"Critical Issue: Technology: A Catalyst for Teaching and Learning in the Classroom"
Written by: Gilbert Valdez, PhD.
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.htm
One idea that caught my attention within this article was, "Students say that the not-so-engaging uses are the more typical of their assignments (Valdez, 2005)." Students tend to enjoy using technology for assignments. This can make the assignments more interesting and engaging for the students. However, many times students feel that they tend to get assignments that use the basic, not so engaging, applications to complete their work. This may be because of the teacher's lack of knowledge of the available software and programs for educational use. It is important for teachers to use software that the students can have some "fun" with also. The use of computers within the classroom helps to create a student-centered atmosphere for learning. This gives the students more room to find information for themselves, rather than having the teacher to lecture to them. By using the student-centered approach to learning, students tend to retain information better. However, if the computer use or technology use is not engaging for the students, they will not be interested enough in the assignment to want to learn the information. One way to find out which programs or software would be interesting for your students is to actually ask them. Students tend to know what they like. Also, there may be some things that the students can teach the teacher about the computer and software, too.
Valdez, G. (2005). Critical issue: Technology. Retrieved from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.htm
Tuesday, April 24, 2012
Monday, April 23, 2012
Reflection on "New Insights on Technology Adoption in Schools"
After reading this article, I believe that I would place myself in Stage Three, Teacher as Co-Learner. I feel that I already have a knowledge of how to use much of the software that is available for teachers to use within the classroom. I am currently learning how to use this software to better accommodate my student's learning methods. I have been working on ways to use technology to teach the Common Core standards that North Carolina will me implementing in the 2012-2013 school year. I have been to a few workshops on how to better incorporate these technologies into the classroom and when I can, I try to help other teachers with learning how to use the technology within their classrooms. As a future educator, I feel that this means I still have room to grow. I am excited that there are still many things for me to learn in my career as a teacher, but I am also glad that my knowledge of technology and education will help to further me in my career. I am also glad that I am able to help other teachers. In 5 years I would like to have progressed to Stage Five, Teacher as Leader. I would like to have reached a point in my career that I can help to further implement technology into schools and to help with creating new ways to do this. I would love to be able to hold workshops within my school so that I can teach other teachers the ways in which to better help their own students. In 10 years, I would love to have a position within schools that finds new technologies for the classroom and goes to schools to implement these technologies. I feel that I have seen the excitement in a student's face when they know they get to use the computer that day, and I would love to take that excitement even further.
Monday, April 16, 2012
Chapter 12: Teacher, Technology, and the Classroom
1. What can I do to "get ready" for a lesson in which my students use computers?
I think the best way to be sure that I am ready for a lesson in which my students use computers is to create a checklist to follow. It is important that I have all of the materials in the lesson ready when the time comes for the students to use the computer. The first step would to be sure that the students will know how to use the computer and software that is being used for the lesson. I can do this by creating step by step directions for the students to refer to while using the computer. If the students are too young to read directions, I could use screen prints of each step for the student to follow. It is also important that the students understand their assignment and know the expectations and guidelines for completing the project. This is something that I, as the teacher, must decide upon before the lesson begins. The next step would be to make sure that the technology is prepared for the students to use properly. I would need to make sure that the students had somewhere to save their work, if they are creating a product. I would need to be sure that the appropriate application/program was loaded onto the computer and functioning correctly. After doing this, it would be a great idea to go ahead and bookmark the links that would be helpful to the students to complete the assignment. By doing all these steps before the lesson, students should be better able to complete their computer work without too many obstacles.
2. Where does the "computer part" come when I am teaching a lesson?
The "computer part" of the lesson should come in at a time when the students are ready to being to research and learn something using hands-on experience. By using a computer in the classroom, students will many times get a sense of ownership of a lesson. Once they can create and produce something pertaining to the lesson that is being taught, they will become more interested in what they are learning. When looking at the NTeQ Lesson Plan, you would put the "computer part" into the "During Computer Use" portion of the lesson. This is when you would want the students to research or create their part of the lesson. This should be very interactive and should help the students to remain focus with the lesson.
3. How do you ensure equal access for all students with only three computers?
Many classrooms are faced with the challenge of far more students than computers. At times, this can be a great difficulty when it comes to integrating technology into a lesson; however, there are ways to overcome this obstacle. One way to deal with having only three computers in the classroom is to break the students into small groups. The groups would then rotate to different stations within the classroom. To be sure that each group had an equal amount of time using the computers, the teacher would need to be sure to time each station equally. Another way to do this is by using independent rotation. Although the students will still be in their small groups, they will go to each station only if needed. Each group would be assigned a computer, if more than one group needed to be at the same computer, the students could be asked to create a schedule to be sure that each group had equal time.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
I think the best way to be sure that I am ready for a lesson in which my students use computers is to create a checklist to follow. It is important that I have all of the materials in the lesson ready when the time comes for the students to use the computer. The first step would to be sure that the students will know how to use the computer and software that is being used for the lesson. I can do this by creating step by step directions for the students to refer to while using the computer. If the students are too young to read directions, I could use screen prints of each step for the student to follow. It is also important that the students understand their assignment and know the expectations and guidelines for completing the project. This is something that I, as the teacher, must decide upon before the lesson begins. The next step would be to make sure that the technology is prepared for the students to use properly. I would need to make sure that the students had somewhere to save their work, if they are creating a product. I would need to be sure that the appropriate application/program was loaded onto the computer and functioning correctly. After doing this, it would be a great idea to go ahead and bookmark the links that would be helpful to the students to complete the assignment. By doing all these steps before the lesson, students should be better able to complete their computer work without too many obstacles.
