So, here we are at the end of the semester. It flew right past! As this class was my third (yes, before fourth, after second) technology in the classroom course, I was pleasantly surprised to learn about some new technologies that I hadn't heard of. (Prezi and Piazza, to name a couple.)
This semester also helped me define what technologies I am not particularly fond of. I've never been a fan of SMART boards, and I'm still not really hooked on them. Don't get me wrong- I think it's creative and helpful, I just don't think it's for me. Perhaps I'm more of a traditionalist than I think.
Overall, I enjoyed this course and look forward to the rest of my classes in my program at ECU! Good luck to everyone on their future courses!
Wednesday, July 25, 2012
Sunday, July 22, 2012
Chapter Twelve - Reflecting on What I Know
1) What can I do to "get ready" for a lesson in which my students use computers?
First, you need to figure out what your goal/objective is. Then, you will plan a lesson around that goal. You must provide all of the necessary resources to your students (are we using the internet? do the students know how to access the internet? if so, do they need specifi websites? bookmark them.) such as website bookmarks, handouts, and tutorials. Other resources may include step-by-step and resource guides. You may also need to have an assessment (or at least an assessment strategy) prepared to evaluate student learning. You must also be able to answer all of the students questions, so you as the teacher must have a solid grasp of the subject matter as well as the methods of delivery.
2) Where does the "computer part" come when I am teaching a lesson?
A lot of planning goes into each lesson and every lesson is different, so it is only logical that the "computer part" comes at a different point in each lesson. Computers should be used when they are needed, and this could happen at multiple points (or just once.) You must make sure tha you have a solid plan, as well as resources, and have provided the students with all of the information they need in order to use the computer to complete their assignment.
3) How do you ensure equal access for all students with only three computers?
When working in a classroom with three computers, it is sometimes difficult to work out how everyone can have equal access to the computers. One way to ensure this is to create a rotation. This can be done by establishing a mapped layout with time limits for students to rotate from one "station" to another. With three computers in the classroom, up to three students may be in a group that rotates from table assignment to table assignment before using the computer and then rotating off. Students may also independently rotate, where they move to the computer at their own pace (usually once they have independently completed the prerequisite assignments) and use their allotted time at the computer.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.
First, you need to figure out what your goal/objective is. Then, you will plan a lesson around that goal. You must provide all of the necessary resources to your students (are we using the internet? do the students know how to access the internet? if so, do they need specifi websites? bookmark them.) such as website bookmarks, handouts, and tutorials. Other resources may include step-by-step and resource guides. You may also need to have an assessment (or at least an assessment strategy) prepared to evaluate student learning. You must also be able to answer all of the students questions, so you as the teacher must have a solid grasp of the subject matter as well as the methods of delivery.
2) Where does the "computer part" come when I am teaching a lesson?
A lot of planning goes into each lesson and every lesson is different, so it is only logical that the "computer part" comes at a different point in each lesson. Computers should be used when they are needed, and this could happen at multiple points (or just once.) You must make sure tha you have a solid plan, as well as resources, and have provided the students with all of the information they need in order to use the computer to complete their assignment.
3) How do you ensure equal access for all students with only three computers?
When working in a classroom with three computers, it is sometimes difficult to work out how everyone can have equal access to the computers. One way to ensure this is to create a rotation. This can be done by establishing a mapped layout with time limits for students to rotate from one "station" to another. With three computers in the classroom, up to three students may be in a group that rotates from table assignment to table assignment before using the computer and then rotating off. Students may also independently rotate, where they move to the computer at their own pace (usually once they have independently completed the prerequisite assignments) and use their allotted time at the computer.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.
Chapter Ten - Reflecting on What I Know
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| A sandwich map :] |
1) How do you know that students understand a concept?
One way to make sure that your student's understand a concept is to use a graphic organizer. Graphic organizers help to visually display key thoughts and ideas in a way that is understandable. There are several different types of graphic organizers so it is important to choose one that reinforces the concepts that you are trying to teach.
