Thursday, July 28, 2011
And it's all over!
After taking this class I have realized that technology in schools has come a long way since my days in elementary school going to the computer lab and playing Oregon Trail and using word processing software. There are so many awesome tools available for teachers to integrate into their classroom. I don't want to say that I am glad that this class is over....But it has been a crazy summer so I will be glad to have a few weeks of down time! Overall I gained so much from this class that I know I will be able to use in the future, the most important that is I always need to be willing to learn new technologies and keep up to date, even though it may be frustrating at fist!
Tuesday, July 26, 2011
Unit Five!
Reflecting on what I know
Page 282
1. What can I do to “get ready” for a lesson in which my students use computers?
Before you allow your students to work on the computer you need to make sure that you have given them all of their objectives and instructions and that they have everything they need ready. Just as everything has to be ready for before computer use and during computer use you need to have activities ready to go once they are done with their computer time.
Page 282
1. What are the benefits of using problem-solving or educational software?
The text gives us this gives us these benefits for both problem solving and educational software:· Increased student attention and motivation
· Students exercise thinking, planning, learning, and technical skills.
· Increased student learning
· Actively engage students in critical thinking
· Supports real-world application of knowledge and skill
(Morrison & Lowther, 2010)
2. How do I choose the correct software?
According to the authors of our text there are 5 criteria for choosing the correct software for your classroom:
1. Check for content accuracy
2. Check for research-based instructional strategies
3. Decide if it meets your instructional objectives
4. Decide if the objectives can be assessed
5. Make sure it’s easy to use and is appropriate for the intended audience.
(Morrison & Lowther, 2010).
3. When I integrate problem-solving or educational software into a lesson, what changes will be
needed?
In order to integrate software into your classroom you need to fist review all of the content and activities and decide if it is appropriate for what you need your students to do and learn. After you have decided on software you need to give your students support activities for before, during and after computer use to ensure that they are learning and not just playing with the computer.
Page 303
In order to integrate software into your classroom you need to fist review all of the content and activities and decide if it is appropriate for what you need your students to do and learn. After you have decided on software you need to give your students support activities for before, during and after computer use to ensure that they are learning and not just playing with the computer.
Page 303
1. What can I do to “get ready” for a lesson in which my students use computers?
I think the most important thing to do first is to make sure that you have all of your activities planned out and ready to go for both you and the students. Including activities for before, during and after as well as assessments. Make sure that you know how the software works and how to teach it to your students. If you have everything ready to go, and know what you're doing everything should run smoothly.
2. Where does the “computer part” come when I am teaching a lesson?
Before you allow your students to work on the computer you need to make sure that you have given them all of their objectives and instructions and that they have everything they need ready. Just as everything has to be ready for before computer use and during computer use you need to have activities ready to go once they are done with their computer time.
3. How do you ensure equal access for all students with only three computers?
In order to make sure that students get equal time on the computer you have to have a rotation schedule in place. One way to do this have the students rotate in groups if the computers must be used in a short time or one day, this way each student will get a chance at the computer. If you are doing a unit over several days or weeks you can rotate them individually throughout the week so they each get time and are able to work on other activities at their desk.
Saturday, July 16, 2011
Unit 4
Reflecting on what I know
Page 173
As Always I will try to answer the questions before I read the chapter. I have often wondered myself if word processing makes the witting process easier, 10 years ago maybe not, but now with all the auto correct features I have wondered if it will create bad spellers or or grammatically incorrect students. I will admit that I have found even myself not knowing how to spell a work, instead of having to look it up in a dictionary or thesaurus I just type it in knowing it is wrong, and knowing the program will tell me and offer a list of correct spellings.
1. Doesn't word processing make the writing process too easy?
In my pre-reading answer I was thinking about in terms of when I was in elementary school, when computers were staring to become more readily available and a little less of a commodity. as soon as I started reading the chapter in put it into different terms for me. Word processing for students in this day in age (man, that makes me feel old) is a part of their daily routine since most students communicate through texts. In this aspect I can see how word processing would be beneficial to help them stop using "text language". And I did not even think about the fact that having to write a draft over, and over might make student dislike the writing process. Another good point to think about was the fact that while using word processing a student can focus more on their writing and not their hand writing.