2. Where does the "computer part" come when I am teaching a lesson?
The "computer part" of the lesson should come in at a time when the students are ready to being to research and learn something using hands-on experience. By using a computer in the classroom, students will many times get a sense of ownership of a lesson. Once they can create and produce something pertaining to the lesson that is being taught, they will become more interested in what they are learning. When looking at the NTeQ Lesson Plan, you would put the "computer part" into the "During Computer Use" portion of the lesson. This is when you would want the students to research or create their part of the lesson. This should be very interactive and should help the students to remain focus with the lesson.
3. How do you ensure equal access for all students with only three computers?
Many classrooms are faced with the challenge of far more students than computers. At times, this can be a great difficulty when it comes to integrating technology into a lesson; however, there are ways to overcome this obstacle. One way to deal with having only three computers in the classroom is to break the students into small groups. The groups would then rotate to different stations within the classroom. To be sure that each group had an equal amount of time using the computers, the teacher would need to be sure to time each station equally. Another way to do this is by using independent rotation. Although the students will still be in their small groups, they will go to each station only if needed. Each group would be assigned a computer, if more than one group needed to be at the same computer, the students could be asked to create a schedule to be sure that each group had equal time.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
Chapter 11: Integrating Problem-Solving and Educational Software
1. What are the benefits of using problem-solving or educational software?
There are many benefits of using problem-solving or educational software within the classroom. Many of these software programs use games and/or are highly interactive. This is a great way to keep the attention of the children that are learning from the program. These games also help with the students wanting to learn the material. The book states, "A key benefit of well-designed educational games is that they are structured to require application of content knowledge and skills in order to "win" the games, which results in the students wanting to learn the information rather than learning it to pass a test (Lowther, 2010, p. 284)." Another benefit is that these programs oftentimes can compile results from each of the students sessions on the program. This will help the teacher to determine where each students is learning.
2. How do I choose the correct software?
There is a plethora of problem-solving and educational software for teachers to choose from. Because of this, it is important for teachers to be sure to choose software that is most beneficial to his or her students. The best way to do this is by Software Evaluations. There are usually many different evaluations that a teacher could take into account for choosing the correct software. It is important to be sure that the software chosen is evaluated according to the following criteria: Content accuracy, research-based instructional strategies, effectively meets instructional objectives, assessment of learning, and ease of use (Lowther, 2010, p. 287). By evaluating software according to this criteria, teachers should be able to determine if the software is appropriate for the students.
3. When I integrate problem-solving or educational software into a lesson, what changes will be needed?
It is first very important that the software is properly reviewed to be sure that it is the best learning tool for the students. I will then need to decide which parts of the software will be most beneficial to my students and when I would like for the students to use the software in the lesson. Using problem-solving or educational software in my lesson will also affect how students will plan and research the content in the lesson plan. It is important that I decided what I would like my students to take away from the software by making that an important part of my lesson.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
There are many benefits of using problem-solving or educational software within the classroom. Many of these software programs use games and/or are highly interactive. This is a great way to keep the attention of the children that are learning from the program. These games also help with the students wanting to learn the material. The book states, "A key benefit of well-designed educational games is that they are structured to require application of content knowledge and skills in order to "win" the games, which results in the students wanting to learn the information rather than learning it to pass a test (Lowther, 2010, p. 284)." Another benefit is that these programs oftentimes can compile results from each of the students sessions on the program. This will help the teacher to determine where each students is learning.
2. How do I choose the correct software?
There is a plethora of problem-solving and educational software for teachers to choose from. Because of this, it is important for teachers to be sure to choose software that is most beneficial to his or her students. The best way to do this is by Software Evaluations. There are usually many different evaluations that a teacher could take into account for choosing the correct software. It is important to be sure that the software chosen is evaluated according to the following criteria: Content accuracy, research-based instructional strategies, effectively meets instructional objectives, assessment of learning, and ease of use (Lowther, 2010, p. 287). By evaluating software according to this criteria, teachers should be able to determine if the software is appropriate for the students.
3. When I integrate problem-solving or educational software into a lesson, what changes will be needed?
It is first very important that the software is properly reviewed to be sure that it is the best learning tool for the students. I will then need to decide which parts of the software will be most beneficial to my students and when I would like for the students to use the software in the lesson. Using problem-solving or educational software in my lesson will also affect how students will plan and research the content in the lesson plan. It is important that I decided what I would like my students to take away from the software by making that an important part of my lesson.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
Sunday, April 1, 2012
Creating a SMART game
I'm pretty excited. I created a game in SMART notebook to help with learning the differences between short vowels and long vowels. I had shown the game to the teacher that I work with because she is currently teaching this phonics skill in one of her reading groups. She used the game with the students and they seemed to enjoy playing. Now, a few days later I walked into a different Kindergarten classroom and saw that the teacher in that classroom was also using my game! I was so excited. I grinned ear to ear! It feels so good to know that I created something that these teachers feel is beneficial to teaching their students.
Monday, March 26, 2012
Chapter 8: Spreadsheets
1. Can you identify two types of data your students could collect as part of a lesson?
Spreadsheets are used primarily to manipulate numbers. Students could gather data about gas prices over the past few years, using currency as a form of information. Students could then manipulate these numbers to show trends throughout the years of how gas prices have climbed and fell. Another form of numerical data that could be gathered is temperatures. Students could study the trends of temperatures throughout the month or the year. They could then use the spreadsheet to calculate data about the means and averages of the temperature. However, you can also enter text into a spreadsheet. When using a spreadsheet to organize text, it becomes more like a database. The spreadsheet will allow the user to organize and sort this data, such as names and addresses of family members.