2) How can you depict student misconceptions of key information?
Graphic organizers are just that- GRAPHIC! You can visually see the direction in which an idea is going. When using a graphic organizer students are able to easily see mistakes and misconceptions as they assemble their organizer. So, for example, if you are creating a timeline example you can easily see when an event has fallen out of it's time period. Students can then correct their mistake and continue on with their work, all the while gaining a better understanding of the material.
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. As I have mentioned, there are several different types of graphic organizers and, since we all think differently, each different organizer can be used in several ways. You can organize thoughts with flow charts, venn diagrams, and bubble/double bubble maps. (As well as a multitude of other organizers.)
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.
Monday, July 16, 2012
Chapter Eleven - Reflecting on What I Know Q. 3
3) When I integrate problem-solving or educational software into a lesson, what changes will be needed?
When integrating problem-solving/educational software in your lesson, the planning will be similar to that of any integrated lesson. The keys to useing software are a) making sure that your software meets your educational needs, b) utilizes computer functions which are related to your educational objectives, and c) provides not only the content to the students, but also adequate (and appropriate) practice as well as feedback (so that students can continue to practice in areas that they need more work in.) Also, lesson format may need to be tweaked, or completely changed, based on how the educational software meets the classroom needs.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.
When integrating problem-solving/educational software in your lesson, the planning will be similar to that of any integrated lesson. The keys to useing software are a) making sure that your software meets your educational needs, b) utilizes computer functions which are related to your educational objectives, and c) provides not only the content to the students, but also adequate (and appropriate) practice as well as feedback (so that students can continue to practice in areas that they need more work in.) Also, lesson format may need to be tweaked, or completely changed, based on how the educational software meets the classroom needs.References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.
Chapter Eleven - Reflecting on What I Know Qs. 1+2
1) What are the benefits of using problem-solving or educational software?
Problem-solving or educational software can be used to supplement learning. Schools I have shadowed and worked in use a variety of poblem-solving and educational software. Often times, these programs are a break from traditional book learning, and provide practice in a format other than paper and pencil. Plus, several of the program utilize techniques that were once used in the classroom before technology took over, such as drill-and-practice. Also, research has shown that well-designed games not only increase student attention and learning, but also teach new technical skills. New educational games often require higher order thinking (Morrison & Lowther, 284.)
2) How do I choose the correct software?
Choosing software is important, and as a teacher the decision as to what software to choose should not be taken lightly. With that said, a key factor in deciding which software to choose is knowing what, exactly, you want your software to do. That is, what is its function? If you are trying to reinforce history material, then a math program probably isn't the best option. Software should be research backed (with documentation and reviews to support it.) It should also meet the instructional needs (do I need to know how to multiply when learning about WWII? Probably not.) Finally, the software must be user friendly- we're talking about kids running these programs, not college graduates.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.
Problem-solving or educational software can be used to supplement learning. Schools I have shadowed and worked in use a variety of poblem-solving and educational software. Often times, these programs are a break from traditional book learning, and provide practice in a format other than paper and pencil. Plus, several of the program utilize techniques that were once used in the classroom before technology took over, such as drill-and-practice. Also, research has shown that well-designed games not only increase student attention and learning, but also teach new technical skills. New educational games often require higher order thinking (Morrison & Lowther, 284.)
2) How do I choose the correct software?
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.
Chapter Nine - Reflecting on What I Know Qs 2+3
2) What applications are available for creating a multimedia presentation?There are several options available for creating a multimedia presentation. You may use PowerPoint, iMovie (by Apple,) Windows Movie Maker, Flash, Prezi, and other programs to supplement such as Quicktime (for audio files.) Powerpoint and Windows Movie Maker are relatively simple to use, and many students can easily learn how to operate the programs and manipulate them to suit their needs. Flash has a bit of a learning curve, but it too, is an option for the classroom.
