The name and author of the article: Penny Reed, PhD., Mary Clifford., Asta Svedkauskaite
The URL: https://blackboard.ecu.edu/webapps/blackboard/content/listContent.jsp?course (6/17/2011)
One idea or opinion that you got after reading the article and support that opinion with what you have learned in this course.
The main idea that pulled this article together was the underlining thread that assistive technology provided child (with special needs) with the tools to be successful in the classroom. And when a child is successful in school, it benefits the school also. Know matter the the situation of a child is they still deserve the same entitlements as any other child, meaning a quality education. To support the main idea from the article I went back to our text reading from chapter 3, Digital Tools in Today's Classrooms. The text read as follows, "technology can level the learning environment so that the needs of all students can be met (p 62)." With that being said that assistive technology has given children with special needs the opportunity to flourish along side their classmates.
Morrison, G. R., & Lowther, D. L., (2010), Integrating computer technology into the classroom: Skills for
the 21st century. (4th ed.)
Wednesday, June 22, 2011
New Insights on Technology Adoption in Schools
Where do you perceive yourself on the Technology Adoption Scale and briefly describe what this means to you as a future educator.
As I read though the different stages of the Technology Adoption Scale I had to rank myself in the information-gathering stage, Stage 1. In the seven years that I have been in the school system I have never had any training or heard of the alignment of technology with the curriculum and standards. This class and a Smart Table workshop, that I took a the end of this school year, is the only training that I have had in regards to technology being integrated into lesson objectives.
How do you see yourself in 5 years in 10 and how will you achieve this?
The use of Technology is so evident in our society today. There are IPhones, IPads, cell phones, computers, and Smart Notebook. As an educator it is important to stay aware of changes that take place in the educational arena. Therefore education, collaboration and training are key factors needed to meet the challenges of this techno society. Another reason for this is "The North Carolina Department of Public Instruction has adopted the 21st Century Skills as part of the curriculum alignment for all public schools." This is another reason I know I must continue my education and to further improve my technical skills, for the task ahead. If I was to look ahead and image where I would be in 5 years with the changes taking place everyday with the use of technology I don't know where I will be in 5 years. If I had to imagine where I would in 5 years I would like to see myself as having the knowlege and confidence to have successfully integrate technology in my class using TPCK. In 10 years I see myself nearing or at the fifth stage. In the fifth stage I can give back, by reaching back to assist my colleagues by providing training sessions, offering technical support, encourage collaboration, by giving reassurance and encourgerment to see the benefits of technology integration in the lesson plan.
Reference
Course Documents
https://blackboard.ecu.edu/webapps/blackboard/content/listContent.jsp?course
New Insights on technology Adoption in Schools
http://www.thejournal.com/articles/14594
As I read though the different stages of the Technology Adoption Scale I had to rank myself in the information-gathering stage, Stage 1. In the seven years that I have been in the school system I have never had any training or heard of the alignment of technology with the curriculum and standards. This class and a Smart Table workshop, that I took a the end of this school year, is the only training that I have had in regards to technology being integrated into lesson objectives.
How do you see yourself in 5 years in 10 and how will you achieve this?
The use of Technology is so evident in our society today. There are IPhones, IPads, cell phones, computers, and Smart Notebook. As an educator it is important to stay aware of changes that take place in the educational arena. Therefore education, collaboration and training are key factors needed to meet the challenges of this techno society. Another reason for this is "The North Carolina Department of Public Instruction has adopted the 21st Century Skills as part of the curriculum alignment for all public schools." This is another reason I know I must continue my education and to further improve my technical skills, for the task ahead. If I was to look ahead and image where I would be in 5 years with the changes taking place everyday with the use of technology I don't know where I will be in 5 years. If I had to imagine where I would in 5 years I would like to see myself as having the knowlege and confidence to have successfully integrate technology in my class using TPCK. In 10 years I see myself nearing or at the fifth stage. In the fifth stage I can give back, by reaching back to assist my colleagues by providing training sessions, offering technical support, encourage collaboration, by giving reassurance and encourgerment to see the benefits of technology integration in the lesson plan.
