The type of Teacher we all want to be.................................................
About Me
- ecubutterflypirate
- Life isn't always honey, so make like a bee and make your own honey with what you have.
Thursday, July 28, 2011
Technology Can Be Exhausting
Wow! I have finally made it to the end of EDTC 5010 with some strong points and then some not so good points. This class has definately be a challenge for me this month. I have spent many hours working on technology for this class to the point of exhaustion but I am glad I did not give up. I have found that technology is great only if you fully understand how to use it. Some aspects of the class was easier to use while other technology aspects were frustrating. I had many issues with some of the downloads of software and worked on two different computers to get the work done. However, I found that technology can be your friend and enemy. Sometimes as we complete tasks we fail to fully complete them and I found this a issue for me. Some of the assignments or projects seemed to just not work out for me but I now know my weaknesses and strong points in using this new technology I was introduced to in this class. I really enjoyed the Google docs, VoiceThread, Delicious Account Bookmarks, and creating a blog. Technology isn't my choice on subject to blog about but it was beneficial to understanding how it integrates and plays a important role in education and as a educator. I value the experience from this class and will continue to embrace technology. There were many times I just wanted to drop this class but I refused to give in and made it to the end. I can say I done my best and I'm not a quitter! Technology is here to stay and lets all hop on and enjoy the ride to the future.
The type of Teacher we all want to be.................................................
The type of Teacher we all want to be.................................................
Technology in Education
The name and author of the article
Critical Issue: Promoting Technology Use in Schools
By Jan Gahala, M. A.
The URL of the article
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm
One idea or opinion that you got after reading the article and support that opinion with what you have learned in this course
Many teachers who have access to technology seldom use the integration of it in their lesson plans for numerous reasons. Many teachers ignore integration of technology in their lesson plans because of the lack of experience in using technology or the lack of creating a NTeQ Model Lesson Plan. According to the textbook during this course, technology integration requires planning of lesson plans and many teacher already are stressed with the basic curriculum objectives in order to prepare students for standarized testing at the end of the year. Teachers are pressured with so much on their plate many of them feel as though they can not take on any more assignments in preparing their lesson plans. Some teachers would love to integrate technology in their lessons but lack the technological resources and funding from the school board for software and hardware programs.
Teachers wanting to integrate technology in their lessons should experiment with the technology and students. Students are much more technological advanced today and can be valuable help to teachers in learning new technology. Teachers need to embrace learning new technology in order to offer all of the educational value available to students of the future of the technological global economy. Educators continue to learn while educating just as students. Teachers should have a open mind and embrace technology and its features in promoting education and life.
Critical Issue: Promoting Technology Use in Schools
By Jan Gahala, M. A.
The URL of the article
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm
One idea or opinion that you got after reading the article and support that opinion with what you have learned in this course
Many teachers who have access to technology seldom use the integration of it in their lesson plans for numerous reasons. Many teachers ignore integration of technology in their lesson plans because of the lack of experience in using technology or the lack of creating a NTeQ Model Lesson Plan. According to the textbook during this course, technology integration requires planning of lesson plans and many teacher already are stressed with the basic curriculum objectives in order to prepare students for standarized testing at the end of the year. Teachers are pressured with so much on their plate many of them feel as though they can not take on any more assignments in preparing their lesson plans. Some teachers would love to integrate technology in their lessons but lack the technological resources and funding from the school board for software and hardware programs.
Teachers wanting to integrate technology in their lessons should experiment with the technology and students. Students are much more technological advanced today and can be valuable help to teachers in learning new technology. Teachers need to embrace learning new technology in order to offer all of the educational value available to students of the future of the technological global economy. Educators continue to learn while educating just as students. Teachers should have a open mind and embrace technology and its features in promoting education and life.
Delicious Account
During this class this session I have been fascinated and encouraged with the use of Delicious Account. Being able to bookmark informative and resources for education has been fun and helpful. This is something I can continue to use while obtaining my licensure for teaching but also as a educator. People spend so much time exploring websites and webpages we sometimes forget the most valuable ones. Using Delicious to bookmare and share these websites are a great way to enhance technology in education. I plan on to continue the use of my Delicious Account after this course is over. I highly recommend the use of a Delicious Account to all students and educators. The process is user friendly and it is more organized than trying to save everything under yur favorites online. The Delicious Account allows students and educators easy access to lots of resources for information for research or lesson plans once sites have been bookmarked.