3) Should I place limits on how my students use multimedia?Limitations can be very helpful when using multimedia. Often times (especially with PowerPoint) the message can get lost within the presentation due to all of the "extra" things going on. It is sometimes a very good idea to tell your students that they shouldpresent the information as simply as possible. Perhaps the number of features can increase with age level- high school students may have a better understanding of what should be included in a presentation and what shouldnt.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.
Chapter Nine- Reflecting on What I Know Q.1
1) How can my students use multimedia for their projects?
Multimedia is seen pretty much on a daily basis so it can be difficult to discern how, exactly, a student can use it in their projects. The great thing about multimedia is that since it's so diverse, there are several options students can turn to- if they know where to look. Multimedia presentations can take the shape of something as simple as a powerpoint with both text and pictures, or as difficult as a self-produced documentary on global warming, complete with narration. Students can be as creative- or not creative- as they wish. Other multimedia may include graphics, photographs, and animations (Morrison & Lowther, 235.)
It can be easy for a teacher to assign a multimedia project. Assignments can be specific: "Create a slideshow hilighting all of Shakespeare's works." Or they can be general: "Your assignment is to use some form of multimedia presentation to display what you have learned about the solar system."
References:
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.
Friday, July 13, 2012
Social Media in the Classroom
With all of that said, I love that I found this webpage listing some of the pros and cons of social media in the classroom. It gave me some things to think about and also reminded me that even though it was only a decade ago that I was in elementary school, classrooms are changing.
Monday, July 9, 2012
Chapter Six - Reflecting on What I Know
Now that I have access to the Web, how can I use it effectively?
Having access to the Web is just the beginning! Starting out with an appropriate homepage (I personally use Google, because I usually start my surfing with questions that Google can answer.) Teachers can also make their personal blogs a homepage, or even classroom websites.
As a teacher, you can give students assignments that require them to use the internet and, as a teacher, you have the power to limit what websites students use. You can give students lists of "approved" web pages, or apply a filter or block to limit certain websites. You can also let students start from approved search engine such as askkids.com and kids.yahoo.com.
How do I manage students' use of the Web in my class?
You can start by creating an acceptable use policy (as detailed on pgs 162-163 of our text.) An acceptable use policy is essentially a list of rules that students should know before using the internet at school. It usually lists the acceptable and unacceptable behavior (and the consequences of using unacceptable behavior) for the classroom. Some schools also have filters on their computers which prevent students from accessing sites which they shouldn't (example: Facebook and other social media websites are blocked at many schools.)
Which features of the Web do I use?
It all really depends on your lesson- you are going to want to use the right tool for each lesson plan. You can use search engines to help fuel research papers and reports or tutorial websites to show how to make a cake or build a racecar. You can collaborate on the web by using document sharing software such as Google Docs. You can even communicate using the web by utilizing e-mail and IM services, as well as phone and video conference programs such as Skype.
Having access to the Web is just the beginning! Starting out with an appropriate homepage (I personally use Google, because I usually start my surfing with questions that Google can answer.) Teachers can also make their personal blogs a homepage, or even classroom websites.
As a teacher, you can give students assignments that require them to use the internet and, as a teacher, you have the power to limit what websites students use. You can give students lists of "approved" web pages, or apply a filter or block to limit certain websites. You can also let students start from approved search engine such as askkids.com and kids.yahoo.com.
How do I manage students' use of the Web in my class?
You can start by creating an acceptable use policy (as detailed on pgs 162-163 of our text.) An acceptable use policy is essentially a list of rules that students should know before using the internet at school. It usually lists the acceptable and unacceptable behavior (and the consequences of using unacceptable behavior) for the classroom. Some schools also have filters on their computers which prevent students from accessing sites which they shouldn't (example: Facebook and other social media websites are blocked at many schools.)
Which features of the Web do I use?
It all really depends on your lesson- you are going to want to use the right tool for each lesson plan. You can use search engines to help fuel research papers and reports or tutorial websites to show how to make a cake or build a racecar. You can collaborate on the web by using document sharing software such as Google Docs. You can even communicate using the web by utilizing e-mail and IM services, as well as phone and video conference programs such as Skype.