Reference
Course Documents
https://blackboard.ecu.edu/webapps/blackboard/content/listContent.jsp?course
New Insights on technology Adoption in Schools
http://www.thejournal.com/articles/14594
Monday, June 20, 2011
Integrating Problem-Solving and Educational Software
Reflecting on What I Know
1. What are the benefits of using problem-solving or educational software?
The benefits of problem-solving or educational software is that it provides the teacher with the tools to provide students with lessons that are relevant and interactive. The use of this type of software in the classroom has been provide to increase students critical thinking. The reason for this is that it takes an understanding of the "content knowledge and skills in order" for the student to complete the application tasks (p 284). This type of software enables the student to repeat sessions, move to new levels. As the student continues to use the software his/her skill levels will increase. Our text book also says that, "research indicate that student achievement in basic skills does improve if the software is regularly used according to suggested implementation guidelines (p 254)" This is just a few of the benefits for teachers and students when problem-solving or educational software is added to the lessons.
2. How do I choose the correct software?
I think the first resource a teacher should check is the library. The librarian should be able to let the teacher know if a program has been evaluated and approved. There are also many websites that have evaluations of educational software that you can review. Another thing to consider when choosing software is deciding how you are planning to use it in the classroom. A teacher should also try out the software to see if it fit the lesson and how easy or difficult it would be for the student's to use.
3. When I integrate problem-solving or educational software into a lesson, what changes will be needed?
When problem-solving or educational software is integrated into a lesson it may have to be changed or altered to support the content of the lesson. There must also be supportive "activities that reinforce material and skills being taught with he software (299)."
REFERENCE
Morrison, G.R., & Lowther, D. L. (2010). Integrating computer technology into the classroom: Skills for the
21st century (4th ed.)
1. What are the benefits of using problem-solving or educational software?
The benefits of problem-solving or educational software is that it provides the teacher with the tools to provide students with lessons that are relevant and interactive. The use of this type of software in the classroom has been provide to increase students critical thinking. The reason for this is that it takes an understanding of the "content knowledge and skills in order" for the student to complete the application tasks (p 284). This type of software enables the student to repeat sessions, move to new levels. As the student continues to use the software his/her skill levels will increase. Our text book also says that, "research indicate that student achievement in basic skills does improve if the software is regularly used according to suggested implementation guidelines (p 254)" This is just a few of the benefits for teachers and students when problem-solving or educational software is added to the lessons.
2. How do I choose the correct software?
I think the first resource a teacher should check is the library. The librarian should be able to let the teacher know if a program has been evaluated and approved. There are also many websites that have evaluations of educational software that you can review. Another thing to consider when choosing software is deciding how you are planning to use it in the classroom. A teacher should also try out the software to see if it fit the lesson and how easy or difficult it would be for the student's to use.
3. When I integrate problem-solving or educational software into a lesson, what changes will be needed?
When problem-solving or educational software is integrated into a lesson it may have to be changed or altered to support the content of the lesson. There must also be supportive "activities that reinforce material and skills being taught with he software (299)."
REFERENCE
Morrison, G.R., & Lowther, D. L. (2010). Integrating computer technology into the classroom: Skills for the
21st century (4th ed.)
Sunday, June 12, 2011
How Goals/Objectives are Embedded into Activities
Reflection
Our chapter reading assignment was on point on describing how to incorporate a child's goals/objectives into an activity. Basically this can be done during any activity in which you and the child is engaged in play. I have worked with children with behavioral problems using blocks. I would sit with the child in blocks and interact while playing through parallel play. This is very helpful if the child has problems sharing or just having contact issues with others.
Our chapter reading assignment was on point on describing how to incorporate a child's goals/objectives into an activity. Basically this can be done during any activity in which you and the child is engaged in play. I have worked with children with behavioral problems using blocks. I would sit with the child in blocks and interact while playing through parallel play. This is very helpful if the child has problems sharing or just having contact issues with others.