2. How could your students manipulate the data to discover relationships or trends?
Spreadsheets are oftentimes used to calculate or manipulate the data which is stored within them. Students could enter in a predefined formula to help with calculating the data. After doing this, students could change the data stored within the cells to be calculated. By doing this, the formula cell would change, showing how the changed data will affect the outcome. An example of a way to do this would be to have the student to create a spreadsheet of a bank account. The predetermined formula would be the balance of the bank account. Students could then enter in debits and credits into the spreadsheet. As they add in this data, students would be able to see how the balance of the bank account changes.
3. Can you identify three graphs or charts your students could make that would help them develop a better understanding of the content?
There are many different options of graphs or charts that could be made when using a spreadsheet. Three of these are pie graphs, line graphs, and bar graphs. Sometimes a student may not completely understand the data that he or she has entered within the spreadsheet. Creating a chart from this data could give the student a visual perspective of the data, which may help in the understanding of the content of data. An example for using a pie graph may be to show the number of people within a classroom. Students may gather information on how many girls vs boys, eye colors, birth months, etc are within the classroom. A pie chart would help to show the data to the students as pieces of a whole. A line graph could be used to show data from a study on how much it has rained throughout a given amount of months. Students would be able to see how the amount of rain has varied within the recorded months by seeing how the line of the graph moves up and down. A bar graph would be a great way to show the average temperature of a given amount of months. Student would be able to see how each month compared to the others as the highs and lows of the temperature is recorded.
4. Is it possible to create an interactive simulation or model with a spreadsheet?
Yes, a teacher can create an interactive simulation or model with a spreadsheet to use with the students in the classroom. Teachers can set up a spreadsheet and allow students to manipulate the data within to spreadsheet to see the changes. For example, students could do this with birthdays. Each student could enter his or her birthday into the spreadsheet. As the students change or add data, the graph would also change so depict the data being entered into the spreadsheet.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
Spreadsheets are used primarily to manipulate numbers. Students could gather data about gas prices over the past few years, using currency as a form of information. Students could then manipulate these numbers to show trends throughout the years of how gas prices have climbed and fell. Another form of numerical data that could be gathered is temperatures. Students could study the trends of temperatures throughout the month or the year. They could then use the spreadsheet to calculate data about the means and averages of the temperature. However, you can also enter text into a spreadsheet. When using a spreadsheet to organize text, it becomes more like a database. The spreadsheet will allow the user to organize and sort this data, such as names and addresses of family members.
2. How could your students manipulate the data to discover relationships or trends?
Spreadsheets are oftentimes used to calculate or manipulate the data which is stored within them. Students could enter in a predefined formula to help with calculating the data. After doing this, students could change the data stored within the cells to be calculated. By doing this, the formula cell would change, showing how the changed data will affect the outcome. An example of a way to do this would be to have the student to create a spreadsheet of a bank account. The predetermined formula would be the balance of the bank account. Students could then enter in debits and credits into the spreadsheet. As they add in this data, students would be able to see how the balance of the bank account changes.
3. Can you identify three graphs or charts your students could make that would help them develop a better understanding of the content?
There are many different options of graphs or charts that could be made when using a spreadsheet. Three of these are pie graphs, line graphs, and bar graphs. Sometimes a student may not completely understand the data that he or she has entered within the spreadsheet. Creating a chart from this data could give the student a visual perspective of the data, which may help in the understanding of the content of data. An example for using a pie graph may be to show the number of people within a classroom. Students may gather information on how many girls vs boys, eye colors, birth months, etc are within the classroom. A pie chart would help to show the data to the students as pieces of a whole. A line graph could be used to show data from a study on how much it has rained throughout a given amount of months. Students would be able to see how the amount of rain has varied within the recorded months by seeing how the line of the graph moves up and down. A bar graph would be a great way to show the average temperature of a given amount of months. Student would be able to see how each month compared to the others as the highs and lows of the temperature is recorded.
4. Is it possible to create an interactive simulation or model with a spreadsheet?
Yes, a teacher can create an interactive simulation or model with a spreadsheet to use with the students in the classroom. Teachers can set up a spreadsheet and allow students to manipulate the data within to spreadsheet to see the changes. For example, students could do this with birthdays. Each student could enter his or her birthday into the spreadsheet. As the students change or add data, the graph would also change so depict the data being entered into the spreadsheet.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
Chapter 7: Word Processing
1. Doesn't word processing make the writing process too easy?
Letting students use a word processing software does seem to make the writing process easier for students. However, this added ease allows the students to concentrate more on their writing and content than on handwriting, or how a written work looks before they turn it in. By using word processing software for writing assignments, "...all students have an equal opportunity to create legible and attractive documents (Lowther, 2010 p. 180)." Also, by using word processing software, it not only helps to improve the student's writing, but also helps to improve computer skills.
2. How can word processing be used to engage students in higher-level thinking?
By using word processing, students are better able to focus on the assignment at hand, rather than writing out their assignment. When they are using a word processing software, students can use their higher-level thinking skills to organize and present their data or research. This will also allow students to re-arrange the product more easily than if they were working with paper and pencil. Another example would be to allow the students to create a table within the word processing software to depict data. Students would be able to research and decide which data they believe would be most suitable for the assignment. They could create a table with the data and also write and explanation of their findings or how they decided on which information was most relevant.