2. How can word processing be used to engage students in higher level thinking?
Word processing can enhance learning by:
1. entering and editing text
2. organizing information with tables and graphic organizers
3. inserting objects and hyperlinks
4 of the 6 NETS for students are met through word processing
1. creativity and innovation
3. research and information fluency
4. critical thinking, problem solving and decision making
6. technology operations and concepts
3. In what ways are the individual needs of students met when their work is completed with word processor.
Word processing gives each student a clean slate in a way when it comes to their writing. as I had mentioned in question 1, the text mentions that students can focus on writing instead of their hand writing. It also allows students to use graphics, charts and or graphic organizers which in turn allows them to analyze problems on a deeper level.
Page 204
1. Can you identify two types of data your students could collect as part of a lesson?
For Language arts students could identify abbreviations or sayings from around the world to create a data base so they can see where sayings differ.
For social studies students can enter data on a spreadsheet for square miles and population every 10 years to create a line graph.
2. how could your students manipulate the data to discover relationships or trends?
If you extended the social studies lesson you could manipulate the data to find out what the population would be if it kept growing at the same rate, slowed or sped up.
3. Can you identify three graphs or chart our students could make that would help them develop a better understanding of the content?
A line graph, a bar graph or a pie chart. This would give three different types so each student could relate their learning style.
4. Is it possible to create an interactive simulation or model with a spreadsheet?
Yes, you can create a spreadsheet to make different calculations and manipulate data to make it interactive. You could do using a specific lesson, or when you first introduce spreadsheets to your students to show them the different tools that are available.
Page 173
As Always I will try to answer the questions before I read the chapter. I have often wondered myself if word processing makes the witting process easier, 10 years ago maybe not, but now with all the auto correct features I have wondered if it will create bad spellers or or grammatically incorrect students. I will admit that I have found even myself not knowing how to spell a work, instead of having to look it up in a dictionary or thesaurus I just type it in knowing it is wrong, and knowing the program will tell me and offer a list of correct spellings.
1. Doesn't word processing make the writing process too easy?
In my pre-reading answer I was thinking about in terms of when I was in elementary school, when computers were staring to become more readily available and a little less of a commodity. as soon as I started reading the chapter in put it into different terms for me. Word processing for students in this day in age (man, that makes me feel old) is a part of their daily routine since most students communicate through texts. In this aspect I can see how word processing would be beneficial to help them stop using "text language". And I did not even think about the fact that having to write a draft over, and over might make student dislike the writing process. Another good point to think about was the fact that while using word processing a student can focus more on their writing and not their hand writing.
2. How can word processing be used to engage students in higher level thinking?
Word processing can enhance learning by:
1. entering and editing text
2. organizing information with tables and graphic organizers
3. inserting objects and hyperlinks
4 of the 6 NETS for students are met through word processing
1. creativity and innovation
3. research and information fluency
4. critical thinking, problem solving and decision making
6. technology operations and concepts
3. In what ways are the individual needs of students met when their work is completed with word processor.
Word processing gives each student a clean slate in a way when it comes to their writing. as I had mentioned in question 1, the text mentions that students can focus on writing instead of their hand writing. It also allows students to use graphics, charts and or graphic organizers which in turn allows them to analyze problems on a deeper level.
Page 204
1. Can you identify two types of data your students could collect as part of a lesson?
For Language arts students could identify abbreviations or sayings from around the world to create a data base so they can see where sayings differ.
For social studies students can enter data on a spreadsheet for square miles and population every 10 years to create a line graph.
2. how could your students manipulate the data to discover relationships or trends?
If you extended the social studies lesson you could manipulate the data to find out what the population would be if it kept growing at the same rate, slowed or sped up.
3. Can you identify three graphs or chart our students could make that would help them develop a better understanding of the content?
A line graph, a bar graph or a pie chart. This would give three different types so each student could relate their learning style.
4. Is it possible to create an interactive simulation or model with a spreadsheet?
Yes, you can create a spreadsheet to make different calculations and manipulate data to make it interactive. You could do using a specific lesson, or when you first introduce spreadsheets to your students to show them the different tools that are available.
Monday, July 11, 2011
Just an extra blog entry reflecting on week 3
At the beginning of this week I was a little bit stressed, it seemed that there was a lot of work. The work from this class plus READ 3302, an 11 month old, 2 dogs, and a Marine husband had me a little worried. Once I got started on all the assignments I actually found myself really enjoying everything we were going over. I feel like I learned a lot during this unit, and a lot that will actually be useful to me in the future. I really did enjoy doing the collaborative project, I think our topic was extremely interesting, and in my opinion it turned out great. A big thanks to Kelli and Robin for collaborating with me!