Chapter 8: Spreadsheets
Reflecting on What I Know
1. Can you identify two types of data your students could collect as part of a lesson?
There is a lot of data that teachers can used as when planning a lesson right in the classroom. Students can collect data on how many students ride the bus or ride in cars. This data can also be extended to include students that ride the bus in the morning or afternoon and those that ride in cars in the morning or afternnon. The information could then be used to create a chart or a graph. Another type of data students can collect is counting bears. Counting bears can be sorted by size and color. So the lesson can be about sorting or comparison.
2. How could your students manipulate the data to discover relationships or trends?
A good way for students to manipulate data in order to discover relationships or trends is to use comparison using charts, and graphs. Students can design a project that will allow them to chart changes over time. This would allow students the chance to see and monitor the changes as they happen.
3. Can you identify three graphs or charts your students could make that would help them develop a better
understanding of the content?
Graphs and charts are picture representation of data that has been collected. Since I work with young children I chose to show graphs that will help younger children understand the content of the collected data. The first graph is bar graph. The bar graph is just what the name implies a bar. The data on the bar graph can be showed either vertical or horizontal. The identification tags for the bar graph can be words or number. The bar graph can be coded in different colors. The second graph is the circle graph. Again the circle graph is a circle that has been divided into parts. The circle graph can represent precentages or fractional parts. This gaph can also be coded in different colors. Students will enjoy the circle graph and understand the content in you brought in a real pie (http://www.beaconlearningcenter.com/WebLessons/KindsOfGraphs/default.htm).
4. Is it possible to create an interactive simulation or model with a spreadsheet?
It is possible to create an interactive simulation or model with a spreedsheet. Our text gave a wonderful example of how this could be accomplished. The teacher created a spreadsheet that contained formulas to caluate the weight of a person or object based on the gravitation pull of a planets. The students where able to see the change in their weight once they entered their information onto the spreadsheet. This was an excellent way for the students to see the relationship that gravity has on other planets.
Morrison, G. R. & Lowther, D. L. (2010). Integrating computer technology into the clasroom: Skills for the 21st
century (4th ed.)
Reflecting on What I Know
1. Can you identify two types of data your students could collect as part of a lesson?
There is a lot of data that teachers can used as when planning a lesson right in the classroom. Students can collect data on how many students ride the bus or ride in cars. This data can also be extended to include students that ride the bus in the morning or afternoon and those that ride in cars in the morning or afternnon. The information could then be used to create a chart or a graph. Another type of data students can collect is counting bears. Counting bears can be sorted by size and color. So the lesson can be about sorting or comparison.
2. How could your students manipulate the data to discover relationships or trends?
A good way for students to manipulate data in order to discover relationships or trends is to use comparison using charts, and graphs. Students can design a project that will allow them to chart changes over time. This would allow students the chance to see and monitor the changes as they happen.
3. Can you identify three graphs or charts your students could make that would help them develop a better
understanding of the content?
Graphs and charts are picture representation of data that has been collected. Since I work with young children I chose to show graphs that will help younger children understand the content of the collected data. The first graph is bar graph. The bar graph is just what the name implies a bar. The data on the bar graph can be showed either vertical or horizontal. The identification tags for the bar graph can be words or number. The bar graph can be coded in different colors. The second graph is the circle graph. Again the circle graph is a circle that has been divided into parts. The circle graph can represent precentages or fractional parts. This gaph can also be coded in different colors. Students will enjoy the circle graph and understand the content in you brought in a real pie (http://www.beaconlearningcenter.com/WebLessons/KindsOfGraphs/default.htm).
4. Is it possible to create an interactive simulation or model with a spreadsheet?
It is possible to create an interactive simulation or model with a spreedsheet. Our text gave a wonderful example of how this could be accomplished. The teacher created a spreadsheet that contained formulas to caluate the weight of a person or object based on the gravitation pull of a planets. The students where able to see the change in their weight once they entered their information onto the spreadsheet. This was an excellent way for the students to see the relationship that gravity has on other planets.