For those of you unfamiliar with Skype- I absolutely recommend it! I've used it for interviews, general IMs, and to communicate with family while overseas. This program is awesom :]
Sunday, July 8, 2012
Chapter Four - Reflecting on What I Know
There are so many types of software; how do I know which ones to include in my lessons?
-You can start by deciding what software will actually improve your lesson. For example, using a spreadsheet in the middle of a language arts lesson might not be the best idea. It is important to refer to the technology standards for NC, also, as they detail what each grade level should master in each subject. Many available software products are listed on pages 94-101 of our text.
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?
-Technology, and education, are changing. With that said it is important to keep ahead of the learning curve. What was once acceptable as a pencil and paper assignment can now be done effectively using a computer program, so why not use it? My students should learn to use spreadsheet, databases, and video editing software for several reasons. 1) It's available, and they are old enough to learn at least the basics. 2) These programs can coordinate with my state's technology standards. 3) These programs can be incorporated into "normal" lessons- when learning about the regions of our state, students could create a database of information to help them learn the facts. Spreadsheets can be used in math lessons, and video editing software can be incorporated into a history/language arts lesson.
How can student use of different types of software help improve scores on state tests?
- There are SOOOO many different software programs that can help to improve student test scores. First, there are game programs that essentially drill formerly learned information. Our text cites math blasters, which I can remember using when I was in elementary school. Then there are programs that test student's knowledge. Accelerated Reader is a popular software program that tests students learning. Then there are also programs that help reinforce (and sometimes introduce) new material. All of these programs provide added exposure to a topic, which in turn leads to increased test scores.
Works Cited:
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.
-You can start by deciding what software will actually improve your lesson. For example, using a spreadsheet in the middle of a language arts lesson might not be the best idea. It is important to refer to the technology standards for NC, also, as they detail what each grade level should master in each subject. Many available software products are listed on pages 94-101 of our text.
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?
-Technology, and education, are changing. With that said it is important to keep ahead of the learning curve. What was once acceptable as a pencil and paper assignment can now be done effectively using a computer program, so why not use it? My students should learn to use spreadsheet, databases, and video editing software for several reasons. 1) It's available, and they are old enough to learn at least the basics. 2) These programs can coordinate with my state's technology standards. 3) These programs can be incorporated into "normal" lessons- when learning about the regions of our state, students could create a database of information to help them learn the facts. Spreadsheets can be used in math lessons, and video editing software can be incorporated into a history/language arts lesson.
How can student use of different types of software help improve scores on state tests?
- There are SOOOO many different software programs that can help to improve student test scores. First, there are game programs that essentially drill formerly learned information. Our text cites math blasters, which I can remember using when I was in elementary school. Then there are programs that test student's knowledge. Accelerated Reader is a popular software program that tests students learning. Then there are also programs that help reinforce (and sometimes introduce) new material. All of these programs provide added exposure to a topic, which in turn leads to increased test scores.
Works Cited:
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.
Saturday, July 7, 2012
Delicious
Delicious, at least to me, seems intriguing. I like the idea of being able to bookmark to a site that is accessible from multiple computers. (My bookmarks on my laptop sometimes seem like they are taking over!)
How difficult was it to find good sites?
It wasn't exactly difficult to find good sites, but I had to think about what I was looking for. It wasn't so simple as to google search "amazing teacher resource websites" and have things pop up. I even bookmarked some tools that I've used in the past. (I've even had a class that was completely run through Facebook.)
Were there many sites claiming to be educational that were only trying to sell a product?
There were several sites that claimed to be educational, but were only trying to sell a product. On the flipside, there were also several sites that required (on some level) a paid subscription. Example: when I was at UNCA, we used Moodle. The school paid a subscription to use it, so there was a cost associated with the site, however it was an interesting program to use.
Did you find many sites that were not valuable as a resource?
