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

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

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

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