Morrison, G. R. & Lowther, D. L. (2010). Integrating computer technology into the clasroom: Skills for the 21st
century (4th ed.)
Chapter 7: Word Processing
Reflecting on what I Know
1. Doesn't word processing make the writing process too easy?
I really don't think that using word processing make the writing process any easier. I think it does enhance the writing experience for students. The overall responsibility for researching, writing, and editing falls is the student's. Word processing provides functions that helps during the writing process. Word processing give students the option of "enter and edit text, organize information with tables and graphic organizers and insert objects and hyperlinks (p. 175)" If word processing made writing easier I would enjoy writing much more than I do right now.
2. How can word processing be used to engage students in higher-level thinking?
Word processing provide a number of ways whereby students can be engaged in higher-level thinking. When students use "tables to categorize and organize information, critical selection or creation of graphics to demonstrate concepts, insertion of charts to support arguments, use of hyperlinks to extend descriptions, and use of tracked changes editing tools (p 183)" they are using higher-order critical thinking. In order for students to carry out these functions they must first understand how to preform each task, then they must be able to explain the task and keep track of changes made during the task. Students can also be engage in higher-level thinking while using word processing when the teacher include the levels of intellectual behavior in learning developed by Benjamin Bloom (http://eduscapes.com/tap/topic69.htm).
3. In what ways are the individuals needs of students met when their work is completed with a word processor?
Allowing students to complete their work with a word processor enable them to create a written document without concerning themselves about their handwritting. With a word processor students can be as creative as they like. They can write, rewrite, copy and paste, change the font, and so much more. This is a great way to meet the need of students for independence. Word processing can be used for team research and collaborating that can meet the social and emotional needs of students. Using a word processor also meets the need of students for creativity, "critical thinking, problem solving and decision making (p 181)."
Morrison, G. R., & Lowther, D. L. (2010). Intergratin computer technology into the classroom: Skills for the 21st
century (4th ed.)
Reflecting on what I Know
1. Doesn't word processing make the writing process too easy?
I really don't think that using word processing make the writing process any easier. I think it does enhance the writing experience for students. The overall responsibility for researching, writing, and editing falls is the student's. Word processing provides functions that helps during the writing process. Word processing give students the option of "enter and edit text, organize information with tables and graphic organizers and insert objects and hyperlinks (p. 175)" If word processing made writing easier I would enjoy writing much more than I do right now.
2. How can word processing be used to engage students in higher-level thinking?
Word processing provide a number of ways whereby students can be engaged in higher-level thinking. When students use "tables to categorize and organize information, critical selection or creation of graphics to demonstrate concepts, insertion of charts to support arguments, use of hyperlinks to extend descriptions, and use of tracked changes editing tools (p 183)" they are using higher-order critical thinking. In order for students to carry out these functions they must first understand how to preform each task, then they must be able to explain the task and keep track of changes made during the task. Students can also be engage in higher-level thinking while using word processing when the teacher include the levels of intellectual behavior in learning developed by Benjamin Bloom (http://eduscapes.com/tap/topic69.htm).
3. In what ways are the individuals needs of students met when their work is completed with a word processor?
Allowing students to complete their work with a word processor enable them to create a written document without concerning themselves about their handwritting. With a word processor students can be as creative as they like. They can write, rewrite, copy and paste, change the font, and so much more. This is a great way to meet the need of students for independence. Word processing can be used for team research and collaborating that can meet the social and emotional needs of students. Using a word processor also meets the need of students for creativity, "critical thinking, problem solving and decision making (p 181)."
Morrison, G. R., & Lowther, D. L. (2010). Intergratin computer technology into the classroom: Skills for the 21st
century (4th ed.)