Chapter 12: Teacher, Technology, and the Classroom
What can I do to "get ready" for a lesson in which my students use computers?
As a educator integrating a lesson with the use of technology it is important to create a lesson plan according to the Ten Step NTeQ Model and the NSCOS but also having a Plan B. Using technology in a lesson in a different subject matter requires planning and organizing to ensure that students get the objective goals of technology and the subject matter during the lesson. The Plan B is great to have in case the use of technology falls through for the lesson plan. Technology is great but it can have downtime for various reasons and that is why teachers need a Plan B. Teachers should also create support documents that will help guide student learning (Morrison, G.R. & Lowther, D.L, 2010).
Where does the "computer part" come when I am teaching a lesson?
The computer part of the lesson comes in after the teacher has addressed the objective of the lesson and given instructions and resources needed to the students to complete the Computer Function in the Ten Step NTeQ Model. Students should use the computer during this time and during the time of research and analysis and use technology to present the results. Using the computer in some form and fashion allows the teacher to assess students work and understanding of the objectives of the lesson. Teachers should also be sure to have prepared any necessary documents or information needed on the computers for students to be able to do the lesson.
How do you ensure equal access for all students with only three computers?
Due to the lack of support in funding and integration of technology in education, teachers will find themselves faced with the lack of computers for the entire class. If a teacher only has access to a few computers it is important to create a lesson plan that students can complete during assigned times to the computers. Teachers can either create and teach a lesson while using some source such as Smart Board or allow students to take turns at the few computers in the classroom. Many schools today do offer computers in the library and have a computer lab. It is important for to teachers to sign up for these areas of plenty computer access if possible for the lesson. However, the teacher should make arrangements for the lack of technology in order to allow all students to do the lesson. Once all students have completed the lesson it is important for the teacher to follow through with the rest of the steps in the lesson plan.
Reference
Morrison, G.R. & Lowther, D.L. Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson: Boston, 2010).
As a educator integrating a lesson with the use of technology it is important to create a lesson plan according to the Ten Step NTeQ Model and the NSCOS but also having a Plan B. Using technology in a lesson in a different subject matter requires planning and organizing to ensure that students get the objective goals of technology and the subject matter during the lesson. The Plan B is great to have in case the use of technology falls through for the lesson plan. Technology is great but it can have downtime for various reasons and that is why teachers need a Plan B. Teachers should also create support documents that will help guide student learning (Morrison, G.R. & Lowther, D.L, 2010).
Where does the "computer part" come when I am teaching a lesson?
The computer part of the lesson comes in after the teacher has addressed the objective of the lesson and given instructions and resources needed to the students to complete the Computer Function in the Ten Step NTeQ Model. Students should use the computer during this time and during the time of research and analysis and use technology to present the results. Using the computer in some form and fashion allows the teacher to assess students work and understanding of the objectives of the lesson. Teachers should also be sure to have prepared any necessary documents or information needed on the computers for students to be able to do the lesson.
How do you ensure equal access for all students with only three computers?
Due to the lack of support in funding and integration of technology in education, teachers will find themselves faced with the lack of computers for the entire class. If a teacher only has access to a few computers it is important to create a lesson plan that students can complete during assigned times to the computers. Teachers can either create and teach a lesson while using some source such as Smart Board or allow students to take turns at the few computers in the classroom. Many schools today do offer computers in the library and have a computer lab. It is important for to teachers to sign up for these areas of plenty computer access if possible for the lesson. However, the teacher should make arrangements for the lack of technology in order to allow all students to do the lesson. Once all students have completed the lesson it is important for the teacher to follow through with the rest of the steps in the lesson plan.
Reference
Morrison, G.R. & Lowther, D.L. Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson: Boston, 2010).
Technology Adoption Scale
Where do you perceive yourself on the Technology Adoption Scale and briefly describe what this means to you as a future educator.