Unit 3
Reflecting on what I know
Page 234
1. How can my students use multimedia for their projects?
There are so many ways that multimedia can be used. Before I started my classes at ECU I would most likely say PowerPoint and not know of too many other options. In my last couple of classes I have learned about Glogster and VoiceThread which I think are great options for kids to explore. I think that Glogster is a great way for students to make posters instead of your traditional cardboard and construction paper posters. Morrison and Lowther (2010) say that the use of multimedia can help students to meet ISTE NETS goals through:
1. Creativity and Innovation - demonstrating creative thinking
2. Research and Information Fluency - using digital tools to evaluate and use the information gathered
3. Technology Operations and Concepts - demonstrate an understanding of concepts and operations.
2. What applications are available for creating a multimedia presentation?
Again, so many more than what I originally knew about, and the great thing about the applications I have recently learned about are free on the internet. PowerPoint, digital video, spreadsheet, VoiceThread, Glogster, a presentation on googledocs.
3. Should I place limits on my students use of multimedia?
There should be limits within the use of multimedia, such as a limit of animations or images are used. I'm sure we have all had to sit through a powerpoint that was over the top with animations, sounds and bells and whistles. But there should also be a limit on how much they use multimedia to make their presentations or do assignments. I think there is still some value in writing a research paper.
Page 257
This was an interesting chapter to read, when I was in school honestly the only type of graphic organizer I ever remember using was a web, which the book refers to as a spider.
1. How do you know that students understand a concept?
If you use the assessment questions above I think you will get a picture of if they are on the right track when it comes to key information. Graphic organizers are used at the beginning of the process so it is important that they are able to identify the key concepts and information.
3. How can students capture and transfer brainstorming ideas into written thoughts?
In one of my reading classes I watched a video of a class using a gist list, it was just a list not an actual graphic organizer but it was the same idea. They took the words that they had come up with and changed them if they needed to be changed. An example of this was changing big to large. They then just took the verbs and nouns and turned them into sentences. This was done as a group and then done as individuals. Something similar to this could be done using a graphic organizer.
Page 234
1. How can my students use multimedia for their projects?
There are so many ways that multimedia can be used. Before I started my classes at ECU I would most likely say PowerPoint and not know of too many other options. In my last couple of classes I have learned about Glogster and VoiceThread which I think are great options for kids to explore. I think that Glogster is a great way for students to make posters instead of your traditional cardboard and construction paper posters. Morrison and Lowther (2010) say that the use of multimedia can help students to meet ISTE NETS goals through:
1. Creativity and Innovation - demonstrating creative thinking
2. Research and Information Fluency - using digital tools to evaluate and use the information gathered
3. Technology Operations and Concepts - demonstrate an understanding of concepts and operations.
2. What applications are available for creating a multimedia presentation?
Again, so many more than what I originally knew about, and the great thing about the applications I have recently learned about are free on the internet. PowerPoint, digital video, spreadsheet, VoiceThread, Glogster, a presentation on googledocs.
3. Should I place limits on my students use of multimedia?
There should be limits within the use of multimedia, such as a limit of animations or images are used. I'm sure we have all had to sit through a powerpoint that was over the top with animations, sounds and bells and whistles. But there should also be a limit on how much they use multimedia to make their presentations or do assignments. I think there is still some value in writing a research paper.
Page 257
This was an interesting chapter to read, when I was in school honestly the only type of graphic organizer I ever remember using was a web, which the book refers to as a spider.
1. How do you know that students understand a concept?
- Was there relevance of key components?
- Did they make meaningful connections?
- Did they use relevant graphics?
- Did they have logical organization?
- Did their creativity strengthen understanding?
If you use the assessment questions above I think you will get a picture of if they are on the right track when it comes to key information. Graphic organizers are used at the beginning of the process so it is important that they are able to identify the key concepts and information.
3. How can students capture and transfer brainstorming ideas into written thoughts?
In one of my reading classes I watched a video of a class using a gist list, it was just a list not an actual graphic organizer but it was the same idea. They took the words that they had come up with and changed them if they needed to be changed. An example of this was changing big to large. They then just took the verbs and nouns and turned them into sentences. This was done as a group and then done as individuals. Something similar to this could be done using a graphic organizer.
Sunday, July 3, 2011
Unit 2
Reflecting on what I know
Page 58
Before reading the chapters I would venture to say that you need to keep learning about new technology in spite of the constant changes because of just that. Technology is constantly changing, if you never learn how to use anything new you will be stuck always using overhead projectors and duplicating machines. For the other questions, I really do not know, I would imagine that using a lap top would be easier in some cases as opposed to a desk top because you can take it where ever you go. You can be stationed closer to the students instead of stuck at your desk. Other than that I am not yet familiar with many other mobile devices that you would use in a classroom.