Monday, June 6, 2011
Chapter 9 Integrating Multimedia as a Tool
Reflecting on What I Know
1. How can my students use multimedia for their projects?
There are so many great ways for students to use multimedia for class projects. Suppose you wanted your class to do a presentation about the life cycle of butterflies. To aaccomplish the task they can use the following methods: "text, graphics, charts, audio, animations, and/or digital video to relay the intended message. (Morrison & Lowther, 2010)" Text can be used as the written information about the life cycle of the butterfly with animation to enhance the presentation. Graphs and charts can be used to compare or identify species of butterflies. Students can use audio in their presentation by interviewing someone that work at a nature center. Another cool way for students to use multimedia for a project is to use a digital video. Students can use a digital camera to record the emergence of the butterfly from a chrysalis.
2. What applications are available for creating a multimedia presentation?
A multimedia presentation can be created by using PowerPoint, and audio and video. PowerPoint allows you to save a "presentation as a movie or web page, as well as to print a variety of handouts and presentation notes (p 239)." Audio and video allows students to "utilize existing movies" from the Internet, or "produce their own movies (p 236)."
3. Should I place limit on how my students use multimedia?
Students should have limits placed on them in how they use multimedia. Students should have guidelines in which they follow when using multimedia. Guidelines will help the students "make the most efficient use of time and to keep the students on task (p 251)." Another important point why limiting how students use mulitmedia, "it can be a hinderance to learning and communicating when it is rich on bells and whistles and short on information (p 234)."
Chapter 10 Graphic Organizers
Reflecting on What I Know
1. How do you know that students understand a concept?
You know that a students understands a concept when they are able to incorperate what they have learned in other areas of learning. An example of how you know that a student understand a concept is in our textbook "when students create a graphic organizer, they use basic word processing formatting and outlining tools (p266)." This example shows that the student is able to use more than one concept in creating the graph.
2. How can you depict student misconceptions of key information?
You can depict a student misconception of key information when they are unable to translate the information into the objective. Suppose that you asked a student to create a graph. The graph will be used to see how many students like certain kinds of animals. Well the student creates the graph but the totals are incorrect. Some where in the process the student missed a step in graphing the information. The teacher is then able to depict what key information the student miss in the process of getting the information.
3. How can students capture and transfer brainstorming ideas into written thoughts?
Students can capture and transfer brainstorming ideas into written thoughts by using a graphic organizer. There are different kinds of graphic organizer such as, "concept maps, mind maps and advance organizers, and mental models (p 258)." Graphic organizer is a wonderful tool that "students can use to achieve greater understanding and retention of concepts, processes, and information (p 265)." Once students have mapped out their thoughts using a graphic ogranizer they are ready to begin formulating their ideas into a written document.
Morrison, G. R., & Lowther, D. L. (2010). Integrating computer technology into the classroom: Skills for the 21st century, Pearson Education (4th ed.).
Reflecting on What I Know
1. How can my students use multimedia for their projects?
There are so many great ways for students to use multimedia for class projects. Suppose you wanted your class to do a presentation about the life cycle of butterflies. To aaccomplish the task they can use the following methods: "text, graphics, charts, audio, animations, and/or digital video to relay the intended message. (Morrison & Lowther, 2010)" Text can be used as the written information about the life cycle of the butterfly with animation to enhance the presentation. Graphs and charts can be used to compare or identify species of butterflies. Students can use audio in their presentation by interviewing someone that work at a nature center. Another cool way for students to use multimedia for a project is to use a digital video. Students can use a digital camera to record the emergence of the butterfly from a chrysalis.
2. What applications are available for creating a multimedia presentation?
A multimedia presentation can be created by using PowerPoint, and audio and video. PowerPoint allows you to save a "presentation as a movie or web page, as well as to print a variety of handouts and presentation notes (p 239)." Audio and video allows students to "utilize existing movies" from the Internet, or "produce their own movies (p 236)."