I found a couple of sites that just didn't have anything I would use. I can't say that that makes them "not valuable" - they just weren't valuable to me.
What did you think of some of the Web 2.0 sites?
I like the idea of interactive websites, I just don't know that they have a place in elementary classrooms.
Did you choose many of the same sites as the students you are following in Delicious?
I'm pretty sure there is overlap with a couple of sites, however I also know that we all seemed to go in different directions. Some students picked individual subjects, others went for a more broad coverage.
What did you like about the 15 sites you selected?
I think that they cover a little bit of everything. Many of my sites I think are adaptable, but there were a couple of sites that I liked the overall idea of but am not entirely sure how to incorporate.
How difficult was it to find good sites?
It wasn't exactly difficult to find good sites, but I had to think about what I was looking for. It wasn't so simple as to google search "amazing teacher resource websites" and have things pop up. I even bookmarked some tools that I've used in the past. (I've even had a class that was completely run through Facebook.)
Were there many sites claiming to be educational that were only trying to sell a product?
There were several sites that claimed to be educational, but were only trying to sell a product. On the flipside, there were also several sites that required (on some level) a paid subscription. Example: when I was at UNCA, we used Moodle. The school paid a subscription to use it, so there was a cost associated with the site, however it was an interesting program to use.
Did you find many sites that were not valuable as a resource?
I found a couple of sites that just didn't have anything I would use. I can't say that that makes them "not valuable" - they just weren't valuable to me.
What did you think of some of the Web 2.0 sites?
I like the idea of interactive websites, I just don't know that they have a place in elementary classrooms.
Did you choose many of the same sites as the students you are following in Delicious?
I'm pretty sure there is overlap with a couple of sites, however I also know that we all seemed to go in different directions. Some students picked individual subjects, others went for a more broad coverage.
What did you like about the 15 sites you selected?
I think that they cover a little bit of everything. Many of my sites I think are adaptable, but there were a couple of sites that I liked the overall idea of but am not entirely sure how to incorporate.
Monday, July 2, 2012
Chapter Five - Reflecting on What I Know
1) How can I get my students to ask questions about the research they are conducting?
As a teacher, you can direct students to question. In fact, you can lead by example and start your class with a question that will lead to your students asking further questions. Questions keep students interested in the topics they are learning about, and open doors to learning.
2) How can I teach my students to solve problems?
We can teach our students to solve problems by encouraging them to (you guessed it) ask questions! Using an inquiry-based approach, as hilighted in our textbook, is a successful way to have students question and learn in the classroom. Simply because we don't know the answer now, doesn't mean that we are unable to figure it out. Our text talks about Think Sheets, organizational tools that help both students and teachers define what they are learning. A popular Think Sheet is a KWL (know, want to know, learn) which is a three column chart which you fill out to state what you know about a subject, want to know about a subject, and (after the lesson is complete) what you have learned.
3) I've never used an inquiry-based approach, much less computers- so how is a teacher supposed to do both of these at one time?
It's not necessarily difficult to plan a lesson that is both inquiry-based and utilizes computers. You can approach this lesson plan by first identifying the problem you want to solve and then define what computer functions will effectively help to teach the lesson. For example, if you are working on population of states it may behoove you to use a spreadsheet program to calculate and then present your data with a powerpoint presentation. The NTeq program outlines how to identify, and solve a problem.
References:
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.
As a teacher, you can direct students to question. In fact, you can lead by example and start your class with a question that will lead to your students asking further questions. Questions keep students interested in the topics they are learning about, and open doors to learning.
2) How can I teach my students to solve problems?
We can teach our students to solve problems by encouraging them to (you guessed it) ask questions! Using an inquiry-based approach, as hilighted in our textbook, is a successful way to have students question and learn in the classroom. Simply because we don't know the answer now, doesn't mean that we are unable to figure it out. Our text talks about Think Sheets, organizational tools that help both students and teachers define what they are learning. A popular Think Sheet is a KWL (know, want to know, learn) which is a three column chart which you fill out to state what you know about a subject, want to know about a subject, and (after the lesson is complete) what you have learned.
