Workshop and Fieldwork Logs New

WORKSHOP LOGS – FALL SEMESTER 2008
1 & 2 WEBQUESTS 9/27/08 Parts I & II

Assessment
Before the above referenced workshop, I had only minimal exposure to
WebQuests. Consequently, I was a bit overwhelmed as most of the workshop
participants were more seasoned T.E.A.M. players. The workshop consisted of
the construction of our own WebQuest. It was a bit over my head. As a result,
the instructor advised me to surf the web and peruse other people?s WebQuests
in order to get a feel for what a true WebQuest might look like. In my opinion,
any exposure to technology is always a benefit, but I could have done this
perusal on my own. New students definitely need more instructional guidance.
Recommendations
This was my first exposure to the T.E.A.M. Workshops, and I felt a bit
intimidated. I was the only first-year T.E.A.M. member, and I was definitely out of
my league. My recommendation is two-fold: 1. that the workshop descriptions be
more specific, 2. provide more basic introductory workshops that would
allow the technology challenged participants to get up to speed on technology
basics before stepping into more involved workshops.
Comment
blank
Assessment
This was the second part of a two-part workshop on WebQuests. As stated in
the first workshop log entry, I had only minimal exposure to WebQuests before
attending this workshop. Consequently, I was a bit overwhelmed. Having noted
this however, I believe any and all exposure only assists in expanding one's
knowledge and skill development base.
Recommendations
The workshop descriptions must be more specific. I also think the course should
provide more basic introductory workshops at the beginning of the semester that
would allow the technology challenged participants to get up to speed on
technology basics before stepping into more involved workshops.
Comment
blank
3 USING SPREADSHEETS 10/20/08

Assessment
This workshop expanded my knowledge and skill development on the use of
spreadsheets in the classroom. At the beginning of the year, I had set up
working grade sheets in Excel; however, I had only minimal exposure to the
program up until this point. The workshop expanded my knowledge of Excel and
allowed for beneficial modifications to my existing grade sheets, which helped in
my end of the semester average grading.
Recommendations
Many of the workshop descriptions are misleading and should be more specific.
The course should provide more basic introductory workshops at the beginning
of the semester that would allow new participants exposure to technology basics
before stepping into more involved workshops.
Comment
blank
4 EXPLORING EDUCATIONAL TECHNOLOGY 10/21/08
Assessment
This workshop was fabulous! It was user friendly and definitely expanded my
knowledge and skill development on the use of technologies in the classroom. It
was exactly the kind of introductory lesson that new technology users need to
assist in their navigation of the program. The instructor used students' input to
lead the workshop. We chose from a list of new technologies and discussed
each.
Recommendations
There needs to be more of this kind of workshop, especially at the semester’s
beginning. New technology users would truly benefit from this type of instruction.
It might be tedious for the instructors, but a necessity for new participants looking
for more basic introductory workshops before launching into more involved
workshops.
Comment
The workshop’s location was inconvenient from a technological standpoint. And
in actuality, this comment could apply to all workshop locations with regard to the
inefficiency of the Internet connectivity. It is not only frustrating but also
counterproductive and time-consuming when instructors and participants struggle
to get online or remain connected.
5 BLOGGING IN THE CLASSROOM 11/1/08

Assessment
This workshop was very educational. It was user friendly and definitely
expanded my knowledge and skill development on the use of technologies in the
classroom. The Skype session with the founder of Blogmeister, as well as a
teacher using blogging in the classroom was most interesting as it spoke to the
power of using blogging in the classroom from firsthand users. It was exactly the
kind of introductory lesson that new technology users need to assist in their
navigation of the program.
Recommendations
I regret that we did not have enough time to have the instructor assist us with
setting up our blogging account so that we might have been ready to immediately
get started with our own classes.
Comment
blank
ADDITIONAL WORKSHOPS (FIELDWORK – FALL 2008)
ONLINE TEACHING TOOLKIT 11/5/08

