I would like to start this week’s blog by noting how big a nerd I really am. I practically can’t wait to finish up my website, and I am looking forward to working on my photovideo. The website in particular is something I have been wanting to do for the last 3 years. I made a basic website in college using html editing, which was a royal pain compared to using Dreamweaver. Though it took me a while to figure out what exactly I wanted my page to look like, once I got there it was a matter of mapping out the pages (I have something like 20 pages so far) and figuring out how to easily link them. I ended up linking my six or seven main pages with a common link bar on the left and redundantly on the bottom of the page, in case people scroll down the page a ways. Then each of these main pages have sub pages which are linked with menu bars on the top of each page. OK, a picture is worth a thousand words, just check it out here. I think I am going to add some color, but I have to figure out if I can make some links on a page one color and others a different color.

I am glad we looked at multiple platforms with which to do the photomovie. I am planning on using my Mac to do it here at home with iMovie. I still have not decided what topic to do it on as I don’t really have any school related pictures at the moment.

Now to digress a bit, I want to explore a question that was posed by Aaron; How do we move students to the highest level? Answer: We don’t. They move themselves. We can, however, guide them in ways that are most likely to lead to the highest level. I think that the main difficulty with this is the range of levels that are often in any particular class. In my general physics classes, for example, I have students who are just starting Algebra II and have not yet taken chemistry all the way to students who were in honors chemistry and are currently taking Calculus. I think that technology allows me to differentiate easily and in meaningful ways. I once did an activity were students were able to use an applet to explore motion graphs. Students who caught on quickly were able to go beyond the activity and make graphs with a variety of motion types, whereas students who had more difficultly were able to focus on the problem at hand. I think the main idea is that technology allows students to work at their own pace and as a result each student can work towards their own personal next level, leading them all towards the highest level.

I know that this is somewhat of an avoidance of the question; however, for lack of time I am going to hold off on more discussion for the time being.