3) I've never used an inquiry-based approach, much less computers- so how is a teacher supposed to do both of these at one time?
It's not necessarily difficult to plan a lesson that is both inquiry-based and utilizes computers. You can approach this lesson plan by first identifying the problem you want to solve and then define what computer functions will effectively help to teach the lesson. For example, if you are working on population of states it may behoove you to use a spreadsheet program to calculate and then present your data with a powerpoint presentation. The NTeq program outlines how to identify, and solve a problem.
References:
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.
Friday, June 29, 2012
Chapter Two - Reflecting on What I Know
1) How do I plan an integrated lesson that will work with my students?
The NTeq model gives teachers a place to start when it comes to creating integrated lessons. There are several things to consider when you create an integrated lesson. First, what exactly do you want to teach? If you are teaching a lesson that you've already covered (perhaps in a prior school year) then you can adapt your lesson to include computers. After you've decided what you want to teach, you need to decide how long you want the lesson to be. Our text states that "the length of the lesson depends on the complexity of the problem the students investigate, the specified instructional objectives, the content you intend to vocer, and the capabilities of your students" (Morrison & Lowther, 2010, p.29.) With that said, you have to determine if your students will be able to learn the content in a day, a week, etc. Finally, you must accept (not decide to accept) that you cannot teach every objective with a computer. A computer is a tool, not a delivery system, and is not always the best tool to use to teach each lesson. 2) Why do I need objectives to help with my planning and lesson development?
Objectives help to pinpoint what exactly should be taught in a lesson. They also ensure that everything that is supposed to be covered actually is. This sets up teacher accountability (which has been under fire for quite some time...) Objectives also serve as a way to keep track of where you are in teaching- each objective can be seen as a building block for the next.
3) How can I encourage my students to engage in the processing of information?
You can start by being engaged in the assignment of processing information yourself. One of the best ways to teach anything is to set an example, and if students see that you are enjoying it, they will be more likely to enjoy it as well. Also, you can create different ways to proccess information. Instead of a simple fill in the blank worksheet, you could divide your classroom into groups and assign each student a part of the assignment and then allow each student to teach the other members of their group. Approaching an assignment from an alternative direction is refreshing and helps the learning process.
- Not necessarily. You can adapt current lessons to include computer components. For example, you could take a lesson on NC counties taught primarily from a text and then assign a project in which students create a presentation (powerpoint or otherwise) about a specific county. Computer functions, such as the internet, are handy research tools that can be utilized by students. The NTeq model helps teacher incorporate computers and technology into their current lesson plans.
5) What is the relationship between objectives and computer functions?
Objectives are the things that you are going to teach throughout the year. The students should attain some specified level of mastery by years end. Computer functions are the ways that computers can be used to help meet the objective. For example, NCSCOS Grade Four Objective 2.01 is "Locate and describe American Indians in North Carolina, past and present." A student could use a computer to A) research the areas in which American Indians live(d) in North Carolina, B) map those areas, and C) create a word document describing the American Indians.
6) Can you use a computer for every objective or lesson?
- Yes technically you can use a computer for every objective/lesson, but why on earth would you want to? Computers are meant to be a tool for learning, not a facilitator of learning. The text describes it as a tool to "solve problems rather than to deliver instruction" (Morrison & Lowther, 2010, p 29.) The text also states that other resources should be used (such as text materials such as books, magazines, and newspapers) as well as instructional activities. Just because you can do something doesn't necessarily mean that you should.
References:
Lowther, D. & Morrison, G. (2010) Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
Tuesday, June 26, 2012
"The world is a book and those who do not travel read only one page."
So, since I posted my introduction on Piazza I've had a couple of requests to see some pictures I've taken on trips I've taken :]
Bacharach is this cute little town on the Rhine River in Germany. It looks just like a scene from a fairy tale. There are vineyards everywhere, castles on the hills, and fantastic churches dotting the city.
