Module 5 Activity 5a: Explore Website Resources

 Explore Website Resources

Educational websites like educational software are powerful tools that go a long way in helping to transform pedagogical practices within the classroom from a teacher centered approach to a student centered approach.  This comes at a critical juncture as we move towards making our schools child friendly while at the same time equipping them with 21^st century skills.

As part of the requirement for activity 5a, I had the opportunity to examine several websites. Several of them proved quite useful to me a Science teacher at the elementary level. These site use innovate ways of presenting age appropriate information through interactive, educational games and simulations. Additionally, students are offered further support through digital worksheets and homework assistance among other things.  Teachers are also offered support through the availability of lesson plans and opportunity for collaboration with other educators in some instances. Some of the sites also provide assistance to parents so that they can better help their child.

Below is a list of some of the websites reviewed.

http://interactivesites.weebly.com/teacher-tools.html

http://www.discoveryeducation.com//parents/?campaign=flyout_parent
 http://www.sciencelearn.org.nz

http://www.eia.gov/kids/index.cfm

Activity 3:Reviewing Educational software

Prior to activity three, Educational Software/ Web base resources were simply selected at face value. Very little or no attention was paid to critical evaluation of these resources. This activity (activity 3) proved quite beneficial in that it provided necessary information needed to evaluate educational resources. The knowledge gained from this activity will be employed in the classroom and in the end will be of great benefit to my students.

 As part of planning, teachers should include a list of criteria that would guide the selection of educational software/ web based resources that would be referred to or used by learners, or colleagues.

Module 5 Activity 2: Experiencing Educational Software

Educational software as the name suggests is geared toward teaching students or towards self- directed learning. Activity 2 dealt with the personal experiences gained through the use of educational software. The readings provided some  insight into the factors that influence the development of these software such as age and purpose. According to the readings educational software would be appropriate if they help learners to achieve learning outcomes and assessment standards through:

• repetition and practice (especially in Foundation Phase and remedial situations)
• basic skills development
• cognitive (thinking) skills development
• deepening subject understanding through interactivity
  
  

After having gone through the readings, I am now equipped with the tool to evaluate and select educational software that are appropriate. The knowledge gained

Module 5 Activity 1: Reflection on the value of Social Bookmarking

While I am not entirely new to book marking, I am new to social bookmarking. In order to set up my account, I would have listened and viewed the tutor's presentation which was helpful in that the regard. I however encountered difficulty in actually bookmarking a page. I found this rather frustrating. I eventually got the hang of it with some online help. Downloading and installing the Diigo toolbar proved very helpful to me. With practice, I would eventually get better at bookmarking with Diigo.

What I have discovered from going through the help page, and bookmarking a few pages is that my online resources can be organized into lists or groups which makes saving and retrieving information easier. Diigo or should I say social bookmarking also makes it possible for us educators not only to store, manage and search online resources with minimal effort, it also allow us to share resources. This is perhaps the most important advantage of social bookmarking. The sharing of bookmarked resources with colleagues can help to improve our practice in the classroom. 

Module 1 Activity 10: Promoting Discussion

I have also enjoyed reading Activity 10 which focused on promoting discussion among student. According to the readings, a discussion is more than a casual conversation. It is meaningful, intentional or purposeful talk about a specific topic geared towards improving knowledge, understanding and or judgement. In this regard my role as the teacher is to help guide the discussion among my students. This can be accomplished by helping them to properly define a problem, providing stimulus material, asking well structured questions at strategic points, helping students to make linkages to new ideas, drawing attention to important points and giving prompt feedback. Here I am both managing and actively participating in the discussions.

I have found contrast to be a powerful strategy in getting students to ask questions which formed the basis of many discussions that we would have had. The pictures placed in juxtaposition would have evoked a wide range of responses among students. The old Chinese proverb says that a good picture is worth a thousand words is so true. In this case, the appropriate use of the pictures was worth more than a thousand words.  The Think-Ink-Pair and Share also proved quite useful. In all my ability to manage classroom discussion has improved as a result of having done this activity. 

Module 1 Acyivity 9: What questions do I ask and why?

Module 9 proved quite interesting focusing its attention on questioning as a teaching strategy. The activity demanded of me to examine the types of questions I asks and the reasons for which the are asked. Some of these reasons: include to find out if students; to test memory; to challenge and to encourage the sharing of ideas and so on and so forth.

The success of questioning as a strategy is dependent on the level of preparation of the teacher. Questions need to be prepared as part of the lesson planning process. Not only should they be prepared in advance, they should also be varied (convergent and divergent) and spread across the various levels of Bloom's taxonomy. Good questions by themselves are not enough to guarantee the success of questioning strategy or technique. A teacher must also know where and when to ask these questions. This should also form part of the planning process. Additionally, as one must cognizant of the fact that students need not be rushed into formulating answers to questions, hence the need for sufficient response time.

It is also important to that students be taught how to construct good questions. This is absolutely important as questioning promotes the learning and thinking process. If our students are to become self-directed, life long learners they must master the art of asking good questions and making sound decisions.

Module 1 Avtivity 12: Problem Solving

My students and I found this activity quite rewarding. After all, they do not get the opportunity on a regular basis to actively find solutions to real life challenges, in a focused, deliberate manner. Many acknowledged that they felt like adults based on the level of responsibility they had and would have demonstrated a high level of maturity in the execution of their responsibilities. The boys were especially delighted for the opportunity to showcase their artistic abilities in the designing of posters. It is obvious from this experience that as a teacher one cannot underestimate the abilities of our students. Given the opportunity with the right set of circumstances they can all achieve some level of success.

This module like many before it, prompted me to conduct further reading on the issue of problem solving. I do firmly believe that a more focused approach needs to be adapted in regards to equipping our students with the necessary problem solving skills. Their academic and social success is dependent on their problem solving and decision making skills.