1. Why is it important to learn about different technology tools when they are constantly changing?
Computers (pg.59-66) Text, graphics, audio, video, other (adobe(pdf.), exel(spreadsheets), powerpoint,
Mobile devices (pg. 67-75)- Educational audio and video (digital media players, PDAs, digital camera), voice recording (digital recorder, PDAs), pictures (digital camera), e-books (e-reader), define your location, altitude, and routes from a to b.(GPS), graphing calculations, plotting graphs, solving equations (graphing calculator, PDA), text (PDA), internet (PDA)
Peripherals (pg.76-85) Large display (projectors, smartboards), printing (inkjet, laser printers), scanning and copying (scanner/copier), video conference, instant messaging, real time video (webcams)
Data storage devies (pg.87-89)- Stores text, photo, video, documents (flash drive, external hard drives, storage cards).
The only mobile device I could really think of using in a classroom initially was a laptop. after going through this chapter I realized that there is uses for so many different tools that I had never thought of before. One of the tools I thought was unnecessary after I saw it in the chapter was a PDA. After reading though they explained that many schools have chosen PDAs over laptops because of the price difference, and they are more portable but offer many primary functions as a laptop (pg. 73). I had also never thought of using a GPS in a classroom, but that could be helpful for geography, or even math lessons.
I have only had experience with a few technologies in a classroom (and not the expensive ones). I have used a projector, graphing calculator, printer). Mostly the tools that fall under the peripherals category (with exception to the smartboard or interactive whiteboard). I'm sure the reason for this is the "con" that is listed in most of the categories of being expensive.
When it comes to storage devices I have used them all, but as a child I remember the good old floppy disk.
2. Most desktop computers do the same things as mobile devices, so why do teachers need both?
Although desktops do perform many of the same tasks as mobile devices; mobile devices give you the option of, well, being mobile. In many cases mobile devices such as a PDA (Personal Data Assistant) can cost much less than a laptop but offers the same functions. A laptop is mobile as well, but does require access to power outlets if you will be using it for an extended amount of time, whereas a PDA uses less power than a laptop and is much lighter and easier to carry. A con to the PDA is that it does have a much smaller screen and keyboard which can make typing difficult for some students. On the other hand, a desktop has a large enough screen so multiple students can see it at the same time. With mobile devices students have the ability to take their digital references, and notes with them as they are doing research.
3. How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?
Page 92
1. There are so many types of software; how do I know which ones to include in my lesson?
Productivity software- Presentation (powerpoint). Powerpoint can be used as alternative to your "cardboard and construction paper" presentation. Powepoint allows children to create interactive presentations while gaining skills in tool that can be used in college and the employment market. I believe the best part of powerpoint is that it is interactive and can include hyperlinks, video and audio.
Research software- Search engines. Search engines can be used as a fast efficient way to find information about a topic you are researching. It is important for students to know the best way to type in their phrase to get what they are looking for.
Communication software- Blogs. I think a blog is a fun way for a teacher to give projects or assignments to students. A teacher can set up an assignment on the their blog, offer links and resources and students can post any questions or comments they have. It is great practice in how to navigate the World Wide Web.
Educational software- Tutorials. Tutorials are use friendly to present content and provide practice and feedback for students. Students work their way through each module by referencing content included in the folder.
2. I understand why students should use educational software and the internet, but why should my fourth-grade students learn to use speadsheet, database, or video editing software?
One of the categories in the ISTE NETS student standards is technology operation and concepts. This states that:
Just as it is important for us as teachers to continue to learn about new technology it is also important for students. Number 4 says that they need to be able to transfer current knowledge to learning of new technologies. When I see this I think about basic math skills. In order for a child to be successful at math they must have basic math skill that they they can build upon. If a student has basic computer skills in all areas such as powerpint, or exel in the future they will be able to build off of this skills and refine them to become proficient in the software. Because it is such a big part of the job economy, proficiency in technology is required.
3. How can student use of different types of software help improve scores on state tests?
I looked at Richlands Elementary school because it is right up the road from my house. In 3rd grade only 67.5% of students met the standards in reading which is slightly lower than the state. if I was in a classroom and I felt confident that my students had appropriate reading skills I would probably use testing software to give them an idea of what a test in reading would look like. In my reading classes I have learned that often times comprehension will fall on a state test because of nerves or the unfamiliarity of the format. On page 118 and 119 the book talks about a program called accelerated reader. This program gives students a 'report card' of their tests and keeps track of their progress throughout the year. This seems like a program that would be helpful to the 3rd grade students and Richlands Elementary.