3. In what ways are the individual needs of students met when their work is completed with a word processor?
A word processing software can help to meet the needs of students in several different ways. If a student has horrible handwriting, and usually receives poor grades because of this, the word processing software would help these students with the neatness and presentation portions of their work. Other students may have a hard time with spelling or grammar, a word processing software would help these students focus more on the content of their work by assisting with spell check and grammar check. There may also be students that have a difficult time when trying to organize their thoughts into a paper, by using a word processor, these students would be able to move their thoughts around without having to start over.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
2. How can word processing be used to engage students in higher-level thinking?
By using word processing, students are better able to focus on the assignment at hand, rather than writing out their assignment. When they are using a word processing software, students can use their higher-level thinking skills to organize and present their data or research. This will also allow students to re-arrange the product more easily than if they were working with paper and pencil. Another example would be to allow the students to create a table within the word processing software to depict data. Students would be able to research and decide which data they believe would be most suitable for the assignment. They could create a table with the data and also write and explanation of their findings or how they decided on which information was most relevant.
3. In what ways are the individual needs of students met when their work is completed with a word processor?
A word processing software can help to meet the needs of students in several different ways. If a student has horrible handwriting, and usually receives poor grades because of this, the word processing software would help these students with the neatness and presentation portions of their work. Other students may have a hard time with spelling or grammar, a word processing software would help these students focus more on the content of their work by assisting with spell check and grammar check. There may also be students that have a difficult time when trying to organize their thoughts into a paper, by using a word processor, these students would be able to move their thoughts around without having to start over.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
Thursday, March 15, 2012
Teachers Lacking Technology
Over the course of this class, I have read many times that one of the barriers to using technology within the classroom is that teachers are not educated on how to use the software they is provided for them. I have now noticed that I see this on a daily basis. I am called out of my classroom several times a day by other teachers to help with something they are trying to do on the computer. Sometimes this may be for something they are using in a lesson, or sometimes it's another TA trying to figure out how to use Excel. Wouldn't it be great if all teachers were "up to date" on technology? But this could never really happen, the technology that is used within schools and anywhere else for that matter is changed so often, the only way to stay "up to date" is to learn as you go. This is how I seem to go about it, anyway. However, without a good basis in technology, learning as you go doesn't seem to be so simple either.
Sunday, February 26, 2012
Chapter 10: Graphic Organizers
1. How do you know that students understand a concept?
Using graphic organizers is a wonderful way to be able to tell if students understand a concept. For students to be able to fill in and create a graphic organizer, they must be able to analyze the information or concept that they've been given. Students must dig deeper into a subject to be able to depict the information that they have been given into this organizer. Graphic organizers take the students' learning to a new level. They must put more effort into a concept, they can't just memorize the things that they must be learning.
2. How can you depict student misconceptions of key information?
A graphic organizer makes it much easier to depict the misconceptions that a student may have on a given subject. Because students must dig deeper into the concept that they are researching, any misconceptions may quickly be viewed. Students must put their thoughts into words or pictures, this makes it easier for a teacher to see the thoughts that the students have on a certain topic.
3. How can students capture and transfer brainstorming ideas into written thoughts?
Graphic organizers support graphic, links, text, sounds, and videos. Students could record the thoughts that they have about a subject and embed them into the graphic organizer. This can also help the students to be able to write the thoughts that they have about the subject. Digital graphic organizers also make it much easier for students to rearrange the ideas that they have written without having to erase and rewrite the thought any time they they need to move it.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
Saturday, February 18, 2012
Chapter 9: Integrating Multimedia as a Tool
1. How can my students use multimedia for their projects?
Students can use multimedia in many ways for their projects. Some of the ways that they can use multimedia is by using digital video and presentations. By using multimedia for projects, students may present projects in more interesting or interactive ways. By using presentations applications, students can learn to organize the information and thoughts that they have found during research and how to find the best way to relay this information to the class or audience.
2. What applications are available for creating a multimedia presentation?
Students may work on a multimedia presentation with a few different applications. One application is by using digital video applications, such as, iMovie on Macs or Windows Movie Maker on PC. Students can use these applications to make movies to present a project with. After choosing the videos that they wish to use, students will be able to edit and insert the video how they choose. With using digital video applications, students can insert or import any audio clips, such as, narration, music, or sound effects. These programs also make it easy for students to sequence video in any order. Students can also use presentation applications such as PowerPoint. Students can use this application to organize and present their projects to the class. With PowerPoint, students can change the appearance of slides, add media like pictures, audio, or videos, add animated objects and the transitions of slides, and add hyperlinks that will jump to different pages within the presentation or different web pages.
3. Should I place limits on how my students use multimedia?
I believe that it is important for the teacher to place limits on the way that students use multimedia. If the use is not limited, it may take the students longer to accomplish the task that they are given. A great way to limit the activities that the students use with multimedia is to make a detailed guideline of the things that the students should be doing and or researching for the project that they are assigned. It is also important that the students have detailed instructions of the assignment and what is expected by the teacher. After the project is finished, students should go back and review their work.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
Students can use multimedia in many ways for their projects. Some of the ways that they can use multimedia is by using digital video and presentations. By using multimedia for projects, students may present projects in more interesting or interactive ways. By using presentations applications, students can learn to organize the information and thoughts that they have found during research and how to find the best way to relay this information to the class or audience.
2. What applications are available for creating a multimedia presentation?
Students may work on a multimedia presentation with a few different applications. One application is by using digital video applications, such as, iMovie on Macs or Windows Movie Maker on PC. Students can use these applications to make movies to present a project with. After choosing the videos that they wish to use, students will be able to edit and insert the video how they choose. With using digital video applications, students can insert or import any audio clips, such as, narration, music, or sound effects. These programs also make it easy for students to sequence video in any order. Students can also use presentation applications such as PowerPoint. Students can use this application to organize and present their projects to the class. With PowerPoint, students can change the appearance of slides, add media like pictures, audio, or videos, add animated objects and the transitions of slides, and add hyperlinks that will jump to different pages within the presentation or different web pages.
