Blog Entry 11 : Supporting Student eLearning

eLearning is a new phenomenon that has come about in the last 15 years. It is learning with the aid of the Internet. Communication among students and instructors is carried on via the intenet. Students communicate with one another through various web based applications and submit work to servers for retrieval by instructors. eLearning can be solely online or a hybrid format for students. This form of learning is supported by many impoverished school districts because it allows them to offer courses that would otherwise be unavailable. eLearning is a format for self-motivated students due to the discipline needed in completing assignments. You have limited face-to-face interactions so you are responsible for your own motivation.

ePortfolios are an excellent assessment tool for instructors (226). These portfolios allow students to collect the work they have done in the course. Many times, due to the structure of web based classes, instructors can not observe all the students. ePortfolios are an excellent way to display work that was completed and show the software and hardware that were used in creating the works in the portfolio. This is also a place to insert reflections of the work or concepts you are addressing at the point in time. It also can be updated as needed and referred to for future reference. On a eco-friendly note, ePortfolios save paper that would otherwise be used for a traditional portfolio.

Egbert, J. (2009). Supporting learning with technology: Essentials of classroom practice. Upper Saddle River, NJ: Pearson-Prentice Hall

Blog Entry 9: Supporting Student Production

I was interested in Egbert's take on student benefits of production (185). Egbert shows how student production has a plethora of benefits. Students with different learning styles can have leeway and choose the modality that suits them. Learners on different learning levels are allowed to add to the project on their level. Social skills are fostered in the collaborative effort to complete the project. It allows students who do not speak English a way to communicate their thoughts and ideas. I have begun to use collaborative projects and all my students contributing has been an issue for me and I have seen the pattern of the "slackers" cruising along, but the beauty of Google Docs is I can share their work with their peers and those same "slackers" begin to take ownership of their work. Students taking ownership of their work is the ultimate goal of any teacher.

Egbert, Joy. (2009). Supporting learning with technology: Essentials of Classroom Practice. Upper Saddle River, New Jersey: Pearson Prentice Hall.

Blog Entry 5: Supporting Student Communication

Chapter 3 in Egbert's book talked about the need for collaboration in the classroom. The chapter talked about many positive aspects of collaboration amongst students. The concept that I was interested in was Learning Focus (71). The author shows socializing is not beneficial unless the students are communicating about concepts. Socializing has no value in the classroom if the students are not discussing concepts and ideas. This also requires each member have a participatory role in the group and provide input. I have noticed in my classroom when I have collaborative assignments with Google Docs I often have students e-mailing about off-task subjects or more concerned about the individuals working on the document with them. I have to constantly refocus them or remove the e-mail feature of Google Docs until I can refocus them. What I take from this section is socialization with out content focus is nothing more than talking.

Egbert, J. (2009). Supporting learning with technology: Essentials of classroom practice. Columbus: Pearson.