As I said before my experience with many of the tools listed in these two chapters is limited. In elementary school we had computer lab where we would practice typing, and really other than that the only software I ever remember using was Oregon Trail. I did not go to Title 1 schools or anything, but our technology was pretty much limited to desktops and overhead projectors. There are so many great ways not to integrate technology into the classroom that is extremely helpful for students when they complete their education.
Page 58
Before reading the chapters I would venture to say that you need to keep learning about new technology in spite of the constant changes because of just that. Technology is constantly changing, if you never learn how to use anything new you will be stuck always using overhead projectors and duplicating machines. For the other questions, I really do not know, I would imagine that using a lap top would be easier in some cases as opposed to a desk top because you can take it where ever you go. You can be stationed closer to the students instead of stuck at your desk. Other than that I am not yet familiar with many other mobile devices that you would use in a classroom.
1. Why is it important to learn about different technology tools when they are constantly changing?
Computers (pg.59-66) Text, graphics, audio, video, other (adobe(pdf.), exel(spreadsheets), powerpoint,
Mobile devices (pg. 67-75)- Educational audio and video (digital media players, PDAs, digital camera), voice recording (digital recorder, PDAs), pictures (digital camera), e-books (e-reader), define your location, altitude, and routes from a to b.(GPS), graphing calculations, plotting graphs, solving equations (graphing calculator, PDA), text (PDA), internet (PDA)
Peripherals (pg.76-85) Large display (projectors, smartboards), printing (inkjet, laser printers), scanning and copying (scanner/copier), video conference, instant messaging, real time video (webcams)
Data storage devies (pg.87-89)- Stores text, photo, video, documents (flash drive, external hard drives, storage cards).
The only mobile device I could really think of using in a classroom initially was a laptop. after going through this chapter I realized that there is uses for so many different tools that I had never thought of before. One of the tools I thought was unnecessary after I saw it in the chapter was a PDA. After reading though they explained that many schools have chosen PDAs over laptops because of the price difference, and they are more portable but offer many primary functions as a laptop (pg. 73). I had also never thought of using a GPS in a classroom, but that could be helpful for geography, or even math lessons.
I have only had experience with a few technologies in a classroom (and not the expensive ones). I have used a projector, graphing calculator, printer). Mostly the tools that fall under the peripherals category (with exception to the smartboard or interactive whiteboard). I'm sure the reason for this is the "con" that is listed in most of the categories of being expensive.
When it comes to storage devices I have used them all, but as a child I remember the good old floppy disk.
2. Most desktop computers do the same things as mobile devices, so why do teachers need both?
Although desktops do perform many of the same tasks as mobile devices; mobile devices give you the option of, well, being mobile. In many cases mobile devices such as a PDA (Personal Data Assistant) can cost much less than a laptop but offers the same functions. A laptop is mobile as well, but does require access to power outlets if you will be using it for an extended amount of time, whereas a PDA uses less power than a laptop and is much lighter and easier to carry. A con to the PDA is that it does have a much smaller screen and keyboard which can make typing difficult for some students. On the other hand, a desktop has a large enough screen so multiple students can see it at the same time. With mobile devices students have the ability to take their digital references, and notes with them as they are doing research.
3. How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?
Page 92
1. There are so many types of software; how do I know which ones to include in my lesson?
Productivity software- Presentation (powerpoint). Powerpoint can be used as alternative to your "cardboard and construction paper" presentation. Powepoint allows children to create interactive presentations while gaining skills in tool that can be used in college and the employment market. I believe the best part of powerpoint is that it is interactive and can include hyperlinks, video and audio.
Research software- Search engines. Search engines can be used as a fast efficient way to find information about a topic you are researching. It is important for students to know the best way to type in their phrase to get what they are looking for.
Communication software- Blogs. I think a blog is a fun way for a teacher to give projects or assignments to students. A teacher can set up an assignment on the their blog, offer links and resources and students can post any questions or comments they have. It is great practice in how to navigate the World Wide Web.
Educational software- Tutorials. Tutorials are use friendly to present content and provide practice and feedback for students. Students work their way through each module by referencing content included in the folder.
2. I understand why students should use educational software and the internet, but why should my fourth-grade students learn to use speadsheet, database, or video editing software?