In observing the Technology Adoption Scale I perceive myself in stage 1 and stage 2. I see that I have the qualities of both stages. Stage 1 is the Teacher as a Learner(Sherry, L .., 2000). Throughout my school years and and college I continue to learn new types of technology and how to apply that new technology in tasks. I have adopted many of the new technological advances but I also find myself still struggling with some of the new technology I have learned in EDTC 5010. Some of the tasks have been very frustrating and dampened my spirits with the use of technology. However, I realize that technology is not going away therefore to offer my students the best in education I must adopt this new technology in order to be successful in teaching and helping my students be successful in the future. As, time goes by I hope to continue to be a learner and adopter of new technology in order to reach Stage 3 and Stage 4.
How do you see yourself in 5 years in 10 and how will you achieve this?
In 5 years I would like to see myself as a educator who has embraced technology as a co-learner and a reaffirmer/rejector in the classroom. I hope to have taken all opportunities to embrace the use of technology in the classroom through training, seminars, and personal experience. I hope to have adopted technology in the classroom curriculum that improves the learning process for my students and integration of lessons being easier to complete. I hope to be embracing the new technology with my students accepting their knowledge to improve the learning aspect in the classroom through communication of technology advances.
In 10 years from now, I would like to be a leader in the use of technology in the classroom creating a technological curriculum that can enhance the learning of all students. I would like to be the educator that speaks out for technological advances and programs in the schools. I hope to have embraced and learned technology to where I can help mentor new teachers in the use of technology or any educator that wants to learn to integrate technology in the classroom and be successful overcoming the barriers of technology in education. As a future educator, one must grow in education as a career as students grow through curriculum. Educators never stop learning even after they have taught for years.
Reference
Sherry, L., Billg, S. Tavalin, F., & Gibson, D. New Insights on Technology Adoption in Schools. The Journal. Retrieved from http://www.thejournal.com/articles/14594 on 26 July 2011.
Tuesday, July 26, 2011
Chapter 11: Integrating Problem-Solving and Educational Software
What are the benefits of using problem-solving or educational software?
Problem solving is a important part of students development during childhood and it continues throughout adulthood. In order for students to be successful in education it requires them to obtain certain problem solving skills that will impact their learning and life. The benefits of wide when it comes to problem solving software in the classroom allowing gaming and simulation of students. These students learn to "exercise a skill set closely matching the thinking, planning, learning, and technical skills needed by employees" (Morrison, G.R. & Lowther, D.L., 2010). The problem solving software programs are set up in a way that requires students to understand the knowledge and how to apply skills in order to be successful in completing the task. This helps students to enhance their learning and through the practice of skill building in education. Educational software also helps benefit students and teachers in the classroom because many of these programs are set up to enhance the classroom experience of learning and practicing new knowledge. It also allows students to enjoy learning and practicing the skills they have obtained in school. Students are stressed so much with standarized testing that many of the fun activities have been placed on the back burner in the classroom. It is great to see software programs that enhances students learning but also preparing them to pass the test mandated. Many students gain a thorough knowledge and understanding through hands on activities and using software programs in the classroom allows this. These software programs also help teachers identify their students skills compentencies and weaknesses. This helps the teacher and student work on the aspects of improvement where needed.
How do I choose the correct software?
Teachers have to look at several factors when determining the correct software in the classroom. Teachers should look at software reviews by other teachers, reviews in general of the software, and of course examine the software on their own. It is important for teachers to use the software themselves to see the effectiveness and usage for students. Teachers need to examine what the software has to offer and how they can link it to benefit the lesson the teacher wants the students to accomplish. Software needs to be fun for students, friendly user, but also serve as a linkage between the lesson the teacher is teaching to the curriculum. Teachers should be sure that software programs used in the classroom meet curriculum requirements while enhancing the learning process for students. Students need to be able to take the software and the skills to continue to apply in their learning process. It is also great to have teachers get feedback from students. Many students have the ability to be blunt and they will give teachers the 411 on a software program in their view. This helps the teacher understand what intrigues their students but also how to choose one that is beneficial to the curriculum and the students.
When I integrate problem-solving or educational software into a lesson, what changes will be needed?
