While continuing my search for easily-accessible test preparation, I am learning more and more about college entrance tests, specifically the ACT and SAT. For instance, I had always understood that given the option, many students prefer the ACT because it is less math intensive (I alluded to this last post). I really did not know the specifics and since I took only the SAT (way back in 1978), I only had the word of others to go on. I found a brief article that neatly explained the differences in the tests and improved my personal understanding, especially where math was concerned.
The article from Lakeland College by Sally Wood explained that where math was concerned, the SAT required "two 25-minute sections and one 20-minute section; questions cover algebra, geometry, statistics, probability, and data analysis" while the ACT required "60 questions covering algebra, geometry, and trigonometry (60 minutes)," confirming what I have previously understood about the differences.
The site also contained a link to the Kaplan site. I was pleased to find that along with some good general test information as well as the obligatory sales pitch to enroll, there were also some free sample test questions. Additionally, there is info on selecting a school, applications, financial matters and college life. Obviously, if you sign up for the course, more and more is made available, but I was impressed that Kaplan offered as much for free as it did. That might have to do with the proliferation of sites dedicated to test prep! Hooray for the free enterprise system! It is nice to know that there are a variety of sites dedicated to improving student achievement on these tests. Getting that information to the students is definitely the key and the earlier the better.
Thursday, April 5, 2007
Wednesday, April 4, 2007
Preparing for College Entrance Tests...Part I
I have spent the week thus far at my new destination for next year. One thing I have found as I interview teachers and field questions and comments from parents and students is that all have concerns regarding ACT and SAT preparation and testing. The school tends to encourage the ACT (less math intensive, I believe), so I have chosen to blog today about internet test prep sites as not every student wants to take or can afford a Kaplan course!
One of the first sites I looked into was testprepreview. I found it to be very comprehensive, breaking the test down into its basic components and offering practice questions with evaluations for each. There was also basic ACT info including test dates by state and an online study guide. A unique feature was an email test prep course offered free of charge that contains strategies for English, Reading, Science, and Math problems.
Powerprep was another prep site for the ACT, but included no practice questions/tests. There was, however, an "ACT Laboratory" section that contained some pretty good prep and testing strategies.
Lastly, ACT hosts a site similar to testprepreview that includes some practice test questions, test descriptions, and tips for success. Of course, they also offer a more comprehensive guide for purchase.
Depending on a student's level of test-taking skill, confidence, and willingness to prepare, there seems to be some good samples and strategies available at no cost.
One of the first sites I looked into was testprepreview. I found it to be very comprehensive, breaking the test down into its basic components and offering practice questions with evaluations for each. There was also basic ACT info including test dates by state and an online study guide. A unique feature was an email test prep course offered free of charge that contains strategies for English, Reading, Science, and Math problems.
Powerprep was another prep site for the ACT, but included no practice questions/tests. There was, however, an "ACT Laboratory" section that contained some pretty good prep and testing strategies.
Lastly, ACT hosts a site similar to testprepreview that includes some practice test questions, test descriptions, and tips for success. Of course, they also offer a more comprehensive guide for purchase.
Depending on a student's level of test-taking skill, confidence, and willingness to prepare, there seems to be some good samples and strategies available at no cost.
Sunday, April 1, 2007
iPod Horizon
Now that I have researched some of the fundamental operations and capabilities of the iPod (and let me just say that podcasts alone make these items a viable educational tool in my opinion), I am left wondering 'what's next?'
For the iPod, a little research led to a site appropriately titled 'AppleInsider' that featured an article on the immediate future of the iPod and related technology. I am sad to say that what they report is that there is no urgency to release a next generation of iPods (with enhanced capabilities). That is not to say that a '6th' generation won't arise at some point, just not yet. One question that comes to mind would be, has Apple gone as far as they can with the iPod? The answer likely would be 'doubtful,' if other forms of technology are any indication as virtually every tech-based appliance is seemingly continuously updated or replaced by something that does its job better, faster, and more cost-efficient.
Actually, any iPod improvements are likely still on the drawing board or are waiting for the release of Apple's latest tech gadget, the iPhone (due out in June, according to AppleInsider). The iPhone seems to be a hybrid (iPod, phone, internet connection) with a wide-screen (3.5 in.) that is controlled by a unique touch display. Et tu Blackberry?! (with apologies to Julius Caesar). Early price estimates are around the $500 mark on the high end, but a phone contract from certain providers can probably make one of these available for a little less than half that amount. After our redesign project of a week ago, I am impressed by the utility and educational capabilities of these multi-function devices (research on the go, for instance). Not being a gizmo person, I find myself strangely attracted to the inherent educational power of this (and similar) devices. My catharsis continues!