Located in Piazza della Signora in Florence, Italy, is the work of Benvenuto Cellini. It was commissioned by Cosmo I dei Medici after being named Grand Duke, and was created in 1545-1554. It has resided in the Piazza since construction (with a small break for restoration in the late 1990s. I figure if I were over 400 years old I, too, would want a little restoration.)
This is one of the temples at Dzibanche, a archaeological site in Mexico. It is believed that the settlement dates back to around 200 BC. The site was abandoned sometime around 1100 CE.
It is interesting to note that many believe that the Mayan's simply "dissapeared," however Mayan culture is still evident in Mexico. The Mayan language is even being taught is schools.
This is my family, right before we went cave tubing in Belize :]
This is the view of downtown Chicago from a walking bridge. I decided that there were far too many arial views (I like to call them 'Sears Tower views') of Chicago, and decided that I wanted one from a perspecitve that I would actually see for more than an hour of my trip to the city.
This sculpture is actually called Cloud Gate, but I lovingly refer to it as the Bean. If you ever get to Chicago, take some time to stand next to (or under) this creative piece of art.
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| Bacharach, Germany |
Bacharach is this cute little town on the Rhine River in Germany. It looks just like a scene from a fairy tale. There are vineyards everywhere, castles on the hills, and fantastic churches dotting the city.
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| Perseus with the Head of Medusa, Benvenuto Cellini |
Located in Piazza della Signora in Florence, Italy, is the work of Benvenuto Cellini. It was commissioned by Cosmo I dei Medici after being named Grand Duke, and was created in 1545-1554. It has resided in the Piazza since construction (with a small break for restoration in the late 1990s. I figure if I were over 400 years old I, too, would want a little restoration.)
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| Dzibanche Mayan Ruin |
It is interesting to note that many believe that the Mayan's simply "dissapeared," however Mayan culture is still evident in Mexico. The Mayan language is even being taught is schools.
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| My amazing parents and I |
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| Downtown Chicago |
This sculpture is actually called Cloud Gate, but I lovingly refer to it as the Bean. If you ever get to Chicago, take some time to stand next to (or under) this creative piece of art.
And, thats it for now. :] Also, the title quote is by St. Augustine.
Sunday, June 24, 2012
Chapter Three - Reflecting on What I Know
1) Why is it important to learn about different technology tools when they are constantly changing?
-Technology is ever changing, and therefore we must learn about different technology tools. Many new tools are built in such a way that they are compatible with older items (example: a brand new printer model will most likely work with your two year old desktop.) It is important to know how to use each different piece as a whole so that you can operate newer systems.
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 have many of the same functions as mobile devices, however it's not eactly easy to tote around your desktop to do an outdoor mapping activity. Mobile devices are just that- mobile. They may be a little bit limited in their functions (a GPS system probably does't come with a camera feature or calculator) however their individual use is beneficial to the classroom. Students and teachers can effectively use both desktop computers and mobile devices together to gain a broader view of their subject, rather than be limited to the classroom.
3) How can the cost of digital devices be justified when the functions they perform are often limited in the number and scope?
- The cost of digital devices can be justified in that they improve learning. Every item, electronic or not, has a shelf life. Classroom books become outdated, overused, and must be replaced eventually. The same goes for digital devices, the cost is just higher and the shelf life is generally shorter. You must, however, look at how much those devices are being used. A classroom computer can be seen as a gateway to the internet, which thereby opens doors for the student's learning. Laptops, smart boards, and even personal response systems are beneficial in the classroom, sometimes alone and other times by working together.
References:
Lowther, D. & Morrison, G. (2010) Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
-Technology is ever changing, and therefore we must learn about different technology tools. Many new tools are built in such a way that they are compatible with older items (example: a brand new printer model will most likely work with your two year old desktop.) It is important to know how to use each different piece as a whole so that you can operate newer systems.