Teachers integrating problem solving or educational software into a lesson need to make sure the program relates and enhances the curriculum goals of the subject area and technology curriculum goals. Teachers should be sure to address the NTeQ goals while creating the lesson from the curriculum to reach students. The teacher should have already done the research on the software program frlom evaluations of trusted sources before introducing it to students. Teachers have to include these components when applying the NTeQ lesson plan to the curriculum lesson (Morrison, G.R. & Lowther, D.L., 2010):
Teachers have to look at several factors when determining the correct software in the classroom. Teachers should look at software reviews by other teachers, reviews in general of the software, and of course examine the software on their own. It is important for teachers to use the software themselves to see the effectiveness and usage for students. Teachers need to examine what the software has to offer and how they can link it to benefit the lesson the teacher wants the students to accomplish. Software needs to be fun for students, friendly user, but also serve as a linkage between the lesson the teacher is teaching to the curriculum. Teachers should be sure that software programs used in the classroom meet curriculum requirements while enhancing the learning process for students. Students need to be able to take the software and the skills to continue to apply in their learning process. It is also great to have teachers get feedback from students. Many students have the ability to be blunt and they will give teachers the 411 on a software program in their view. This helps the teacher understand what intrigues their students but also how to choose one that is beneficial to the curriculum and the students.
Teachers integrating problem solving or educational software into a lesson need to make sure the program relates and enhances the curriculum goals of the subject area and technology curriculum goals. Teachers should be sure to address the NTeQ goals while creating the lesson from the curriculum to reach students. The teacher should have already done the research on the software program frlom evaluations of trusted sources before introducing it to students. Teachers have to include these components when applying the NTeQ lesson plan to the curriculum lesson (Morrison, G.R. & Lowther, D.L., 2010):
- Computer Functions
- Research and Analysis
- Results Presentation
- Actitivites During Computer Use
- Activities Before Computer Use
- Activities After Computer Use
This allows teachers to prepare the lesson to benefit the purpose of using the software program to enhance the learning of students. In order to be successful in these sort of lessons teachers need to prepare and plan. By doing this teachers know what they want to accomplish with students, how to accomplish, and how to link the software program with their lesson for their students. Teachers can find software reviews online, through faculty recommendations in the local school officials, personal evaluations and criteria, and company evaluations of the software. Teachers using technology in the classroom for lessons requires planning and review just as a general lesson plan. However, teachers have to make sure that the use of the software is enhancing the learning of students while reaching the goals of subject matter and technology curriculum goals.
Reference
Morrison, G.R. & Lowther, D.L. Integrating Computer Technology into the Classroom: Skills for the 21st Century. (4th ed.) Pearson: Boston, 2010.
Chapter 4: Computer Software in Today's Classrooms
There are so many types of software; how do I know which ones to include in my lessons?
Due to the widespread of the advancement of technology many companies have created all types of software programs. Some of the software is beneficial in the classroom while others are not. Many teachers and websites have evaluations on how to evaluate a software program to see if it is something beneficial to use for a lesson. Teachers and educators evaluate software on the internet and in local schools on software used. Another aspect is that teachers should pick software programs and experiment with it before introducing it to their students. Websites such as Super Kids also offers reviews on Software Programs used for students. It can be visited by clicking http://www.superkids.com/ . Many educational websites offer reviews on software programs, evaluations and criteria on software programs, and examples of how the software improves the lesson plans. Another great site to visit when looking at the software reviews or how it works is YouTube. It offers many examples of software tutorials and examples of lessons.
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?
Students embrace technology faster than adults and many learn technology skills faster than adults through experimentation and practice. Technology in education is growing and many students are introduced to the technology advances earlier in life. Many students by the fourth grade are very familiar with computers, texting on cell phones, video games, ipods, and other advanced devices. This gives them a head start on learning how to use spreadsheets, databases, and video editing software. Many of the fourth graders today are advanced with technology and teachers introducing new software to them improves their education and knowledge because they learn these skills early on that will help them succeed later in their education. Summer camps and afterschool programs are filling the world with technology advancement for young people. That goes to show that fourth graders can start learning and playing around with this sort of software. Students are proud when they learn new things and introducing them to new software encourages their minds in the area of technology and how it can be applied to their lessons and life. Many students find themselves educating parents and grandparents in order to catch up to the Technological Global World.
How can student use of different types of software help improve scores on states tests?