Briefly describe the learners whose needs could be met by information in
the presentation, the subject areas that could be impacted by information
in the presentation, the Teaching/Administrative areas that could be
impacted by information in the presentation, and a description of
population that could be affected by information in the presentation:
This workshop exposed us to a multitude of online teaching sources. It was user
friendly and definitely expanded my knowledge and skill development on the use
of technologies, which could then be easily implemented in the classroom.
Through this experience, what did you learn about how technology
can/should be used in teaching/learning (your response could focus on
topics related to relative advantage of technology, student motivation,
classroom management, effectiveness, etc.)?:
The instructor set up jog links that allowed easy access and navigation. After our
initial meeting online, we all set out to surf the links and then met back twice over
the course of the workshop to share ideas. This experience was extremely
helpful and proved the effectiveness of colleague collaboration.
DESIGNING INSTRUCTION FOR CLASSROOM 12/6/08

This workshop addressed multiple instructional models, which are both
constructivist and behaviorist in nature. I believe that the information gleaned
from attending this workshop provide me with a foundation for determining the
type of instruction that would best suit students in the area of lesson planning
and assessment. Although many of the models address K-12 learners in the
science and math disciplines, I do think that modification of these models could
be made to suit my area of instruction.
Through this experience, I was able to see multiple ways in which technology can
be used to motivate students. For example, in the Learning by Doing
instructional model, both students and teachers are involved in the process of
creating what they will be working on, whereby promotion of high levels of
motivation are sure to occur.
WORKSHOP LOGS – SPRING SEMESTER 2009

1 NEW WAYS TO STORE, SORT, FIND, AND SHARE (YOUR) STUFF
ONLINE (FRIENDFEED, EVERNOTE, POSTEROUS) 2/17/09
Assessment
This workshop explored three new Web 2.0 tools: Posterous, EverNote, and
FriendFeed, that offer ways to store, sort, find, and share material online. The
applications were interesting, and I see them as being ways to effectively
categorize and share materials. For example, you could use FriendFeed to set
up a feed only for your students.
Recommendations
I am always amazed at the magnitude of technology! I think it might be more
productive to have more direct instruction on one or two applications rather than
self-exploratory sessions.
Comment
blank
2 DR. WESTON’S WORKSHOP –WHAT DOES ‘GOOD’ LOOK LIKE?
FINDING A VOICE 2/19/09
Assessment
The discussion with Dr. Weston was thought-provoking and provided the
opportunity not only to reflect upon our role as educators, but also to consider our
role as future teacher leaders of technology implementation. Our job is an ever-
changing one given the magnitude of technology and the rapidity in which it
changes.
Recommendations
Marratech sessions sometimes make it difficult to truly experience a collaborative
discussion, as there are often audio issues with a large number of participants.
3 COOL NEW WEB 2 TOOLS: PRESENTATION PLUS (E.G. FLOWGRAM;

SLIDEROCKET; COOLIRIS) – JIM DUNNE 2/21/09
Assessment
In this workshop we explored three Web 2.0 tools that offer new approaches to
creating online presentations: Cooliris, FlowGram, and SlideRocket. Cooliris
allows you to view images and videos in cover flow mode (3D-mode) to spin or
sort through, while FlowGram allows for annotation and audio addition. I found
both of these programs to be great way to view images and make them more
interesting for presentations rather than using more traditional presentation
programs.
Recommendations
I would have liked the opportunity to receive a bit more direct instruction on the
tools before going out to explore them on my own. Also, I believe time might be
better spent brainstorming authentic applications with teachers of like disciplines.
ADDITIONAL WORKSHOPS (FIELDWORK – SPRING 2009)

