Week 3 R/D4

Some of what I teach is simply recognizing a computer part or component. Students are required to be able name the component by sight, tell what it does and discuss its specifications.

One way I could incorporate photo sharing into my curriculum is to have student make computer component tests that their classmates would take. How I could do this is first have students acquire photos of various computer components and organize them on a photo sharing site. Each student could create, as appropriate, groups of pictures and create sort of a visual test by numbering the pictures and creating a worksheet for their classmates to fill out. Students could give the blank, numbered worksheets to their classmates and have them fill in the blanks with the appropriate name of the part pictured. For example, when we are learning memory, students could create a memory group and populate the group with pictures of various types of memory as well as the various types of slots the memory goes into. Other students would have to identify the memory stick or the slot and write the name on the worksheet. This process would be facilitated by having all the students become members of each others photo sharing network.

The benefit using this service is that students would be able to see lots of different types, of parts which have the same name. The process of actually creating the test would be great reinforcement for the students and make them really notice the sometimes subtle differences between components.

My concerns about allowing students to play with these services are:

• Students viewing school inappropriate pictures.


• Getting side-tracked looking at off-subject pictures.


• Students posting pictures of themselves which parents might not approve of.

I see many similarities between the ADDIE model and what I do when I teach. A main difference being that my following the ADDIE model is not really as formal as described int eh text. I appreciate the authors mentioning that this is not necessarily a linear process as textbooks would have you believe. My lessons always have measurable objectives (Design). Need assessment (Analysis) usually takes place automatically because what is needed is usually evident from observing students in the classroom. “Development” and “Implementation” are other parts of ADDIE that always happen though they are usually not labeled as such while they are happening. Like most teaching professionals, I create a lesson and then gather the materials needed for it. I practice it a bit and then give it (implement it) to the class. For me the most important part is the “Evaluation.” Sometimes when a lesson I worked hard on flops its hard to step back, evaluate it, and if necessary throw out big chunks of it and retool. When a lesson works well, it’s important to evaluate what made the lesson a positive experience and try incorporating those aspects into other lessons.