3. Should I place limits on how my students use multimedia?
I believe that it is important for the teacher to place limits on the way that students use multimedia. If the use is not limited, it may take the students longer to accomplish the task that they are given. A great way to limit the activities that the students use with multimedia is to make a detailed guideline of the things that the students should be doing and or researching for the project that they are assigned. It is also important that the students have detailed instructions of the assignment and what is expected by the teacher. After the project is finished, students should go back and review their work.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
Monday, February 13, 2012
Chapter 4: Computer Software in Today's Classrooms
1. There are so many types of software; how do I know which ones to include in my lessons?
The first step of deciding which type of software to use in lessons, would be to decide which one best fits and would help accomplish the goals of the lesson. Software programs are divided into five different groups, which are, productivity, research, communication, problem solving, and educational. Productivity software, such as, word processing, spreadsheets, presentation, databases, graphic organizers, graphics software, digital audio editing, digital video editing, and multimedia authoring software, is used for the creation of production of materials. These options of productivity software would be great when doing a lesson that students need to gather data and produce a project from that data. Research software, such as, browsers, search engines, and plug ins, are used for students to find information on various subjects. After using research software, students could use the productivity software to create a portfolio of their work. Communication software, such as, e-mail, mailing lists, discussion boards, blogs, wiki, RSS, podcasts, chats, and instant messaging, assists the students with various ways of sharing or collaborating their work with one another. A great way to use this project would be to group the students to complete a project and use communication software for the students to share their portion of the work with one another. Problem solving software, such as, games and simulations are used for a fun and appealing way to teach students about various lessons. Teachers could use games or simulations to make an interesting way to teach a lesson. Education software, such as, drill and practice, tutorials, integrated learning systems, and process tools are used to teach children. The software is used to introduce and instill a new knowledge into the children's minds.
2. I understand why students should use educational software and the Internet, but why should my fourth-grade students learn to use spreadsheet, database, or video editing software?
Spreadsheet, database, and video editing software can be very useful for fourth-grade students. Students could use the spreadsheet program to calculate data into sum, average, count, and multiply. This would be a useful tool for students to complete projects in which lots of numerical data is to be collected. Another way that the spreadsheet can be useful, is in the creation of graphs. After students have collected the data that they need from a project, they can put the data into many different kinds of graphs. This may help with the students' understanding of their data. Databases are used to store unlimited amounts of sets of data. The students can then sort the data by an criteria that they choose. For example, students can enter data about several different types of animals. After the data is entered into the database, students can sort the data by any criteria that meets the questions they are trying to answer. Video editing software can be useful for fourth-grade students as they work in groups on projects. Students can record the steps and results of their project for the class to view. Video editing software makes it easy for students to add or delete things from their video. It also will allow the students to add some special effects, such as fades.
3. How can student use of different types of software help improve scores on state tests?
By using all five divisions of computer software, students are introduced to many different forms of learning. Since every students learns in a different way, it is very possible that students will learn a great deal from one of these software programs, more so than listening to the teacher lecture or model a lesson. By students learning to research and develop their own information, I believe that students develop a different sense of learning.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
The first step of deciding which type of software to use in lessons, would be to decide which one best fits and would help accomplish the goals of the lesson. Software programs are divided into five different groups, which are, productivity, research, communication, problem solving, and educational. Productivity software, such as, word processing, spreadsheets, presentation, databases, graphic organizers, graphics software, digital audio editing, digital video editing, and multimedia authoring software, is used for the creation of production of materials. These options of productivity software would be great when doing a lesson that students need to gather data and produce a project from that data. Research software, such as, browsers, search engines, and plug ins, are used for students to find information on various subjects. After using research software, students could use the productivity software to create a portfolio of their work. Communication software, such as, e-mail, mailing lists, discussion boards, blogs, wiki, RSS, podcasts, chats, and instant messaging, assists the students with various ways of sharing or collaborating their work with one another. A great way to use this project would be to group the students to complete a project and use communication software for the students to share their portion of the work with one another. Problem solving software, such as, games and simulations are used for a fun and appealing way to teach students about various lessons. Teachers could use games or simulations to make an interesting way to teach a lesson. Education software, such as, drill and practice, tutorials, integrated learning systems, and process tools are used to teach children. The software is used to introduce and instill a new knowledge into the children's minds.
2. I understand why students should use educational software and the Internet, but why should my fourth-grade students learn to use spreadsheet, database, or video editing software?
Spreadsheet, database, and video editing software can be very useful for fourth-grade students. Students could use the spreadsheet program to calculate data into sum, average, count, and multiply. This would be a useful tool for students to complete projects in which lots of numerical data is to be collected. Another way that the spreadsheet can be useful, is in the creation of graphs. After students have collected the data that they need from a project, they can put the data into many different kinds of graphs. This may help with the students' understanding of their data. Databases are used to store unlimited amounts of sets of data. The students can then sort the data by an criteria that they choose. For example, students can enter data about several different types of animals. After the data is entered into the database, students can sort the data by any criteria that meets the questions they are trying to answer. Video editing software can be useful for fourth-grade students as they work in groups on projects. Students can record the steps and results of their project for the class to view. Video editing software makes it easy for students to add or delete things from their video. It also will allow the students to add some special effects, such as fades.