The importance of standarized testing has become a major aspect in education of students. The students and teachers spend more of classroom time focusing on passing these tests than the curriculum of learning and having fun. Students are stressed so much for these tests that teachers are finding resources to use to help prepare students for the state test with fun activities that are beneficial. Many types of educational software has been created to help improve students knowledge and understanding to perform better on these tests. Many students spend time with programs such as Accelerated Reader and other programs preparing them for these tests. Students are reading books of their choice but are learning how to approach reading comprehension testing through these tests on the computer on their book. Many schools have adopted certain programs to improve students reading, writing, and math skills for the End of Grade Testing. Duplin County Schools at North Duplin Elementary School has Power Up and Power Down everyday except for Fridays to help prepare students for these tests. Many of the students uses a educational software program to work on their reading or math skills. This has been beneficial to their understanding and testing scores. Many students enjoy learning and practicing these skills on the computer. Other help and tutoring is also done during this time to help students improve their skills. The Smart Board is a great tool to help teachers also. I have seen a teacher use this to engage students in learning Math and other subjects.
Due to the widespread of the advancement of technology many companies have created all types of software programs. Some of the software is beneficial in the classroom while others are not. Many teachers and websites have evaluations on how to evaluate a software program to see if it is something beneficial to use for a lesson. Teachers and educators evaluate software on the internet and in local schools on software used. Another aspect is that teachers should pick software programs and experiment with it before introducing it to their students. Websites such as Super Kids also offers reviews on Software Programs used for students. It can be visited by clicking http://www.superkids.com/ . Many educational websites offer reviews on software programs, evaluations and criteria on software programs, and examples of how the software improves the lesson plans. Another great site to visit when looking at the software reviews or how it works is YouTube. It offers many examples of software tutorials and examples of lessons.
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?
Students embrace technology faster than adults and many learn technology skills faster than adults through experimentation and practice. Technology in education is growing and many students are introduced to the technology advances earlier in life. Many students by the fourth grade are very familiar with computers, texting on cell phones, video games, ipods, and other advanced devices. This gives them a head start on learning how to use spreadsheets, databases, and video editing software. Many of the fourth graders today are advanced with technology and teachers introducing new software to them improves their education and knowledge because they learn these skills early on that will help them succeed later in their education. Summer camps and afterschool programs are filling the world with technology advancement for young people. That goes to show that fourth graders can start learning and playing around with this sort of software. Students are proud when they learn new things and introducing them to new software encourages their minds in the area of technology and how it can be applied to their lessons and life. Many students find themselves educating parents and grandparents in order to catch up to the Technological Global World.
How can student use of different types of software help improve scores on states tests?
The importance of standarized testing has become a major aspect in education of students. The students and teachers spend more of classroom time focusing on passing these tests than the curriculum of learning and having fun. Students are stressed so much for these tests that teachers are finding resources to use to help prepare students for the state test with fun activities that are beneficial. Many types of educational software has been created to help improve students knowledge and understanding to perform better on these tests. Many students spend time with programs such as Accelerated Reader and other programs preparing them for these tests. Students are reading books of their choice but are learning how to approach reading comprehension testing through these tests on the computer on their book. Many schools have adopted certain programs to improve students reading, writing, and math skills for the End of Grade Testing. Duplin County Schools at North Duplin Elementary School has Power Up and Power Down everyday except for Fridays to help prepare students for these tests. Many of the students uses a educational software program to work on their reading or math skills. This has been beneficial to their understanding and testing scores. Many students enjoy learning and practicing these skills on the computer. Other help and tutoring is also done during this time to help students improve their skills. The Smart Board is a great tool to help teachers also. I have seen a teacher use this to engage students in learning Math and other subjects.
Voice Thread Assignment
The voice thread program and assignment in the course was very enjoyable. It gave me many ways to be creative in presenting and creating a lesson plan or subject to others. It kept the information interesting with pictures, interaction, and voice. I really wish I had known about VoiceThread earlier. It would have been a great tool to use in schooling and my undergraduate years. The VoiceThread would have kept my audiences attention and made a much more powerful presentation than just showing a normal slide show. I intend to use Voice Thread during my teaching career and hope to encourage my students to use it as a tool in technology and other subject areas of the classroom. With the advancement of technology, students love to be creative using the tools of technology. I found VoiceThread to be user friendly and exciting to set up the way the creator wants. I have really gained a positive outlook on the use of VoiceThread in the classroom. I have always been fascinated with the Lost Colony and I was really happy how my VoiceThread turned out on it. I intend to save that for future use during my teaching career.