3. Should I place limit on how my students use multimedia?
Students should have limits placed on them in how they use multimedia. Students should have guidelines in which they follow when using multimedia. Guidelines will help the students "make the most efficient use of time and to keep the students on task (p 251)." Another important point why limiting how students use mulitmedia, "it can be a hinderance to learning and communicating when it is rich on bells and whistles and short on information (p 234)."
Chapter 10 Graphic Organizers
Reflecting on What I Know
1. How do you know that students understand a concept?
You know that a students understands a concept when they are able to incorperate what they have learned in other areas of learning. An example of how you know that a student understand a concept is in our textbook "when students create a graphic organizer, they use basic word processing formatting and outlining tools (p266)." This example shows that the student is able to use more than one concept in creating the graph.
2. How can you depict student misconceptions of key information?
You can depict a student misconception of key information when they are unable to translate the information into the objective. Suppose that you asked a student to create a graph. The graph will be used to see how many students like certain kinds of animals. Well the student creates the graph but the totals are incorrect. Some where in the process the student missed a step in graphing the information. The teacher is then able to depict what key information the student miss in the process of getting the information.
3. How can students capture and transfer brainstorming ideas into written thoughts?
Students can capture and transfer brainstorming ideas into written thoughts by using a graphic organizer. There are different kinds of graphic organizer such as, "concept maps, mind maps and advance organizers, and mental models (p 258)." Graphic organizer is a wonderful tool that "students can use to achieve greater understanding and retention of concepts, processes, and information (p 265)." Once students have mapped out their thoughts using a graphic ogranizer they are ready to begin formulating their ideas into a written document.
Morrison, G. R., & Lowther, D. L. (2010). Integrating computer technology into the classroom: Skills for the 21st century, Pearson Education (4th ed.).
Monday, May 30, 2011
DIGITAL TOOLS IN TODAY'S CLASSROOMS
Chapter 3
Reflecting on What I know:
1. Why is it important to learn about different technology tools when they are constantly changing?
For our children to succeed in the 21st Century we must invest in the technology that is being developed if our children are going to be able to compete in a global society. Technology that is being used and developed today offers an array of opportunities for students and teachers to broaden their methods of how they research and gather information, how they use the information to solve problems, and make decisions based on the information they gathered.
2. Most desktop computers do the same things as mobile devices, so why do teachers need to
use both?
Having computers that are both stationary and mobile allows the teacher and students flexability. The desktop computer offers sability as it can not be damaged as easily as a laptop or ipad. Both devices have pros and cons far as their advantages and disadvantages. But by having different types of mobile devices in the classroom provides the users with opportunities to have real life experience with the devices.
3. How can the cost of digital devices be justified when the functions they perform are often
limited in number and scope?
Many times people think that just because something is new it makes it better. There are some devices that do not need to be update for a few years. It is also important when buying digital devices to make should if it can be updated or have more memory added. The way to justify purchasing digital devices is to make sure it will be relevent to meet the needs of your students and the impact of having it will out weigh the cost of the purchase.
COMPUTER SOFTWARE IN TODAY'S CLASSROOMS
Chapter 4
Reflecting on What I Know:
1. There are so many types of software; how do I know which ones to include in my lessons?
The National Educational Technology Standards for Students (NETS-S) provides five categories in which to follow when choosing educational software for the classroom. "By following a well-thought-out integration plan, such as the NTeQ lesson plan, a variety of software applications can become an integral component of a lesson (p. 92)." Another way in deciding what types of software to choose when planning a lesson is the librarian. She or he will have a wealth of information that will assist in lessoning planning.
2. I understand why students should sue educational software and the internet, but why sould my
fourth-grade students learn to use spreadsheet, database, or video editing software.
The use of spreadsheets, database, or video editing software provides more than just a surface learning. Spreadsheets allows the student to do calculations, create graphs and charts. When students work with spreadsheets it enhances their "analytical abilities" because of the "connection between mathematics and the use of spreadsheets (p.96)."
