Ultimate Study Guide

Based on a blog by Audrey Watters

Original Publication Date:  January 12, 2011

Wolfram Alpha is launching a series of course assistants for specific content areas.  Beginning in January of 2011 apps will become available for use on iPhones, iPods, and iPads are “designed to take advantage of the Wolfram Alpha technology in the service of supporting some of the most popular courses in high school and college” (Watters, 2011).  The initial launch included apps for Algebra, Calculus, and Music Theory.  What makes Wolfram Alpha Course Assistants unique is that they don’t just provide the solution to problems in each area but rather “guide users through coursework in order to help them solve the problems” (Watters, 2011).  The site provides additional information to help the student truly understand the problem and solution.  There is a slight cost for the apps.  Calculus Course Assistant is $2.99.  Algebra and Music Theory are $1.99 each.

Since the original blog was published, Wolfram Alpha has launched several other Course Assistants and added the Anroid.  

Watters, A. (2011, Janauary 12). The ultimate study guide: wolfram alpha launches "course assistant" apps [Web log message]. Retrieved from http://www.readwriteweb.com/archives/the_ultimate_study_guide_wolfram_alpha_launches_co.php 

Listening to Themselves

Based on a Blog by Maya Payne Smart

Original Publication Date:  11/12/2008

An authentic audience for student work is a huge motivation.  A fifth grade class in California uses podcasting to distribute student work and provide students with a global audience.  The class is creating a library of downloadable educational material that makes course content available to students 24/7.   According to the article over 70% of students own an iPod or other MP3 player and this “boosts instructional time by making course content available anywhere” (Payne-Smart, 2008).    This is a huge benefit in itself.  However, providing the content to the community through a web page has afforded students the opportunity to become content producers not just consumers.  The fifth grade teacher informs his students that individuals beyond the classroom have accessed their content.  The realization that their work is not just for teacher review but for a real audience is increasing student pride and motivation.  Podcasting is a simple technology to employ.  By using podcasting “you give them (students) a sense of mission for their work and give them all these authentic experiences that build their confidence for the future” (Payne-Smart, 2008).  

It’s important to focus on content and not the technology.  There are several advantages to using podcasting.  By using podcasting students are required to truly understand the content and make it their own, avoiding “copy-and-paste research” (Payne-Smart, 2008).  In addition, students will develop oral presentation and good communication skills.  According to the author, podcasting is investigation, examination, and communication.  “We’re in the classroom to teach them not how to podcast, but how to communicate and communicate compellingly” (Payne-Smart, 2008).

Payne Smart, M. (2008, November 12). Listening to themselves: podcasting takes lessons beyond the classroom [Web log message]. Retrieved from http://www.edutopia.org/podcasting-student-broadcasts

Benefits of Service Learning

Based on a Blog by Lisa Morehouse

Original Publication Date:  08/03/2009

Fowler School District in California turned to community service and service learning to engage students.  Working with their community the school district developed the “Big 10” character traits to be taught in school.  The staff, after researching service learning and discovering that service learning “could engage hard to reach students as well as the general student body” (Morehouse, 2009) decided to take it a step farther out into the community.     

All students in the Fowler School District are expected to be involved in community service and the projects range from a few weeks to the full year.  Secondary students have an annual service requirement and must log their hours.  Teachers are free to design service projects that interest them and their classes.  The only condition is that the project be of “genuine service” (Morehouse, 2009).  Teachers have discovered that service learning is “a great way to teach standards without having to rely exclusively on book, pencil, and paper lessons” (Morehouse, 2009).  Students have taken ownership of their learning and are truly engaged in learning and providing necessary services to the community. 

The service learning initiative has been in place for over 10 years.  The district supports teachers in this effort by providing professional development for new teachers or teachers wanting to refresh skills in service learning.  The school also helps to create awareness within the community of the service projects during the year by sponsoring community forums and exhibits of service learning.

How has service learning affected student outcomes?  According to the district, students have increased scores on the state mandated tests by 10% and have a 97% attendance rate.  In addition, less than 1% of students drop out of high school.  Students have not only developed ties to the community but have also created “long-lasting alliances” between classmates through working on common goals.  Through service learning students are not only learning content but have developed a sense of community.

Morehouse, L. (2009, August 3). Rural students reap academic gains from community service [Web log message]. Retrieved from http://www.edutopia.org/service-learning-fowler