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.

4) Do I have to use a different lesson plan when I want my students to use computers?
- 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.

"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, 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.

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.)










                                                                        

Dzibanche Mayan Ruin

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.



My amazing parents and I

 This is my family, right before we went cave tubing in Belize :]




 Downtown Chicago

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.

And, thats it for now. :] Also, the title quote is by St. Augustine.

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.

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.