One of the categories in the ISTE NETS student standards is technology operation and concepts. This states that:
| Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: | |||||||||
|
Just as it is important for us as teachers to continue to learn about new technology it is also important for students. Number 4 says that they need to be able to transfer current knowledge to learning of new technologies. When I see this I think about basic math skills. In order for a child to be successful at math they must have basic math skill that they they can build upon. If a student has basic computer skills in all areas such as powerpint, or exel in the future they will be able to build off of this skills and refine them to become proficient in the software. Because it is such a big part of the job economy, proficiency in technology is required.
3. How can student use of different types of software help improve scores on state tests?
I looked at Richlands Elementary school because it is right up the road from my house. In 3rd grade only 67.5% of students met the standards in reading which is slightly lower than the state. if I was in a classroom and I felt confident that my students had appropriate reading skills I would probably use testing software to give them an idea of what a test in reading would look like. In my reading classes I have learned that often times comprehension will fall on a state test because of nerves or the unfamiliarity of the format. On page 118 and 119 the book talks about a program called accelerated reader. This program gives students a 'report card' of their tests and keeps track of their progress throughout the year. This seems like a program that would be helpful to the 3rd grade students and Richlands Elementary.
As I said before my experience with many of the tools listed in these two chapters is limited. In elementary school we had computer lab where we would practice typing, and really other than that the only software I ever remember using was Oregon Trail. I did not go to Title 1 schools or anything, but our technology was pretty much limited to desktops and overhead projectors. There are so many great ways not to integrate technology into the classroom that is extremely helpful for students when they complete their education.
Monday, June 27, 2011
Unit 1
Reflecting on What I Know
Page 3
As I began to read chapter one and I looked at the question on reflecting what I know, I really had no idea about any of them. I was unsure what an inquiry-based learning approach was and I did not know what would fall under the category of drill-and practice software (I am thinking possibly a typing program in which you type the same sequence over and over until you know where the keys are located). I could guess that since this is a book about integrating technology and the way the question was worded that the answer to number three would be "No!, it will not take long, and any time spent on it will be well worth the time!" And as for number four, I would have to say that no, not every student would need a computer, I'm sure it would be great to be in a classroom where every student had access to their own personal computer, but I have never heard of such a thing. Most of my ceaselessness comes from the fact that I am not a teacher yet, and aside from the basic computer science class I took in my undergrad, this is the fist technology class I will be participating in.
Looking back on my own educational career I cannot ever remember actually having computers in my classroom, except those that were on the teacher's desk. In elementary school we had those old tan colored macs in the computer lab, in middle school we got the cool colored macs, and then most likely after that we used PCs in the computer labs in high school. I can operate PowerPoint, Word, the internet and am somewhat proficient in Exel, but I have never been able to use a SmartBoard, or any new cool technology like that.
1. Must I use an inquiry-based learning approach in my classroom to use computers as a tool? 2. Can I still use tutorials and drill-and-practice software? 3.Won't I have to have to spend a great deal of time to develop these units of instruction? 4. Won't every student need a computer to use it as a tool?
It absolutely makes sense that in order for students to succeed in the job market that they get the instruction they need in 21st century skills and information, media and technology skills. It make me wonder if it is possible to get this information to every single student in the US, when some schools cannot even afford new text books. I have worked as an after school teacher and done many volunteer hours in elementary schools for my undergrad, and most of what I saw was kids just playing games during their computer lab time. I did a lesson for a group of 5th graders to make a PowerPoint presentation, and most of them had never used it before. The NTeQ philosophy was very interesting to me, and I can relate it to what I have been learning in my reading classes, in that the student is the center as opposed to the teacher or the lesson.
Page 27
Again, I have no firm answers for the questions before I read the chapter...I am feeling more and more technologically held back as I go along. Although my lesson plan writing is not extensive I do know that you always need an objective; a learning outcome that is measurable (I think)? I would also venture to say that you do not need a new lesson plan if you want to use computers, that you would just need to integrate the computers into the existing lesson plan. I am sure if you wanted to you could use a computer for every lesson, but my question is, would you want to? Would the repetitiveness of always using a computer benefit your students or hinder them?
The cognitive objectives seem to mesh well with the idea of the open ended learning environment. This chapter was s great resource for me as I mentioned before my lesson plan writing history is not extensive, so seeing the lesson plans laid out is extremely helpful, and makes the task seem a little less daunting. As I read through the chapters, I still can't stop thinking about the schools that are completely underfunded, and how they can incorporate technology into the classroom when they cannot afford what many would see as basic and necessary tools. This text emphasizes that computers and technology are both basic and necessary tools in today's world, but still many students do not have access in or outside of school.
