I have been recently researching the use of created images and clip art for use in my published material. I have come to the realization that there seems to be four options available.
1. Hand draw my own illustrations and images
2. Hire an illustrator to create illustrations and images
3. Draw images and illustrations using a computer program
4. Purchase the rights of illustrations and images
After hand drawing many images, I came to the realization that I was looking for a more professional look to accompany my work. Hiring an illustrator did not seem cost effective for the amount and variety of images needed.
This led me to numbers 3 & 4. I purchased the health edition of SmartDraw and began using it last week. I am amazed at the ease of the program and the amount of images available for creative use. I was able to download the program and try it out first – a wonderful hook that lead me to purchase the full rights to the program. I have been easily able to draw various science diagrams and images.
However, I will be looking for additional science illustrations and images which I can purchase the rights to use in my own creative work. I am wondering if anyone has any suggestions as far as additional computer drawing programs and science illustrations that can be purchased having full creative rights.
Showing posts with label technology. Show all posts
Showing posts with label technology. Show all posts
Wednesday, April 4, 2007
Friday, March 16, 2007
Messages we send to children
In my house watching TV is a privilege that must be earned with good behavior and completion of all school work and chores. The reward is 1 hr of “screen” time. Our child can choose between computer, TV, game system, or supervised Internet play. Very rarely is TV chosen and as parents, we are elated that this is “given up.”
Pre-teen programming has many issues that send our child into rages. Violence, disrespect for adults, picking on other children, and the list continues. This is just speaking of the programming and not the commercials. The commercials promote a “want” atmosphere with a sedentary life of playing games via “screens”, eating and drinking unhealthy products filled with high fructose corn syrup, dyes, and other substances that a growing mind and body can do without.
Britain is taking a step in the right direction by discontinuing all commercial that promote Junk foods with high fat, sugar and salt. Below are a two UK links on this topic:
What lead up to this ban? Who is responsible? We need to bring those people into the US and strive for the same outcome. We would still have to deal with many other issues surrounding poor children’s programming and commercials, but promoting healthy eating for this young generation may enable these young people to live a longer and healthier life.
Many schools are stepping in the right direction by banning junk on campus. Again, Britain is taking the lead and banning all junk foods in all schools across the country.
Students are still able to bring junk food to school with them. In reality, this problem needs to be more closely monitored by concerned parents who are striving to raise emotionally and physically healthy children.
Wednesday, March 14, 2007
On-line Degrees in Higher Education
I recently read a short snippet from the March 2007 “The New York Teacher.” There seems to be controversy over on-line degrees and whether a true degree is earned through this medium. It appears that specifically the University of Phoenix is raising questions as far as if the degrees obtained at this institution are valid.
“Among the findings of February’s Times report by Sam Dillon:
· Students race through course work in about half the time of traditional universities.
· Phoenix’s graduation rate of 16% is among the nation’s lowest, with many complaints from the students.
· The Apollo Group, the university’s parent corporation, has seen its stock plummet after the filing of a lawsuit alleging fraud in obtaining and processing financial aid, resulting in much turnover among top management.
· About 95% of Phoenix’s instructors are part-time, compared to an average of 47% percent across all universities, according to federal statistics.
· Academic quality is sketchy.”
These statements do raise serious “red flags.” Any degree, at any level, should be earned and competency must be met before an advanced degree is conferred. If this trend continues, I foresee a serious impact on students and universities providing the convenience to their students.
Do students truly need to sit in a classroom in order to learn? Can there be alternatives to learning, especially for older students who have family and job responsibilities and would be prevented to partake in the normal classroom situation?
I have taken courses through various means – traditional classroom, video and on-line. Through my experiences, I have preferred the on-line method. This method must be structured in a way as to prevent “sketchy” learning and to ensure the desired outcome. My on-line classes always included several “chats” with instructors/fellow learners, textbook reading, papers, discussions and assignments.
I personally feel that it is up to the individual to make the most of their higher education experience. If an on-line format is chosen, the student must be more disciplined and dedicated to the course. If the proper environment is provided, and the learner is truly committed to their education, this method can prove to be successful.
“Among the findings of February’s Times report by Sam Dillon:
· Students race through course work in about half the time of traditional universities.
· Phoenix’s graduation rate of 16% is among the nation’s lowest, with many complaints from the students.