WHAT TO INCLUDE IN A SUCCESSFUL CLASSROOM WEBSITE
David Perkins – 3/12/09
This workshop helped flesh out the advantages of creating a class website:
keeping students up to date with assigned work, refresher and review materials,
keeping parents informed, homework assignments, blogs, and enhancement or
support of a lesson in class. We discussed the advantage of its 24/7 availability
and the idea of a site being entirely paperless.
The workshop helped me to realize the importance of creating a class website
not only to allow my students its 24/7 availability, but also to allow them the
opportunity to develop more responsibility and self-assessment.
COOL NEW– Dr. Mark Weston 3/14/09
This second online discussion with Dr. Weston again proved to be a great
opportunity for both group and self-reflection. I believe that anytime educators
collaborate on ideas and methods, they truly open the door to bring about much
needed change.
Recommendations
After this online workshop, I was once again reminded of the power of technology
to actively engage students and educators. Marratech sessions sometimes
make it difficult to truly experience a collaborative discussion, as there are often
audio issues with a large number of participants.
COOL NEW WEB 2 TOOLS: (e.g. WizIQ, DimDim, Seesmic) – JIM DUNNE
3/16/09
This workshop explored three new Web 2.0 tools for online teaching or web
conferencing. We explored possible educational applications of these tools (e.g.
presentation of literature unit, poetry applications, etc.)
The applications addressed multiple online teaching and learning needs, virtual
classroom, web conferencing, and video blogging. These tools clearly address
teaching effectiveness and student engagement and creativity.
DR. DUNNE’S WORKSHOP – Preparing to Take the CST 71: An Overview

3/26/09
This workshop provided an overview of the CST 71 New York State Certification
Examination.
The overview provided helpful information regarding the test’s make up and a
number of sample “constructed-response” written assignment questions.
DR. SCHNEIDERMAN’S WORKSHOP – Environments - Inside and Out - and
Technologies to Capture Them 4/18/09
This workshop was a vehicle for both teacher and learner. As we explored both
the inside and outside of the museum, the potential for teaching and learning
experiences through art and environment could truly benefit a multidisciplinary
curriculum.
This workshop explored the notion of moving learning outside the classroom and
into the community and environment. We used artwork as a springboard to
discuss environment and explored the museum's grounds as a learning lab. We
used technology to capture, engage with, and share.
ADDITIONAL FIELDWORK
Patchogue-Medford High School – Observation – Molly Scaldaferri
Salinger Scavenger Hunt – 2/5/09 – 1 hr
Were there any participants with disabilities?
Briefly describe the learner(s), subject being taught, and the learning
environment:
This was a junior class of both ethnically and socially diverse students. The
English teacher brought students into the computer lab to introduce a unit on J.D.
Salinger's novel Catcher in the Rye.
environment:
The teacher implemented a scavenger hunt as a pre-read exercise in which the
students were asked to explore websites for both author information and
historical context. The activity engaged the students and served as a great
introductory vehicle to the novel.
If (or if not) technology was used, how might the teacher/students use
technology in teaching/learning to improve the session (your response
could focus on topics related to relative advantage of technology, student
motivation, classroom management, effectiveness, etc.)
The scavenger hunt might be more geared toward a critical thinking activity
rather than a scavenger hunt.
Patchogue-Medford High School – Observation – Molly Scaldaferri

Stuck in Neutral Scavenger Hunt – 2/10/09 – 1 hr
environment:
This was a freshmen class of both ethnically and socially diverse students. The
English teacher brought students into the computer lab to introduce a unit on the
novel Stuck in Neutral.
environment:
The teacher implemented a scavenger hunt as a pre-read exercise in which the
students were asked to explore websites for both author and text-based
information regarding cerebral palsy. The activity engaged the students and
served as a great introductory vehicle to the novel.
The scavenger hunt might be more geared toward a critical thinking activity
rather than a scavenger hunt.
Patchogue-Medford High School – Observation – Ralph Towlen

Tech Draw – 2/12/09 – 1 hr
environment:
This was a high school elective class of mixed grade levels and both ethnically
and socially diverse students. The course focuses on the aspects of
designer/engineer, draftsmen, and machinist factory applications.
environment:
The use of technology replaces actual drawing of schematics and not only
engages the students but also serves as a great introduction and preparation for
authentic draftsmen skills.
I cannot think of a better way to implement technology by providing students with
real world skills and authentic hands-on experience.
Tom House – LILAC Conference - Playing With Poetry - Using Technology

and Performance to Engage Students in the Study of Poetry – 4/24/09 -1 hr
This workshop addressed the engagement of students in the study of poetry
using a multimedia format. The techniques could easily be implemented in any
classroom or computer lab setting.
This workshop explored multimedia format and supplied handouts detailing

procedures and Web access to student-created projects: poem MP3 recordings,
hypertext “illuminations”, and dramatizations. YouTube, PhotoStory, and other
video projects were also explored.
FIELDWORK MICHELE DORNISCH (12 hrs)

