"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.
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