· The Apollo Group, the university’s parent corporation, has seen its stock plummet after the filing of a lawsuit alleging fraud in obtaining and processing financial aid, resulting in much turnover among top management.
· About 95% of Phoenix’s instructors are part-time, compared to an average of 47% percent across all universities, according to federal statistics.
· Academic quality is sketchy.”
These statements do raise serious “red flags.” Any degree, at any level, should be earned and competency must be met before an advanced degree is conferred. If this trend continues, I foresee a serious impact on students and universities providing the convenience to their students.
Do students truly need to sit in a classroom in order to learn? Can there be alternatives to learning, especially for older students who have family and job responsibilities and would be prevented to partake in the normal classroom situation?
I have taken courses through various means – traditional classroom, video and on-line. Through my experiences, I have preferred the on-line method. This method must be structured in a way as to prevent “sketchy” learning and to ensure the desired outcome. My on-line classes always included several “chats” with instructors/fellow learners, textbook reading, papers, discussions and assignments.
I personally feel that it is up to the individual to make the most of their higher education experience. If an on-line format is chosen, the student must be more disciplined and dedicated to the course. If the proper environment is provided, and the learner is truly committed to their education, this method can prove to be successful.
Thursday, March 8, 2007
Technology and the School Curriculum
According to Newby, Stepich, Lehman, and Russell, 2000, learner centered instruction is the center of all educational processes. The teacher, technology, media and parent, peers & other people help to facilitate the learning of each student. Resources are used to gain insight and information, pose problems and give possible solutions to aid the student in learning required material (p. 7).
The use of the Internet and websites in the classroom has been discussed by Bento (2000), in the article titled “Using the Web to Extend and Support Classroom Learning.” Bento (2000) points out the fact that an entire “on-line library, media and textbook recourses can be used during class to enliven, illustrate and expand lectures and discussions” (p. 604). The additional resources that may not be available in the school’s physical library will also enhance the student’s research, projects and presentations. Educators also may have the opportunity to post course material on-line for students. “If a student travels or miss a class she/he can access the course Web site and obtain the class handouts, notes, assignments, etc.” (Bento, 2000, p. 604). The development of a course website could be a class project at the beginning of the year. After the development phase, the teacher would be able to post the various suggested items. The students would have a vested interest in the website because they helped originally develop the site and would be very proud of their work. This method is a highly effective way to gain and keep the students interest in the site throughout the year. This is one example of a learner-centered environment.
A second example of a learner-centered environment can be found in the article “Not Just Computers: Learning By Doing” by Dickensheets (2001). Dickensheets stresses the importance of outstanding software programs that help to tutor students through “solving societal or business problems.” This real life connection may change the attitudes many students have toward learning. As educators it is our job to relate curriculum to the real world and life. When students fail to see this connection, many students may refuse to learn essential material. In this way, educators are able to “engage students who” do not “respond to the traditional methods” (Dickensheets, 2001, p. 40). In addition, “through the computers, the teacher now has the equivalent of 25 teacher’s assistants, giving just-in-time feedback to the student, along with an ongoing evaluation of skills” (Dickensheets, 2001, p. 41). Educators are aware that students thrive with individual attention and feedback. When individual attention is not possible, a computer software program could assist to give students the necessary attention and feedback.
A third example of a learner-centered environment can be found in the article titled “What is your vision of the future of technology education” (Technology Teacher, 1999). This article gives an interesting perspective of the future is given by six technology educators. These educators believe that the K-12 classroom will become a place to prepare students for the technology in the workforce. This preparation will be the basis for further education once students graduate and enter society. The future described for the students in these classrooms is bright. Students are able to learn through multiple sources geared specifically toward their individualized level and learning style. In addition, educators will have ample opportunities for pre-service and in-service training as well as continued support, guidance and resources. The educators in this article truly see the potential of technology in education.
One major basis for the theory of behaviorism stems from John Watson’s experiment of classical conditioning. Through Watson’s research, a link between stimulus and response (or reflex) is demonstrated. This research enabled the further understanding of emotional reactions due to a specific stimulus. However, classical conditioning does not explain all behaviors. These unanswered questions lead to further study of voluntary reactions, which were studied by Skinner through operant conditioning and Thorndike’s connectionism. Thorndike believed that ideas would be reinforced through positive and repetitive experiences. Finally, Guthrie researched on the breaking of bad habits through the changing or refocusing of an association for a particular stimulus and the negative response (Gredler, 2001).