For the iPod, a little research led to a site appropriately titled 'AppleInsider' that featured an article on the immediate future of the iPod and related technology. I am sad to say that what they report is that there is no urgency to release a next generation of iPods (with enhanced capabilities). That is not to say that a '6th' generation won't arise at some point, just not yet. One question that comes to mind would be, has Apple gone as far as they can with the iPod? The answer likely would be 'doubtful,' if other forms of technology are any indication as virtually every tech-based appliance is seemingly continuously updated or replaced by something that does its job better, faster, and more cost-efficient.
Actually, any iPod improvements are likely still on the drawing board or are waiting for the release of Apple's latest tech gadget, the iPhone (due out in June, according to AppleInsider). The iPhone seems to be a hybrid (iPod, phone, internet connection) with a wide-screen (3.5 in.) that is controlled by a unique touch display. Et tu Blackberry?! (with apologies to Julius Caesar). Early price estimates are around the $500 mark on the high end, but a phone contract from certain providers can probably make one of these available for a little less than half that amount. After our redesign project of a week ago, I am impressed by the utility and educational capabilities of these multi-function devices (research on the go, for instance). Not being a gizmo person, I find myself strangely attracted to the inherent educational power of this (and similar) devices. My catharsis continues!
Saturday, March 31, 2007
Disclaimer...
I did it...again. Veered off course. From changing my thought processes about the utility of educational technology to diminishing student engagement. My zeal got the best of me. However, I couldn't let the timing (post testing/Spring Break) pass without those observations and some personal research. Nor could I not see a relation between educational technology and needed improvements in this area. Thanks Mark. Sorry Joe. But this all works together for me!
Engagement...
For Spring being a time of new birth and growth, it can certainly be depressing seeing many of our students wither and die (metaphorically speaking, of course) as we get to this point in the school year. Testing is over, Spring Break comes and goes, and along with...student motivation. Obviously, this is not all inclusive, but for many students, Spring is simply a sentence that must be served until Summer rolls around and with it the parole many have been waiting so long for.
So what's the problem? Why do the ranks of the unmotivated seem to grow this time of the year? And what can educators do about it? I'll begin with the last question and I'll answer by saying that what we don't need to do is try and simply survive, all the while longing for the days when it seemed like all of the students were little paper dolls and knew how to behave and could focus longer (check this blog out for some ideas on students and engagement). Like our society and world, students have evolved and are more overtly diverse than ever before. They don't all respond to identical stimuli across educational disciplines, in fact, they likely need a multitude of various techniques and offerings to grab and hold them.
The first two questions' answers lie partially within the educator. Are we enthusiastic enough to keep searching for things to motivate the stagnant? Or are we simply marking off the days on the calendar along with the students? Does an over-emphasis on testing this time of the year add to this problem? Absolutely! But until the laws change, this situation will remain as it is. Overcoming this situation is, in my opinion, critical for our students, especially those in the middle and on down from an achievement standpoint. While searching for answers, I came a across a very simple and straightforward site from the Northwest Regional Educational Laboratory dealing with this very topic. I won't go over the entire article...but I will end with this quote that should inspire at a least casual glance if not some independent research beyond. " Whether the decrease in student engagement is the result of unmotivated students or of school practices that fail to sufficiently interest and engage all learners, an ample body of research suggests that the situation can be changed." I can't help but think that educational technology can play a vital role.
So what's the problem? Why do the ranks of the unmotivated seem to grow this time of the year? And what can educators do about it? I'll begin with the last question and I'll answer by saying that what we don't need to do is try and simply survive, all the while longing for the days when it seemed like all of the students were little paper dolls and knew how to behave and could focus longer (check this blog out for some ideas on students and engagement). Like our society and world, students have evolved and are more overtly diverse than ever before. They don't all respond to identical stimuli across educational disciplines, in fact, they likely need a multitude of various techniques and offerings to grab and hold them.
The first two questions' answers lie partially within the educator. Are we enthusiastic enough to keep searching for things to motivate the stagnant? Or are we simply marking off the days on the calendar along with the students? Does an over-emphasis on testing this time of the year add to this problem? Absolutely! But until the laws change, this situation will remain as it is. Overcoming this situation is, in my opinion, critical for our students, especially those in the middle and on down from an achievement standpoint. While searching for answers, I came a across a very simple and straightforward site from the Northwest Regional Educational Laboratory dealing with this very topic. I won't go over the entire article...but I will end with this quote that should inspire at a least casual glance if not some independent research beyond. " Whether the decrease in student engagement is the result of unmotivated students or of school practices that fail to sufficiently interest and engage all learners, an ample body of research suggests that the situation can be changed." I can't help but think that educational technology can play a vital role.
Friday, March 30, 2007
Podcasts...
I am in the process of learning as much as I can about how a personal consumer technological device can aid learning and I was amazed to find just how versatile the iPod can be, particularly where the podcasts are concerned. I looked at a site developed by Apple (no shock there, eh?!). and found it to be very simple but to the point about podcasts and related topics (how to create them as well as how they work and some examples).
