Digital Blog Post # F

One concept that I found intriguing in Chapter 11 was "Online Surveys for preassessment" (Maloy, et al, 2013, p. 285). Throughout all of my school years, it wasn't until now that I realized we get preassessed in every class, every assignment, every lesson that we have. It's true that "Prior knowledge is not immediately obvious to students; they often do not realize that they know important information about a topic"(Maloy, et al, 2013, p. 285). Whenever students hear or see a "new" topic, it is assumed that it is something extremely random and hard so the teacher could yell at them. If someone is learning how to tell time on a standard clock, they will best be able to connect the minutes with multiplication (i.e minute hand on the "1", do 1*5 to get :05 and whatever the hour is.) Here's a little quiz to test you knowledge:https://play.kahoot.it/#/k/83d17de0-989a-4104-8a17-578539df1ffc

Another concept from Chapter 11 I stumbled upon was "Reasons for teaching with clickers" (Maloy, et al, 2013, p. 288). Clickers are a good way to get students involved because the answers are anonymous. Students have a fear of being called on unwillingly and being wrong because it's "humiliating". For many years, I was afraid to raise my hand in fear of being laughed at for being "dumb" and not knowing something. It wasn't until college I started to break that habit because of two reasons: 1. I got myself comfortable making myself look like a fool and being known, but mainly 2. using clickers in class. When the results appear on the screen and there are more wrong responses than right and others chose the same answer as you, it is a reliever to see you aren't the only one that doesn't understand whatever is at hand. That then leads into the teacher going over the topic again and clarifying any misunderstood problems. This video helps us understand the beneficial uses of clickers:

The last concept that popped out to me was in Chapter 12, "One-to-one Laptop computing" (Maloy, et al, 2013, p. 306-07). This is something that would be beneficial for multiple reasons. First off, other students can not access your work or sabotage any important sites that they used. Secondly, if all students had their own laptop, there would be no need to share them and everyone can work at their own pace or with the teacher. And thirdly, if students find other websites that could work along with the topic then there are more resources to be used.

From the three concepts, the teaching with clicker would be a fun way to interact students with the class and get some group collaboration together. One-to-one laptop computing is very helpful so each student knows who has which laptop and could only blame themselves or the internet provider about missing work. And preassessment surveys will be used to see what information I need to go over and what I could pass on if no problems arise.


Resources:

 G. (2009, November 12). Clickers in the Classroom: The Research. Do clickers help students learn? Retrieved June 14, 2016, from https://www.youtube.com/watch?v=PxKHXyVtVIA 

Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

One Laptop Per Child. (2009, August 21). 20090821-631253719_tBtjv-O-Edit. Retrieved June 14, 2016, from https://www.flickr.com/photos/olpc/4795749872/in/album-72157624497951146/

 

Roberson, M. (2016, June 14). Kahoot! | Play this quiz now! Retrieved June 14, 2016, from https://play.kahoot.it/#/k/83d17de0-989a-4104-8a17-578539df1ffc