In contrast, the theory of Gestalt focuses on perception of ideas and concepts. Max Wertheimer, who is thought of as the founder of Gestalt psychology, first explored this theory. The main focus of Gestalt’s experimentation was to apply the concepts of perception to how humans learn and think. Wolfgang Köhler experimented further with “insight” experiences. This type of experience is achieved through problem solving and the organization of solutions to form a conclusion to a given problem. In addition, Lewin and Wertheimer studied motivation to produce meaningful learning for each student. Finally, George Katona and Karl Duncker structured their individual experimentations around the premise that students have different approaches to solve posed problems. These approaches are based on the student’s individual perception of the ideas and concepts presented (Gredler, 2001).
When dealing with the theories of the Information Processing Perspective, Howard Gardner theorized that students have multiple intelligences and educators must be aware of these intelligences, which include: Linguistic, Logical, Bodily, Spatial, Musical, Interpersonal, and Intrapersonal (SwopNet.com). Gardner suggests that we encourage and support students who do not excel in the "traditional" intelligences (Koch, 1996). Educators should assist students with successful interactions between peers and adults and assist students to excel in areas in which they are successful (Koch, 1996). The use of various technologies in the classroom will facilitate students who excel in the Gardner’s forms of intelligences.
When reflecting on the Constructivist Perspective, Vygotsky’s main theory premised on the fact that cultural-historical or sociohistorical experiences focus on the cognitive development of students. In addition, this theory focuses on the development of learning for each student. Vygotsky firmly believed that children develop thorough interactions with the rest of the world. These types of experiences enable the child to develop socially. In addition, children who lack these resources may be prevented from successfully mastering certain social skills or attaining information at the same rate as children with these resources. Finally, Vygotsky theorized that without the mastery of a set of particular signs and symbols within a certain culture, the child is at a disadvantage and unable to develop higher-level cognitive skills. Through the use of signs and symbols in the student’s culture, each student is able to apply current knowledge to new projects and studies. (Gredler, 2001) This theory is easily adaptable to a curriculum which includes media, computers, the Internet, etc.
In the classroom, educators should not only be aware of the major theories, which surround educational concepts, but also be able to apply these concepts to sound learning methods incorporating technology to facilitate a learner-centered environment. In order for students to develop critical thinking skills, it is imperative to incorporate the theories of Gestalt in the classroom. Students must be given the opportunity to find solutions to difficult problems in the classroom. The educator should serve as a guide, not as a solution giver. Through this solution process, students will positively reinforce their ability to solve difficult and meaningful problems, which will enable them to solve problems in their individual, daily lives. In addition, the theories of Behaviorism should be implemented in the classroom through the reinforcement of positive classical conditioning. Students in the classroom need to be taught and practice positive and appropriate responses to given situation in order to reduce the likelihood of negative behaviors. Through the use of various technologies and educational theories, educators are able to provide a positive learning experience for all students.
Bento, R.F. & Bento, A.M. (2000). Using the Web to extend and support classroom learning. College Student Journal 34(4). 603-8.
Dickensheets, K. (2001). Not just computers: learning by doing. Multimedia Schools 8(1). 40-3.
Gredler, M. E. (2001). Learning and Instruction: Theory into Practice (4th ed). New Jersey: Prentice Hall.
Koch, C. (1996). Interview: Howard Gardner, The Bright Stuff. World Wide Web: http://www.cio.com/archive/031596_qa.html
Newby T.J, Stepich D.A., Lehman J.D., and Russell, J.D. (2000). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers, and Using Media (2nd ed.). Merrill: New Jersey.
SwopNet.com. Howard Gardner's Seven Types of Intelligence. World Wide Web: http://www.swopnet.com/ed/TAG/7_Intelligences.html
Technology Teacher (1999). What is your vision of the future of technology education? The Technology Teacher 59(4). 32-5.