3. How can student use of different types of software help improve scores on state tests?
By using all five divisions of computer software, students are introduced to many different forms of learning. Since every students learns in a different way, it is very possible that students will learn a great deal from one of these software programs, more so than listening to the teacher lecture or model a lesson. By students learning to research and develop their own information, I believe that students develop a different sense of learning.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
Saturday, February 11, 2012
Chapter 3: Digital Tools in Today's ClassroomsThe
1. Why is it important to learn about different technology tools when they are constantly changing?
It is always exciting to get the newest technology, interesting to learn it, and frustrating when you find out it has already been updated or improved. Technology is constantly changing. According to our readings, digital tools are usually designed to last several years. Even if the technology has been improved or updated, it is still possible to use the technology. There may be new software that needs to be downloaded to keep the technology up to date, but this is at a much lower cost than buying a new device. I have experience this with the SMARTboard that we have in our classroom. I love our SMARTboard. I try to stay current with its new additions and updates. The SMARTboard in our classroom can only be touched by 1 person at a time; however, I learned in our Centra session that the new SMARTboards can now read 2 points at one time. This would be so exciting for the children in our class, but they are also just as happy with our board.
2. Most desktop computers do the same things as mobile devices, so why do teachers need to use both?
It is true that desktop computers do the same things as mobile devices; however, it is nice to have a mobile device to work with in the classroom. For example, there are many times within the classroom that the teacher may need to work with the students, but also with the computer. For example, I work in a Kindergarten classroom, during literacy centers, the teacher will pull groups of students to teach and test on phonic skills. It is nice for the teacher to be able to record the students progress in the computer as they pass each skill. However, we do not have laptops in our classroom. This causes the teacher to have to record all the student's data at one time, at the end of the day. If she had a mobile device, she could test the students and add the information in the computer at one time. These mobile devices are also very important for the students. While using mobile devices, students are able to be more hands on with the assignments that they are completing. Desktop computers are still important though. We have SMARTboards in our classrooms. It is important to be able to hook the SMARTboard into a desktop computer and have all the software downloaded there. By connecting it to a desktop computer, it is less likely for cords to become lose or lost.
3. How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?
Digital devices may be more costly, but they are also more effective. Students are able to carry many of these devices around with them during various assignments. For example, students may use a digital recorder to record data from projects and upload them to a computer. They are not restricted to staying by the computer to record their data or results. By using a digital camera, students may take pictures and view them instantly. If the photo does not depict the correct image for the assignment, it can be easily deleted and retaken. Digital cameras are also known for having large storing capacity. There are many other digital devices that can be used within a classroom, but these are just a few of the examples.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
Monday, January 23, 2012
Just a Random Thought....
Today, my Kindergarten class's enhancement class was Technology. The Technology teacher was out today, so she left some movies for the Substitute teacher to play on the SMART board. Good thing I was in there, if not, my class would have just had to sit there while the Sub tried to figure out how to use the SMART board. So, for the random thought....
Substitute teachers should have a small introduction to the SMART board/computer during their SUB training, OR teachers should not leave things for the SUB to do on the SMART board/computer.
It's no ones fault, just the changing world of school while the SUBs are not being taught how to keep up.
Substitute teachers should have a small introduction to the SMART board/computer during their SUB training, OR teachers should not leave things for the SUB to do on the SMART board/computer.
It's no ones fault, just the changing world of school while the SUBs are not being taught how to keep up.
Thursday, January 19, 2012
Chapter 6: Exploring the World Wide Web in the Classroom
1. Now that I have access to the Web, how can I use it effectively?
Having access to the Web is a great way for students to learn. There are several programs that students can use on the Web to further there learning experience while increasing their technology knowledge. Students could use, for example, Google Docs to create and share documents with classmates or other students. This is a great way for students to collaborate on a project. Students could also use the Web as a communication tool between students within their classroom, students in other schools, and experts on different subjects. Ways for students to use the Web for communication includes, blogs for students to communicate within, kid-safe email accounts used for speaking with experts and Skype to speak and view students of other classrooms.
2. How do I manage students' use of the Web in my class?
Most schools have used filtering programs to limit the sites that students will be able to view; however, there are always things that may slip through this filters. It is important for students to have read,fully understand, and signed the Acceptable Use Policy that their county/school has provided. One way to limit students Web searches is to only allow students to use kid-safe search engines and/or only allow students to use pre-screened URLs. However, just because a student can't get to an inappropriate website, doesn't mean that he or she will not be off task. It is important to position the room so that the teacher can monitor the websites that the students are using.
3. Which features of the Web do I use?
There are many useful features of the Web for teachers. I know that in my classroom, the teacher has two filing cabinets and always gets frustrated when she is looking for something, because it is never in the right place. One interesting feature that I read about was the content manager. By using the content manager, teachers can upload handouts or lesson plans to the web. Not only will this make it easier for teachers to find documents, but will also make it easier for teachers of the same grade level to work together to make lesson plans. Another important feature for teachers and the communication aspect that teachers can use. Both email and classroom websites are very useful for the teacher to stay connected with the parents.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
Having access to the Web is a great way for students to learn. There are several programs that students can use on the Web to further there learning experience while increasing their technology knowledge. Students could use, for example, Google Docs to create and share documents with classmates or other students. This is a great way for students to collaborate on a project. Students could also use the Web as a communication tool between students within their classroom, students in other schools, and experts on different subjects. Ways for students to use the Web for communication includes, blogs for students to communicate within, kid-safe email accounts used for speaking with experts and Skype to speak and view students of other classrooms.