I searched some sites and found a few that offered an educational mix that spanned a variety of subjects. One good one was The Educational Podcast Network, or EPN for short. I found a variety of educational podcasts that could be very useful in many educational settings. One I previewed was "Learning to Speak Spanish." I can tell you that from my own past experiences with learning a second language, having the ability to listen to the language (especially on the go, anytime and anywhere), as opposed to simply reading and saying, adds depth to the learning experience and adds some permanence. It is neat to think of students using their iPods in this manner as opposed to listening to Metallica, Snoop Dog, or Lawrence Welk (depending on your particular poison!).
To be fair, I searched a little to see just what you could find on podcasts and like the web itself, there is virtually anything available and a ton of sites dedicated to everything "from the sublime to the ridiculous!" Podcastalley was one such site. It is a little disturbing to know that one can download just about anything, but I guess we should be used to that by now since the web has been that way for some time.
I will close by saying that it is nice that you can also utilize your PC for the podcasts. But how powerful is this concept of being able to take any audio information you would like with you to use at your discretion? I wish this wold have been available when I was doing my undergrad. Who knows, I might have been able to listen to the Organic Chemistry lectures while I was working out or riding somewhere as opposed to only going over my shabby notes. I might have been a doctor instead of an educator. Hmmmm?!
I searched some sites and found a few that offered an educational mix that spanned a variety of subjects. One good one was The Educational Podcast Network, or EPN for short. I found a variety of educational podcasts that could be very useful in many educational settings. One I previewed was "Learning to Speak Spanish." I can tell you that from my own past experiences with learning a second language, having the ability to listen to the language (especially on the go, anytime and anywhere), as opposed to simply reading and saying, adds depth to the learning experience and adds some permanence. It is neat to think of students using their iPods in this manner as opposed to listening to Metallica, Snoop Dog, or Lawrence Welk (depending on your particular poison!).
To be fair, I searched a little to see just what you could find on podcasts and like the web itself, there is virtually anything available and a ton of sites dedicated to everything "from the sublime to the ridiculous!" Podcastalley was one such site. It is a little disturbing to know that one can download just about anything, but I guess we should be used to that by now since the web has been that way for some time.
I will close by saying that it is nice that you can also utilize your PC for the podcasts. But how powerful is this concept of being able to take any audio information you would like with you to use at your discretion? I wish this wold have been available when I was doing my undergrad. Who knows, I might have been able to listen to the Organic Chemistry lectures while I was working out or riding somewhere as opposed to only going over my shabby notes. I might have been a doctor instead of an educator. Hmmmm?!
Wednesday, March 28, 2007
Cathartic Thoughts
I find myself in the midst of a shift in my thinking toward modern technology. In many schools still, iPods and cell phones are the stuff that maddens educators and allows the students to drift off into the nether reaches, minds closed and impervious to intelligent ideas! Of course, it wasn't that long ago (or was it?) that many of my teachers thought chewing gum was to be the ruin of our generation!
My point is this: personal consumer technology is here to stay; it will only get smaller and more sophisticated in my opinion and virtually every student is seemingly captivated by it. Why not tap into it as a means of enhancement? I have stood upon this electronic soapbox in the past weeks and railed about the problems that it causes in schools. What has become apparent is that it remains despite our best efforts to have it removed. I must admit to some lingering fundamental misgivings, but there is still too much potential to help.
Thus, I begin my journey into learning more about how to better utilize what the kids have and what they like in order to aid in their quest for higher learning. I think I'll start by learning as much as I can about iPods (sorry Mark, not copy-catting!) and podcasts. It helps that my 10 year-old saved his Christmas and birthday money and bought an iPod Nano so that I can experiment a little. What I hear from colleagues (both at work and in my classes thus far) is that using and creating podcasts can add a lot to the educational experiences. Hopefully, I'll know a little more by my next post!
My point is this: personal consumer technology is here to stay; it will only get smaller and more sophisticated in my opinion and virtually every student is seemingly captivated by it. Why not tap into it as a means of enhancement? I have stood upon this electronic soapbox in the past weeks and railed about the problems that it causes in schools. What has become apparent is that it remains despite our best efforts to have it removed. I must admit to some lingering fundamental misgivings, but there is still too much potential to help.
Thus, I begin my journey into learning more about how to better utilize what the kids have and what they like in order to aid in their quest for higher learning. I think I'll start by learning as much as I can about iPods (sorry Mark, not copy-catting!) and podcasts. It helps that my 10 year-old saved his Christmas and birthday money and bought an iPod Nano so that I can experiment a little. What I hear from colleagues (both at work and in my classes thus far) is that using and creating podcasts can add a lot to the educational experiences. Hopefully, I'll know a little more by my next post!
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