The use of the Internet and websites in the classroom has been discussed by Bento (2000), in the article titled “Using the Web to Extend and Support Classroom Learning.” Bento (2000) points out the fact that an entire “on-line library, media and textbook recourses can be used during class to enliven, illustrate and expand lectures and discussions” (p. 604). The additional resources that may not be available in the school’s physical library will also enhance the student’s research, projects and presentations. Educators also may have the opportunity to post course material on-line for students. “If a student travels or miss a class she/he can access the course Web site and obtain the class handouts, notes, assignments, etc.” (Bento, 2000, p. 604). The development of a course website could be a class project at the beginning of the year. After the development phase, the teacher would be able to post the various suggested items. The students would have a vested interest in the website because they helped originally develop the site and would be very proud of their work. This method is a highly effective way to gain and keep the students interest in the site throughout the year. This is one example of a learner-centered environment.
A second example of a learner-centered environment can be found in the article “Not Just Computers: Learning By Doing” by Dickensheets (2001). Dickensheets stresses the importance of outstanding software programs that help to tutor students through “solving societal or business problems.” This real life connection may change the attitudes many students have toward learning. As educators it is our job to relate curriculum to the real world and life. When students fail to see this connection, many students may refuse to learn essential material. In this way, educators are able to “engage students who” do not “respond to the traditional methods” (Dickensheets, 2001, p. 40). In addition, “through the computers, the teacher now has the equivalent of 25 teacher’s assistants, giving just-in-time feedback to the student, along with an ongoing evaluation of skills” (Dickensheets, 2001, p. 41). Educators are aware that students thrive with individual attention and feedback. When individual attention is not possible, a computer software program could assist to give students the necessary attention and feedback.
A third example of a learner-centered environment can be found in the article titled “What is your vision of the future of technology education” (Technology Teacher, 1999). This article gives an interesting perspective of the future is given by six technology educators. These educators believe that the K-12 classroom will become a place to prepare students for the technology in the workforce. This preparation will be the basis for further education once students graduate and enter society. The future described for the students in these classrooms is bright. Students are able to learn through multiple sources geared specifically toward their individualized level and learning style. In addition, educators will have ample opportunities for pre-service and in-service training as well as continued support, guidance and resources. The educators in this article truly see the potential of technology in education.
One major basis for the theory of behaviorism stems from John Watson’s experiment of classical conditioning. Through Watson’s research, a link between stimulus and response (or reflex) is demonstrated. This research enabled the further understanding of emotional reactions due to a specific stimulus. However, classical conditioning does not explain all behaviors. These unanswered questions lead to further study of voluntary reactions, which were studied by Skinner through operant conditioning and Thorndike’s connectionism. Thorndike believed that ideas would be reinforced through positive and repetitive experiences. Finally, Guthrie researched on the breaking of bad habits through the changing or refocusing of an association for a particular stimulus and the negative response (Gredler, 2001).
In contrast, the theory of Gestalt focuses on perception of ideas and concepts. Max Wertheimer, who is thought of as the founder of Gestalt psychology, first explored this theory. The main focus of Gestalt’s experimentation was to apply the concepts of perception to how humans learn and think. Wolfgang Köhler experimented further with “insight” experiences. This type of experience is achieved through problem solving and the organization of solutions to form a conclusion to a given problem. In addition, Lewin and Wertheimer studied motivation to produce meaningful learning for each student. Finally, George Katona and Karl Duncker structured their individual experimentations around the premise that students have different approaches to solve posed problems. These approaches are based on the student’s individual perception of the ideas and concepts presented (Gredler, 2001).
When dealing with the theories of the Information Processing Perspective, Howard Gardner theorized that students have multiple intelligences and educators must be aware of these intelligences, which include: Linguistic, Logical, Bodily, Spatial, Musical, Interpersonal, and Intrapersonal (SwopNet.com). Gardner suggests that we encourage and support students who do not excel in the "traditional" intelligences (Koch, 1996). Educators should assist students with successful interactions between peers and adults and assist students to excel in areas in which they are successful (Koch, 1996). The use of various technologies in the classroom will facilitate students who excel in the Gardner’s forms of intelligences.