1/27/09 – What You Should Know That They Did Not Tell You – 2 hrs
I assisted student teachers of English Language Arts with their student teaching
experiences by bringing in real world knowledge. The ongoing sessions include
a variety of topics, including directed sessions guided by the supervising teacher,
direct instruction by me, as well as informal question and answer sessions.
This experience focused student teachers on first-year basics and suggested the
advantage of technology in maintaining record-keeping and first-day presentation
application of rules and expectations.
2/10/09 – Classroom Management – 2 hrs
advantage of technology in maintaining classroom management. We discussed
the notion of active engagement of learners through the use of technology, which
would then reduce classroom management issues.
I suggested collaboration tools, such as WebQuests and GoogleDocs, as well as

blogging tools, such as Classroom Blogmeister
3/3/09 – Working With Parents – 2 hrs

advantage of technology in maintaining record-keeping and a class website. We
also discussed a presentation application of rules and expectations for parents
on Back-To-School Night. I spoke to the students about my district's use of
attendance and grading software, as well as a parent portal where parents can
access student information.
4/14/09 – Motivating the Unmotivated – Creating Effective Learning

Environments – 2 hrs
advantage of technology to motivate students. We discussed the notion of active
engagement of learners through the use of technology. I suggested collaboration
tools, such as WebQuests and GoogleDocs. The implementation of a blogging
tool, such as Classroom Blogmeister, changes the perspective of the students as
they recognize the power of addressing an authentic audience.
4/21/09 – Standardized Test - NCLB - Performance Assessments - Student-

Centered Learning – 2 hrs
disadvantage of standardized tests. We discussed the notion of active
engagement of learners through the use of technology to perhaps further student
learning in preparation for standardized testing. I suggested collaboration tools,
such as WebQuests and GoogleDocs as critical thinking tools, as well as
blogging tools, such as Classroom Blogmeister to establish voice for the
authentic audience.
4/28/09 – Open Question and Answer Forum– 2 hrs

advantage of technology in all aspects of student-teacher relationships to
motivate, engage, and collaborate. We not only discussed the notion of active
engagement of learners through the use of technology while in school but also
spoke about the advantages to students who are more technologically savvy
once they graduate. We discussed collaboration tools, such as WebQuests and
GoogleDocs as critical thinking tools, as well as blogging tools, such as
Classroom Blogmeister to establish voice for the authentic audience. We also
spoke about the use of technology in record-keeping and data collection for
teacher review.

Workshop and Fieldwork Logs New

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Workshop and Fieldwork Logs New

Uploaded by

Copyright:

Available Formats

WORKSHOP LOGS – FALL SEMESTER 2008

1 & 2 WEBQUESTS 9/27/08 Parts I & II

3 USING SPREADSHEETS 10/20/08

5 BLOGGING IN THE CLASSROOM 11/1/08

ADDITIONAL WORKSHOPS (FIELDWORK – FALL 2008)

ONLINE TEACHING TOOLKIT 11/5/08

DESIGNING INSTRUCTION FOR CLASSROOM 12/6/08

WORKSHOP LOGS – SPRING SEMESTER 2009

3 COOL NEW WEB 2 TOOLS: PRESENTATION PLUS (E.G. FLOWGRAM;

ADDITIONAL WORKSHOPS (FIELDWORK – SPRING 2009)

DR. DUNNE’S WORKSHOP – Preparing to Take the CST 71: An Overview

Patchogue-Medford High School – Observation – Molly Scaldaferri

Patchogue-Medford High School – Observation – Ralph Towlen

Tom House – LILAC Conference - Playing With Poetry - Using Technology

This workshop explored multimedia format and supplied handouts detailing

FIELDWORK MICHELE DORNISCH (12 hrs)

I suggested collaboration tools, such as WebQuests and GoogleDocs, as well as

3/3/09 – Working With Parents – 2 hrs

4/14/09 – Motivating the Unmotivated – Creating Effective Learning

4/21/09 – Standardized Test - NCLB - Performance Assessments - Student-

4/28/09 – Open Question and Answer Forum– 2 hrs

You might also like