1. How do I plan an integrated lesson that will work with my students?
1. Specify objectives
2. Computer functions
3. Specify problem
4. Research and analysis
5.Results presentation
6. Activities during computer use
7. Activities before computer use
8. Activities after computer use
9. Supporting activities
10. Assessment
2. Why do I need objectives to help with my planning and lesson development?
Objectives are needed to ensure that students will be learning what they need to learn from the lesson as well as making sure that they understand everything that they need to complete in order to finish the lesson.
3. How can I encourage my students to engage in the processing of information?
Give them something that peaks their interest, something that they are involved in or something that is going on at the time, such as the election example at the beginning of the chapter.
4. Do I have to use a different lesson plan when I want my students to use computers?
No, you can use a pre existing lesson plan and use the steps to integrate computers as a component into it.
5. What is the relationship between objectives and computer functions?
Once you have established your objectives you nee to find a function on the computer that will help to complete these objectives, such as using spreadsheet to calculate the are of a rectangle, or using a drawing program to create a map.
6. Can you use a computer for every objective or lesson?
You can use a computer for every objective if it is relevant to the lesson but you should not use computers for every lesson and every objective all the time. You should also use activities before, during and after computer use to support the objectives such as newspaper clippings, relevant articles, pen and paper and any other methods of gathering information or writing information.
Page 146
1. Now that I have access to the web how can I sure it effectively?
Search engines- Research- Finding , locating
Email- Communication- Typing, sending, recieving
Instant messages- Communicating- Talking, typing, sending
Blogs- Journaling- Typing, recording
2. How do I manage students' use of the Web in my class?
The first example comes from when I was actually in high school. Often times when we would be in the computer lab we would be shopping online instead of what we were supposed to be doing. In order to control this I would make sure that students only have access to websites that are appropriate during school settings, if the school allows access to certain sites that I do not want my student's on I would change the settings on the computers themselves (I think you can do that). Also I would have a list of questions or a check list that students could refer to if they ever unsure if a website was OK.
As an after school teacher we offered a computer class, most of the time they would have assigned tasks to complete but once a week we allowed free time. The school had a policy in place and a list of appropriate websites. Many of these sites were gaming sites, that only had a few games they were allowed to play, often times we would find students on websites that were approved, but games that were not. To take care of this issue I was constantly walking around the room monitoring what the students were doing, I had an idea of the students who would do things they were not supposed to and I would keep an extra eye on the. To start the groundwork for the beginning of the year I would explain what appropriate games are. If they are unsure I would have them ask themselves questions such as am I learning anything from this game, does it have anything to do with what we are doing in class, etc.
Another thing I have experienced is google searches for things like "Britney Spears", or I'm sure now Justin Bieber is a big one. This was another one I just had to monitor and keep a close eye on.
3. Which features of the web do I use?
Classroom website- Getting parents involved, bring school home
Blogs- Using online blogging or journaling sites for students reading and writing journals
Instant classroom messages- Students can communicate while researching on the computer
Search engines- Research projects
Page 3
As I began to read chapter one and I looked at the question on reflecting what I know, I really had no idea about any of them. I was unsure what an inquiry-based learning approach was and I did not know what would fall under the category of drill-and practice software (I am thinking possibly a typing program in which you type the same sequence over and over until you know where the keys are located). I could guess that since this is a book about integrating technology and the way the question was worded that the answer to number three would be "No!, it will not take long, and any time spent on it will be well worth the time!" And as for number four, I would have to say that no, not every student would need a computer, I'm sure it would be great to be in a classroom where every student had access to their own personal computer, but I have never heard of such a thing. Most of my ceaselessness comes from the fact that I am not a teacher yet, and aside from the basic computer science class I took in my undergrad, this is the fist technology class I will be participating in.
Looking back on my own educational career I cannot ever remember actually having computers in my classroom, except those that were on the teacher's desk. In elementary school we had those old tan colored macs in the computer lab, in middle school we got the cool colored macs, and then most likely after that we used PCs in the computer labs in high school. I can operate PowerPoint, Word, the internet and am somewhat proficient in Exel, but I have never been able to use a SmartBoard, or any new cool technology like that.
1. Must I use an inquiry-based learning approach in my classroom to use computers as a tool? 2. Can I still use tutorials and drill-and-practice software? 3.Won't I have to have to spend a great deal of time to develop these units of instruction? 4. Won't every student need a computer to use it as a tool?