When reflecting on the Constructivist Perspective, Vygotsky’s main theory premised on the fact that cultural-historical or sociohistorical experiences focus on the cognitive development of students. In addition, this theory focuses on the development of learning for each student. Vygotsky firmly believed that children develop thorough interactions with the rest of the world. These types of experiences enable the child to develop socially. In addition, children who lack these resources may be prevented from successfully mastering certain social skills or attaining information at the same rate as children with these resources. Finally, Vygotsky theorized that without the mastery of a set of particular signs and symbols within a certain culture, the child is at a disadvantage and unable to develop higher-level cognitive skills. Through the use of signs and symbols in the student’s culture, each student is able to apply current knowledge to new projects and studies. (Gredler, 2001) This theory is easily adaptable to a curriculum which includes media, computers, the Internet, etc.
In the classroom, educators should not only be aware of the major theories, which surround educational concepts, but also be able to apply these concepts to sound learning methods incorporating technology to facilitate a learner-centered environment. In order for students to develop critical thinking skills, it is imperative to incorporate the theories of Gestalt in the classroom. Students must be given the opportunity to find solutions to difficult problems in the classroom. The educator should serve as a guide, not as a solution giver. Through this solution process, students will positively reinforce their ability to solve difficult and meaningful problems, which will enable them to solve problems in their individual, daily lives. In addition, the theories of Behaviorism should be implemented in the classroom through the reinforcement of positive classical conditioning. Students in the classroom need to be taught and practice positive and appropriate responses to given situation in order to reduce the likelihood of negative behaviors. Through the use of various technologies and educational theories, educators are able to provide a positive learning experience for all students.
Bento, R.F. & Bento, A.M. (2000). Using the Web to extend and support classroom learning. College Student Journal 34(4). 603-8.
Dickensheets, K. (2001). Not just computers: learning by doing. Multimedia Schools 8(1). 40-3.
Gredler, M. E. (2001). Learning and Instruction: Theory into Practice (4th ed). New Jersey: Prentice Hall.
Koch, C. (1996). Interview: Howard Gardner, The Bright Stuff. World Wide Web: http://www.cio.com/archive/031596_qa.html
Newby T.J, Stepich D.A., Lehman J.D., and Russell, J.D. (2000). Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers, and Using Media (2nd ed.). Merrill: New Jersey.
SwopNet.com. Howard Gardner's Seven Types of Intelligence. World Wide Web: http://www.swopnet.com/ed/TAG/7_Intelligences.html
Technology Teacher (1999). What is your vision of the future of technology education? The Technology Teacher 59(4). 32-5.
Tuesday, February 27, 2007
Crashing? Not Me!
Your computer can crash any day
Are you prepared in every way?
Are you backed up?
Are your files saved?
You can only recover
If a backup is made
Carbonite can help
With one easy step
Let them do your backups
And you will never fret
Almost everyone has stuff on their computers that they just can't afford to lose. Visit carbonite.com and use Offer Code "BZZ" when signing up and you'll get a special, BzzAgent-exclusive deal: a one-month risk-free trial and a bonus two months free if you decide to buy Carbonite later. No credit card needed. Carbonite won't ask you for a credit card – so your trial is truly risk-free.
FYI - this does require windows xp & a high speed connection
Are you prepared in every way?
Are you backed up?
Are your files saved?
You can only recover
If a backup is made
Carbonite can help
With one easy step
Let them do your backups
And you will never fret
Almost everyone has stuff on their computers that they just can't afford to lose. Visit carbonite.com and use Offer Code "BZZ" when signing up and you'll get a special, BzzAgent-exclusive deal: a one-month risk-free trial and a bonus two months free if you decide to buy Carbonite later. No credit card needed. Carbonite won't ask you for a credit card – so your trial is truly risk-free.
FYI - this does require windows xp & a high speed connection
Tuesday, January 9, 2007
Live From Africa : Africam
love checking in on the Africam.... earlier there was a lion at the water hole.. it's night time right now, lots of activity!
let me know if you see any other animals .... I just love this cam.... one of my favorites to check out...
and as a Biology Teacher... a great discussion starter for students!
Enjoy!!
Enjoy!!
Here's some more information about the site
"Nkorho Pan is brought to you by Africam.com, ranked as one of the top African wildlife sites on the web. We pioneered the live web cam industry in Africa back in 1998 when we broadcast live images from some of the wildest places on the continent. This was a world first and fast gained popularity world wide. Technology has moved on and we are proud to bring you the first of our live streaming cameras on the Africam Wildlife Channel.Nkorho Pan is a natural water hole in the prestigious Sabi Sands Private Game Reserve, in South Africa."
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