3. How can student use of different types of software help improve scores on state tests?
The use of different types of software will help improve scores on state tests when they are aligned with The standard course of study and ISTE'S NET for students. Using software as a learning tool is only as beneficial as the link it has to the content knowledge being taught. I think the type of software used will be what determine how it improves scores. A good indicator of how successful the software is being used in the classroom is to check the progress of the students using different assessment methods.
Chapter 3
Reflecting on What I know:
1. Why is it important to learn about different technology tools when they are constantly changing?
For our children to succeed in the 21st Century we must invest in the technology that is being developed if our children are going to be able to compete in a global society. Technology that is being used and developed today offers an array of opportunities for students and teachers to broaden their methods of how they research and gather information, how they use the information to solve problems, and make decisions based on the information they gathered.
2. Most desktop computers do the same things as mobile devices, so why do teachers need to
use both?
Having computers that are both stationary and mobile allows the teacher and students flexability. The desktop computer offers sability as it can not be damaged as easily as a laptop or ipad. Both devices have pros and cons far as their advantages and disadvantages. But by having different types of mobile devices in the classroom provides the users with opportunities to have real life experience with the devices.
3. How can the cost of digital devices be justified when the functions they perform are often
limited in number and scope?
Many times people think that just because something is new it makes it better. There are some devices that do not need to be update for a few years. It is also important when buying digital devices to make should if it can be updated or have more memory added. The way to justify purchasing digital devices is to make sure it will be relevent to meet the needs of your students and the impact of having it will out weigh the cost of the purchase.
COMPUTER SOFTWARE IN TODAY'S CLASSROOMS
Chapter 4
Reflecting on What I Know:
1. There are so many types of software; how do I know which ones to include in my lessons?
The National Educational Technology Standards for Students (NETS-S) provides five categories in which to follow when choosing educational software for the classroom. "By following a well-thought-out integration plan, such as the NTeQ lesson plan, a variety of software applications can become an integral component of a lesson (p. 92)." Another way in deciding what types of software to choose when planning a lesson is the librarian. She or he will have a wealth of information that will assist in lessoning planning.
2. I understand why students should sue educational software and the internet, but why sould my
fourth-grade students learn to use spreadsheet, database, or video editing software.
The use of spreadsheets, database, or video editing software provides more than just a surface learning. Spreadsheets allows the student to do calculations, create graphs and charts. When students work with spreadsheets it enhances their "analytical abilities" because of the "connection between mathematics and the use of spreadsheets (p.96)."
3. How can student use of different types of software help improve scores on state tests?
The use of different types of software will help improve scores on state tests when they are aligned with The standard course of study and ISTE'S NET for students. Using software as a learning tool is only as beneficial as the link it has to the content knowledge being taught. I think the type of software used will be what determine how it improves scores. A good indicator of how successful the software is being used in the classroom is to check the progress of the students using different assessment methods.
Monday, May 23, 2011
Technology in the Classroom Blog
UNIT 1 READING AND DISCUSSION POSTS
Chapter 1: Rethinking Computers and Instruction
Reflecting on What I Know (p.3)
Today computers have made the classroom a place of exploration, retrieval, evaluation, and manipulation of "real world information" (Morrision and Lowther, 2010). The computer is not just a tool just for inquiry-based learning but for problem-based learning, inquiry learning, or project-based learning. Utilizing the computer in this manner allow teachers to adapt it to their own teaching styles (p. 23).
The use of tutorials and drill-and practice software may have been beneficial at one time but that type of rote memorization is not enough today to prepare students for the 21st century. In order for students to meet the challenge of the 21st century teachers must "implement a student-centered approach in open-ended environments that engage collaborative groups of students in using technology to solve meaningful problems" (p. 9)
Creating lesson plans that will implement the use of technology within the curriculum will take collaboration and creativity. From the text I learned that "once teachers understand how t integrate student use of basic computer functions into lessons, they can combine this understanding with what they know about how students learn to create an environment that integrates technology to enhance learning" (p. 18).