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 have many of the same functions as mobile devices, however it's not eactly easy to tote around your desktop to do an outdoor mapping activity. Mobile devices are just that- mobile. They may be a little bit limited in their functions (a GPS system probably does't come with a camera feature or calculator) however their individual use is beneficial to the classroom. Students and teachers can effectively use both desktop computers and mobile devices together to gain a broader view of their subject, rather than be limited to the classroom.
3) How can the cost of digital devices be justified when the functions they perform are often limited in the number and scope?
- The cost of digital devices can be justified in that they improve learning. Every item, electronic or not, has a shelf life. Classroom books become outdated, overused, and must be replaced eventually. The same goes for digital devices, the cost is just higher and the shelf life is generally shorter. You must, however, look at how much those devices are being used. A classroom computer can be seen as a gateway to the internet, which thereby opens doors for the student's learning. Laptops, smart boards, and even personal response systems are beneficial in the classroom, sometimes alone and other times by working together.
References:
Lowther, D. & Morrison, G. (2010) Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
Chapter One - Reflecting on What I Know
The first chapter of our text introduces the reader to computer instruction in the classroom. On page 3 we are asked four questions to think about and answer as we read through the chapter.
1) Must I use a inquiry-based learning approach in my classroom to use computers as a tool?
-No, teachers are not locked into one learning type. It has been found that open-ended learning works best for working with computers. Open-ended learning environments often requires a student to solve a problem, which exposes them to new information (Morrison & Lowther, 2010, p.11.) Some types of open ended learning environments include: problem-based learning, inquiry-based learning, and project-based learning.
2) Can I still use tutorials and drill-and-practice software?
- Yes, however this approach is inconsistent with current reform standards (Morrison & Lowther, 2010, p.9.) There is a time and place for using tutorials and drill-and-practice software. It should be used to build up to the learning of an objective.
3) Won't I have to spend a great deal of time to develop these units of instruction?
- It will take some effort, yes. However, once you have translated your standards into an ovjective, you can use the NTeQ model to determine if there is a match with a computer function (Morrison & Lowther, 2010, p.23.) After that, you can make a dual or integrated lesson. Teachers can also adapt lessons and utilize their school's resources (including their colleagues) to help develop lessons.
4)Won't every student need a computer to use it as a tool?
-No. I'm sure it would be the ideal that every student in every classroom have their own computer to use, however the norm in a classroom in right around 5 computers. This means that teachers have to develop lessons that either a) allow for students to each have individual time at the computer or b) work in groups to learn (collaborative learning.)
References:
Lowther, D. & Morrison, G. (2010) Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
1) Must I use a inquiry-based learning approach in my classroom to use computers as a tool?
-No, teachers are not locked into one learning type. It has been found that open-ended learning works best for working with computers. Open-ended learning environments often requires a student to solve a problem, which exposes them to new information (Morrison & Lowther, 2010, p.11.) Some types of open ended learning environments include: problem-based learning, inquiry-based learning, and project-based learning.
2) Can I still use tutorials and drill-and-practice software?
- Yes, however this approach is inconsistent with current reform standards (Morrison & Lowther, 2010, p.9.) There is a time and place for using tutorials and drill-and-practice software. It should be used to build up to the learning of an objective.
3) Won't I have to spend a great deal of time to develop these units of instruction?
- It will take some effort, yes. However, once you have translated your standards into an ovjective, you can use the NTeQ model to determine if there is a match with a computer function (Morrison & Lowther, 2010, p.23.) After that, you can make a dual or integrated lesson. Teachers can also adapt lessons and utilize their school's resources (including their colleagues) to help develop lessons.
4)Won't every student need a computer to use it as a tool?
-No. I'm sure it would be the ideal that every student in every classroom have their own computer to use, however the norm in a classroom in right around 5 computers. This means that teachers have to develop lessons that either a) allow for students to each have individual time at the computer or b) work in groups to learn (collaborative learning.)
References:
Lowther, D. & Morrison, G. (2010) Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
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