Comment to this post with a review of a current journal article or web resource incorporating an ISTE NETS below. Please include a citation to your source.
ISTE NETS for Students:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
ISTE NETS for Teachers:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual
environments
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I read an article from the website cited in the work journal section.
ReplyDeleteAugust 1, 2006
Encouraging Student Creativity with Creative Commons
by Andy Carvin, 10:41AM
The article explains an online copyright intiative led by a Stanford Law Professor, Lawrence Lessig. Rather than reword, I'm going to copy and paste a couple paragraphs here that best explains it:
"From my perspective, the Internet wouldn’t be what it is today if it weren’t for Creative Commons. Millions of Internet users were given the confidence to publish their own original work while encouraging others to build upon it. This has contributed directly to the flourishing of Web 2.0 culture, as more people than ever are sharing their videos, photos and other content online. Thanks to Creative Commons, educators have an amazing collection of media that can be incorporated into their students’ projects. Who knew? -andy"
"Bonus material: For those of you who want to teach your students about copyright as part of a lesson plan, be sure to download a copy of Bound By Law?, an extraordinary comic book created to explain the intricacies of copyright and articulate the rights of content producers who wish to incorporate other peoples’ work. It’s an amazing comic book, written by experts at Duke law school - and it’s available on a Creative Commons license. :-)"
I really like this website as it is broken down into age groups and units of study with many excellent ideas to incorporate technology into lesson planning, and not just for the sake of technology, but to enhance learning and outcomes. It is further broken down into Classroom resources, discussions and professional development; all with excellent links to information, sites, etc. Don't know why I would expect any less from PBS, but I've never a seen a site quite like this. Glad to have spent the time investigating. This source definitely speaks to the creavitity of students and the ability of teachers to use innovative ideas in techonology to enhance their own creativity as well.
I found an article which sounds great (time and resources overtook most of mind as I was reading it):
ReplyDeleteLearning & Leading with Technology 37.1 (August 2009): p30(2).
Step one: Give students tools (scientific and inquiry) and teach them how to use the tools - so the tools themselves are not overpowering and taking the wow out of what is created
Step two: Slowly and clearly (with direct requirements) integrate the tools into assignments and time goes one they direct requirements should not be as necessary. Give students enough time - under pressure creativity can disappear - it does for me and from experience with students.
Step three: "be intentionally vague" with requirements known, this should lead to creativity. When I have tried to be vague sometimes it works and sometimes it doesn't, I am still searching for the correct amount of vagueness!
There is an example in the article that ends with students seeing other groups assignment of DESCRIBE WHAT WAVES DO and some groups (that were possibly less creative) were puzzled as to why they were not told that they could make a music video. This inspired them to be more creative on the next project.
Simple ideas put into action!
As I was searching for ideas to facilitate and inspire learning and creativity, I came across an article that does both. I found the article on the site teachingteachers.com. the article describes what digital story telling is and how it can be used in the classroom. I had not ever even heard of the term so I knew nothing about what it was.
ReplyDeleteThe article went through the components of writing a good story including plot, setting, character, point of view, and theme. A good story must also include concepts teaching how a story must have a beginning, middle and an ending.
The neat part of digital storytelling is that other people will read the student writing and be able to comment on it through blogging. This allows critique through someones eyes other than the teacher alone, it also gives motivation to the student do a better quality story if others will be reading it. When you post a story on this particular website you can also add still pictures or video to assist in telling your story. This will be engaging to those students who are reluctant to put much time and energy into their writing. And digital storytelling is all about telling a good story in writing which equates to good writing.
This is an innovative, powerful way to write by telling a story though words and pictures.
Reading Reflection #1
ReplyDeleteThe article I chose was from the Virginia Society for technology in Education. It was written by Second Grade teacher Elizabeth Whiting as a result of her research in a master’s program. She was looking to answer two questions: How does the use of the interactive whiteboard promote interactive teaching and learning? How does the use of the “smartboard” support instructional strategies that lead to the development of literacy, problem-solving, creativity and collaboration skills for students? She found that the nine research proven instructional technology strategies (Marzano) were evident but that two in particular were evident at the second grade level. Those being “non linguistic representations” and “similarities and differences”. This was good for me to see because it gave me a better understanding of what areas I can emphasize in Title 1. Some of the examples showed that the smartboard not only had a positive effect on student academic performance, but easy to integrate into ordinary lesson plans.
Okay - it's late-Bob again. I have tried to figure this thing out so I could see and respond but I give up. I did find an article that I thught was interesting related to ISTE standards (or approved by ISTE?) It encourages the use of computer simulations for science classes. I will provide the link at the end. I have used some simulations and have used some with classes. While some have been useful and meaningful to studnets I have found most of them to be less than useful. Part of the problem lies in the students' engagement with the topic to begin with. If a student is already curious about something then the simulations may help to satisfy their questions. If, on the other hand, it is a new topic or the student doesn't really care about it, then the simulation will just be an easy way to waste time in the computer lab or will just be another video game to play but from which little is learned or taken away. Some are just too confusing (even for me! imagine) Read it and see what you think. http://www.pbs.org/teacherline/courses/tech310/docs/tech310_article3.pdf
ReplyDelete