The thought of students having there own computer in class would be great but in must cases this is not possible. In most cases students learn to work together and share a computer. e of Most of the changes has come about because of technology. Teachers and students of today must be equipped to meet the challenges of the 21 st century technology global community
Chapter 2 NTeQ: Designing an Integrated Lesson
Reflecting of What I know
1. The best way to integrated a lesson that will work is to tailor it to the needs of the student. "When students use a coumputer to help solve a problem, their motiviation and engagment can increase" (p. 29).
2. Objectives define what is required thus objectives helps guide your planning and lesson development.
3. One way on getting studentsto engage in the processing of information is to ask open-ended questions.
4. You do not have to use a different lesson plan when allow students to use the computer. The lesson plan should already have included the use of the computer.
5. The computer can be use for many of the objectives or lesson but should not be the only resource in which the students use. "Interesting lessons include a variety of insturctional activities to achieve the objectives" (p. 51).
Chapter 6 Exploring the world Wide Web in the Classroom
1. I can use the Web more effectively in my classroom for research, grading, enteractive lessons and collaboration.
2. Students can be managed on the computer in the classroom thorough a school website server. This will keep students from going to sites that are not authorized. Schoold districts provide policies concerning internet guidelines for approriate online practices" (p.151).
3. The features I have used on the web: googledocs, blogs, youtube,
Resource:
Morrison, G.R., & Lowther, D.L. (2010). Integrating computer technology into the classroom: Skills for the
21st century. Boston: Pearson
Chapter 1: Rethinking Computers and Instruction
Reflecting on What I Know (p.3)
Today computers have made the classroom a place of exploration, retrieval, evaluation, and manipulation of "real world information" (Morrision and Lowther, 2010). The computer is not just a tool just for inquiry-based learning but for problem-based learning, inquiry learning, or project-based learning. Utilizing the computer in this manner allow teachers to adapt it to their own teaching styles (p. 23).
The use of tutorials and drill-and practice software may have been beneficial at one time but that type of rote memorization is not enough today to prepare students for the 21st century. In order for students to meet the challenge of the 21st century teachers must "implement a student-centered approach in open-ended environments that engage collaborative groups of students in using technology to solve meaningful problems" (p. 9)
Creating lesson plans that will implement the use of technology within the curriculum will take collaboration and creativity. From the text I learned that "once teachers understand how t integrate student use of basic computer functions into lessons, they can combine this understanding with what they know about how students learn to create an environment that integrates technology to enhance learning" (p. 18).
The thought of students having there own computer in class would be great but in must cases this is not possible. In most cases students learn to work together and share a computer. e of Most of the changes has come about because of technology. Teachers and students of today must be equipped to meet the challenges of the 21 st century technology global community
Chapter 2 NTeQ: Designing an Integrated Lesson
Reflecting of What I know
1. The best way to integrated a lesson that will work is to tailor it to the needs of the student. "When students use a coumputer to help solve a problem, their motiviation and engagment can increase" (p. 29).
2. Objectives define what is required thus objectives helps guide your planning and lesson development.
3. One way on getting studentsto engage in the processing of information is to ask open-ended questions.
4. You do not have to use a different lesson plan when allow students to use the computer. The lesson plan should already have included the use of the computer.
5. The computer can be use for many of the objectives or lesson but should not be the only resource in which the students use. "Interesting lessons include a variety of insturctional activities to achieve the objectives" (p. 51).
Chapter 6 Exploring the world Wide Web in the Classroom
1. I can use the Web more effectively in my classroom for research, grading, enteractive lessons and collaboration.
2. Students can be managed on the computer in the classroom thorough a school website server. This will keep students from going to sites that are not authorized. Schoold districts provide policies concerning internet guidelines for approriate online practices" (p.151).
3. The features I have used on the web: googledocs, blogs, youtube,
Resource:
Morrison, G.R., & Lowther, D.L. (2010). Integrating computer technology into the classroom: Skills for the
21st century. Boston: Pearson
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