students have. They do not check the validity of the information or website they use when researching on the Internet. Students believe that if it is on the Internet in a presentable format then the information must be true. I try to explain to students that it is important to check the author, who is the audience, resources listed, the date, and point of view.
The website provides clear examples of resources that are good and bad to use when researching information of the history of computer technology. There are then numerous examples for each criteria they emphasizing:.
- Author - WHO wrote the web page?
- Audience - WHO is this written for?
- Scholarship - IS this scholarly material?
- Bias - WHAT is the author's point of view?
- Currency - IS this current or out-of-date?
- Links - WHERE does this take you?
Students need to evaluate the material they find on the web before automatically using the first piece of information they find. This website is good at providing real life examples and stressing what is positive and negative from each example.