2. How do I manage students' use of the Web in my class?
Most schools have used filtering programs to limit the sites that students will be able to view; however, there are always things that may slip through this filters. It is important for students to have read,fully understand, and signed the Acceptable Use Policy that their county/school has provided. One way to limit students Web searches is to only allow students to use kid-safe search engines and/or only allow students to use pre-screened URLs. However, just because a student can't get to an inappropriate website, doesn't mean that he or she will not be off task. It is important to position the room so that the teacher can monitor the websites that the students are using.
3. Which features of the Web do I use?
There are many useful features of the Web for teachers. I know that in my classroom, the teacher has two filing cabinets and always gets frustrated when she is looking for something, because it is never in the right place. One interesting feature that I read about was the content manager. By using the content manager, teachers can upload handouts or lesson plans to the web. Not only will this make it easier for teachers to find documents, but will also make it easier for teachers of the same grade level to work together to make lesson plans. Another important feature for teachers and the communication aspect that teachers can use. Both email and classroom websites are very useful for the teacher to stay connected with the parents.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
Chapter 2: NTeQ: Designing an Integrated Lesson
1. How do I plan an integrated lesson that will work with my students?
There are many factors in creating an integrated lesson plan that will work with my students. "The length of the lesson depends on the complexity of the problem the students investigate, the specified instructional objectives, the content you intend to cover during the lesson, and the capabilities of your students" (p. 29). It is important to be sure that the lesson and objectives are are appropriate for the age and the grade of the students that are being taught. Another important factor is to keep in mind the attention span of the students that are being taught. A Kindergarten class may not be able to attack the same lesson plan as a 1st or 2nd grade class, and they may only be able to stay focused for a matter of minutes compared to a higher grade, which may be able to work on a lesson for several days.
2. Why do I need objectives to help with planning and lesson development?
There is really no way to plan a successful lesson without specifying the objectives of what the students are expected to learn with the lesson. With having objectives and showing the students the objectives for the lesson, the students tend to better understand what they are supposed to learning. When the teachers are sure about the objectives for the lesson, they are better able to ensure that the lesson stays on track.
3. How can I encourage my students to engage in the processing of information?
"It is critical that this problem is highly motivating and interesting, because as students strive to solve the problem they will develop the thinking skills and gain the knowledge specified in the objectives" (p. 34). There are several ways that the teacher can be sure that they problems that students are investigating can keep the students engaged in the processing of information. One way is to keep the problems related to real-life and to keep them in the realm that they students are already familiar with. For example, in a problem that involves places, use places that the students already know about. Another way to keep the students involved, is to let the students feel like they "own" the problem. Students could help in the creation of the problem, discuss the information that they already know, and then discuss the solution and new information that they have learned.
4. Do I have to use a different lesson plan when I want my students to use computers?
When using the NTeQ guidelines to to plan a lesson, it is not necessary to use a different lesson plan when I want students to use the computer. When using the NTeQ guidelines, there are several different activities integrated into the lesson plan. It is important to decide how you want the students to research, gather, analyze, and present their findings. All of these steps in working a problem, should be able to be completed by both using a computer or other research resources.
5. What is the relationship between objectives and computer functions?
The only way to create a great lesson, is to find ways to connect the objectives that you are trying to teach, with ways to investigate and solve these problems using computer functions. By finding the relationship between these objectives and computer functions, the teacher can guide the students to different programs that they can use on the computer. Using these programs to complete the lessons and assignments, may make collecting and sifting through data easier.
6. Can you use a computer for every objective or lesson?
"...you should not expect to teach all of your objectives with a computer" (p. 29). The texts talks about how it is still important for students to learn from other resources, such as textbooks, books, magazines, and working together. If the only way that students learn is through the computer or technology based, they will be lost when in a situation in which they have no technology to use. I liked the example given in the book, "For example, a pencil and paper are tools that are used extensively in almost every class. However, we would not expect a student in a language arts class to write all period every day" (p. 29). I think that it is sometimes easy for teachers to get carried away with the amount of technology based learning that is done in the classroom, it is important for students to learn other ways to research and/or solve problems.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
There are many factors in creating an integrated lesson plan that will work with my students. "The length of the lesson depends on the complexity of the problem the students investigate, the specified instructional objectives, the content you intend to cover during the lesson, and the capabilities of your students" (p. 29). It is important to be sure that the lesson and objectives are are appropriate for the age and the grade of the students that are being taught. Another important factor is to keep in mind the attention span of the students that are being taught. A Kindergarten class may not be able to attack the same lesson plan as a 1st or 2nd grade class, and they may only be able to stay focused for a matter of minutes compared to a higher grade, which may be able to work on a lesson for several days.
2. Why do I need objectives to help with planning and lesson development?
There is really no way to plan a successful lesson without specifying the objectives of what the students are expected to learn with the lesson. With having objectives and showing the students the objectives for the lesson, the students tend to better understand what they are supposed to learning. When the teachers are sure about the objectives for the lesson, they are better able to ensure that the lesson stays on track.
3. How can I encourage my students to engage in the processing of information?
"It is critical that this problem is highly motivating and interesting, because as students strive to solve the problem they will develop the thinking skills and gain the knowledge specified in the objectives" (p. 34). There are several ways that the teacher can be sure that they problems that students are investigating can keep the students engaged in the processing of information. One way is to keep the problems related to real-life and to keep them in the realm that they students are already familiar with. For example, in a problem that involves places, use places that the students already know about. Another way to keep the students involved, is to let the students feel like they "own" the problem. Students could help in the creation of the problem, discuss the information that they already know, and then discuss the solution and new information that they have learned.