It absolutely makes sense that in order for students to succeed in the job market that they get the instruction they need in 21st century skills and information, media and technology skills. It make me wonder if it is possible to get this information to every single student in the US, when some schools cannot even afford new text books. I have worked as an after school teacher and done many volunteer hours in elementary schools for my undergrad, and most of what I saw was kids just playing games during their computer lab time. I did a lesson for a group of 5th graders to make a PowerPoint presentation, and most of them had never used it before. The NTeQ philosophy was very interesting to me, and I can relate it to what I have been learning in my reading classes, in that the student is the center as opposed to the teacher or the lesson.
Page 27
Again, I have no firm answers for the questions before I read the chapter...I am feeling more and more technologically held back as I go along. Although my lesson plan writing is not extensive I do know that you always need an objective; a learning outcome that is measurable (I think)? I would also venture to say that you do not need a new lesson plan if you want to use computers, that you would just need to integrate the computers into the existing lesson plan. I am sure if you wanted to you could use a computer for every lesson, but my question is, would you want to? Would the repetitiveness of always using a computer benefit your students or hinder them?
The cognitive objectives seem to mesh well with the idea of the open ended learning environment. This chapter was s great resource for me as I mentioned before my lesson plan writing history is not extensive, so seeing the lesson plans laid out is extremely helpful, and makes the task seem a little less daunting. As I read through the chapters, I still can't stop thinking about the schools that are completely underfunded, and how they can incorporate technology into the classroom when they cannot afford what many would see as basic and necessary tools. This text emphasizes that computers and technology are both basic and necessary tools in today's world, but still many students do not have access in or outside of school.
1. How do I plan an integrated lesson that will work with my students?
1. Specify objectives
2. Computer functions
3. Specify problem
4. Research and analysis
5.Results presentation
6. Activities during computer use
7. Activities before computer use
8. Activities after computer use
9. Supporting activities
10. Assessment
2. Why do I need objectives to help with my planning and lesson development?
Objectives are needed to ensure that students will be learning what they need to learn from the lesson as well as making sure that they understand everything that they need to complete in order to finish the lesson.
3. How can I encourage my students to engage in the processing of information?
Give them something that peaks their interest, something that they are involved in or something that is going on at the time, such as the election example at the beginning of the chapter.
4. Do I have to use a different lesson plan when I want my students to use computers?
No, you can use a pre existing lesson plan and use the steps to integrate computers as a component into it.
5. What is the relationship between objectives and computer functions?
Once you have established your objectives you nee to find a function on the computer that will help to complete these objectives, such as using spreadsheet to calculate the are of a rectangle, or using a drawing program to create a map.
6. Can you use a computer for every objective or lesson?
You can use a computer for every objective if it is relevant to the lesson but you should not use computers for every lesson and every objective all the time. You should also use activities before, during and after computer use to support the objectives such as newspaper clippings, relevant articles, pen and paper and any other methods of gathering information or writing information.
Page 146
1. Now that I have access to the web how can I sure it effectively?
Search engines- Research- Finding , locating
Email- Communication- Typing, sending, recieving
Instant messages- Communicating- Talking, typing, sending
Blogs- Journaling- Typing, recording
2. How do I manage students' use of the Web in my class?
The first example comes from when I was actually in high school. Often times when we would be in the computer lab we would be shopping online instead of what we were supposed to be doing. In order to control this I would make sure that students only have access to websites that are appropriate during school settings, if the school allows access to certain sites that I do not want my student's on I would change the settings on the computers themselves (I think you can do that). Also I would have a list of questions or a check list that students could refer to if they ever unsure if a website was OK.
As an after school teacher we offered a computer class, most of the time they would have assigned tasks to complete but once a week we allowed free time. The school had a policy in place and a list of appropriate websites. Many of these sites were gaming sites, that only had a few games they were allowed to play, often times we would find students on websites that were approved, but games that were not. To take care of this issue I was constantly walking around the room monitoring what the students were doing, I had an idea of the students who would do things they were not supposed to and I would keep an extra eye on the. To start the groundwork for the beginning of the year I would explain what appropriate games are. If they are unsure I would have them ask themselves questions such as am I learning anything from this game, does it have anything to do with what we are doing in class, etc.
Another thing I have experienced is google searches for things like "Britney Spears", or I'm sure now Justin Bieber is a big one. This was another one I just had to monitor and keep a close eye on.
3. Which features of the web do I use?
Classroom website- Getting parents involved, bring school home
Blogs- Using online blogging or journaling sites for students reading and writing journals
Instant classroom messages- Students can communicate while researching on the computer
Search engines- Research projects
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