4. Do I have to use a different lesson plan when I want my students to use computers?
When using the NTeQ guidelines to to plan a lesson, it is not necessary to use a different lesson plan when I want students to use the computer. When using the NTeQ guidelines, there are several different activities integrated into the lesson plan. It is important to decide how you want the students to research, gather, analyze, and present their findings. All of these steps in working a problem, should be able to be completed by both using a computer or other research resources.
5. What is the relationship between objectives and computer functions?
The only way to create a great lesson, is to find ways to connect the objectives that you are trying to teach, with ways to investigate and solve these problems using computer functions. By finding the relationship between these objectives and computer functions, the teacher can guide the students to different programs that they can use on the computer. Using these programs to complete the lessons and assignments, may make collecting and sifting through data easier.
6. Can you use a computer for every objective or lesson?
"...you should not expect to teach all of your objectives with a computer" (p. 29). The texts talks about how it is still important for students to learn from other resources, such as textbooks, books, magazines, and working together. If the only way that students learn is through the computer or technology based, they will be lost when in a situation in which they have no technology to use. I liked the example given in the book, "For example, a pencil and paper are tools that are used extensively in almost every class. However, we would not expect a student in a language arts class to write all period every day" (p. 29). I think that it is sometimes easy for teachers to get carried away with the amount of technology based learning that is done in the classroom, it is important for students to learn other ways to research and/or solve problems.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
Wednesday, January 18, 2012
Chapter 1: Rethinking Computers and Instruction
1. Must I use a inquiry-based learning approach in my classroom to use computers as a tool?
It is not necessary to use only an inquiry-based learning approach in a classroom to use computers as a tool. Al the the learning approaches that were described under the open-ended learning environments are great learning styles to incorporate computers as a tool. The three styles, problem-based, inquiry-based, and project-based learning, all require that there is a problem that the students should be able to research and compile data to solve. I feel like computers could be used in the classroom for any kind of learning approach, but that they would work best with open-ended learning approaches.
2. Can I still use tutorials and drill-and-practice software?
I believe that there is always room in the classroom to use tutorials and drill-and-practice software; however, one would want to be sure that they are using these materials in the correct way. Even though these learning approaches work in ways for the students to come to their own conclusions, sometimes it is still necessary for the teacher to model to the students. I think that tutorials and drill-and-practice software is a great way to do this. The teacher would just want to make sure that he/she was only using this software for small portion of the class time and then return to student-centered learning.
3. Won't I have to spend a great deal of time to develop these units of instruction?
As with learning anything new, developing these units of instruction will of course take more time than the traditional lesson plan. I think that it would be important to look at the traditional lesson plans that are already created and see if there are ways to implement the NTeQ features into those lesson plans. Once these units of instruction are created, it will be easier to use the same unit in the future. Each time that the unit is re-used, new ideas can be placed into the lesson.
4. Won't every student need a computer to use it as a tool?
Wouldn't it be great for every classroom to have a computer for every student? There are many other ways that a classroom could use a computer as a tool without there always being a computer for every student. Students could be placed into groups to complete projects; however, it is important for the students to have assigned duties within the group. Without these assigned duties, some students may just sit back and watch as all the work is "done for them." Some computer-advanced students may also use this time to help less computer-advanced students learn new programs on the computer. At the school I work in, there are only 2 computers in every room. Students must share these 2 computers for any computer related work. However; there are 2 laptop carts that are shared between grade levels. Classes sign up for a time to have the carts, during that time, each student has his/her own laptop to work with.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
It is not necessary to use only an inquiry-based learning approach in a classroom to use computers as a tool. Al the the learning approaches that were described under the open-ended learning environments are great learning styles to incorporate computers as a tool. The three styles, problem-based, inquiry-based, and project-based learning, all require that there is a problem that the students should be able to research and compile data to solve. I feel like computers could be used in the classroom for any kind of learning approach, but that they would work best with open-ended learning approaches.
2. Can I still use tutorials and drill-and-practice software?
I believe that there is always room in the classroom to use tutorials and drill-and-practice software; however, one would want to be sure that they are using these materials in the correct way. Even though these learning approaches work in ways for the students to come to their own conclusions, sometimes it is still necessary for the teacher to model to the students. I think that tutorials and drill-and-practice software is a great way to do this. The teacher would just want to make sure that he/she was only using this software for small portion of the class time and then return to student-centered learning.
3. Won't I have to spend a great deal of time to develop these units of instruction?
As with learning anything new, developing these units of instruction will of course take more time than the traditional lesson plan. I think that it would be important to look at the traditional lesson plans that are already created and see if there are ways to implement the NTeQ features into those lesson plans. Once these units of instruction are created, it will be easier to use the same unit in the future. Each time that the unit is re-used, new ideas can be placed into the lesson.
4. Won't every student need a computer to use it as a tool?
Wouldn't it be great for every classroom to have a computer for every student? There are many other ways that a classroom could use a computer as a tool without there always being a computer for every student. Students could be placed into groups to complete projects; however, it is important for the students to have assigned duties within the group. Without these assigned duties, some students may just sit back and watch as all the work is "done for them." Some computer-advanced students may also use this time to help less computer-advanced students learn new programs on the computer. At the school I work in, there are only 2 computers in every room. Students must share these 2 computers for any computer related work. However; there are 2 laptop carts that are shared between grade levels. Classes sign up for a time to have the carts, during that time, each student has his/her own laptop to work with.
Lowther, D., & Morrison, G. (2010). Integrating Computer Technology into the Classroom. Pearson Education, Inc
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