Tuesday, July 19, 2011
Chapter 8: Spreadsheets
Can you identify two types of data your students could collect as part of a lesson?
Students can collect data in many different lesson plans. In social studies, students can collect data on populations, birth rates, death rates, and war casualties. The 8th grade social studies curriculum discusses American History. Students can collect data from casualties from the Wars discussed throughout the year and they can also record the average data of the age of soldiers in each war. This helps students understand that age was not mandated early on during the Wars in american history and also helps them see what wars had the most casualties. Another example would be the population during these times of war. For example during WWII you had the baby boomers. Students have the opportunity to collect many times of data in social studies dealing with War. A great tool to help students is the teacher to watch closely and observe their work in order to make sure students place the proper calculations for formulas of the spreadsheet.
How could your students manipulate the data to discover relationships and trends?
Students recording data can manipulate the relationships and trends because data is not 100% accurate when it comes to casualties of War. Students can figure out the casualties killed in action, death from injuries, and death through illnesses. Students can use the data to determine the life expectancy and birth rates during times in history. This helps students acknowledge changes in social, economical, and physical advances today in medicine and well being. Data allows students to build the trends and relationships on their own views promoting critical thinking skills.
Can you identify three graphs or charts your students could make that would help them develop a better understanding of the content?
Students can use the data that they have recorded to create graphs to help their viewers understand the relationships. One example is creating a bar graph of information. This allows the student to create a graph in a manner to explain data through bars. Another great example of a chart would be a creating a table with information recorded. Tables allows students and viewers to understand the information and hits the key important facts. Students also can use line graphs to help them show relationships between two subjects. One example is that the line graph can show births and deaths between 1860-1865. Charts and graphs allow visual learners to see the relationship of the data and subject. Many students learn to draw conclusions by viewing visual aids.
Is it possible to create an interactive simulation or model with a spreadsheet?
Due to the high costs of simulation software many schools can not afford to purchase the programs. The advantage of spreadsheet is that it allows teachers and students to create simulations by students manipulating one or more variables when using a spreadsheet (Morrison, G.R. & Lowther, D.L., 2010). This improves student participation and classroom interactions.
Students can collect data in many different lesson plans. In social studies, students can collect data on populations, birth rates, death rates, and war casualties. The 8th grade social studies curriculum discusses American History. Students can collect data from casualties from the Wars discussed throughout the year and they can also record the average data of the age of soldiers in each war. This helps students understand that age was not mandated early on during the Wars in american history and also helps them see what wars had the most casualties. Another example would be the population during these times of war. For example during WWII you had the baby boomers. Students have the opportunity to collect many times of data in social studies dealing with War. A great tool to help students is the teacher to watch closely and observe their work in order to make sure students place the proper calculations for formulas of the spreadsheet.
How could your students manipulate the data to discover relationships and trends?
Students recording data can manipulate the relationships and trends because data is not 100% accurate when it comes to casualties of War. Students can figure out the casualties killed in action, death from injuries, and death through illnesses. Students can use the data to determine the life expectancy and birth rates during times in history. This helps students acknowledge changes in social, economical, and physical advances today in medicine and well being. Data allows students to build the trends and relationships on their own views promoting critical thinking skills.
Can you identify three graphs or charts your students could make that would help them develop a better understanding of the content?
Students can use the data that they have recorded to create graphs to help their viewers understand the relationships. One example is creating a bar graph of information. This allows the student to create a graph in a manner to explain data through bars. Another great example of a chart would be a creating a table with information recorded. Tables allows students and viewers to understand the information and hits the key important facts. Students also can use line graphs to help them show relationships between two subjects. One example is that the line graph can show births and deaths between 1860-1865. Charts and graphs allow visual learners to see the relationship of the data and subject. Many students learn to draw conclusions by viewing visual aids.
Is it possible to create an interactive simulation or model with a spreadsheet?
Due to the high costs of simulation software many schools can not afford to purchase the programs. The advantage of spreadsheet is that it allows teachers and students to create simulations by students manipulating one or more variables when using a spreadsheet (Morrison, G.R. & Lowther, D.L., 2010). This improves student participation and classroom interactions.
Chapter 7: Word Processing
Doesn’t word processing make the writing process too easy?
Using word processing does not make the writing process too easy because it still requires planning, organizing, creating, and checking grammar/spelling. Just because a story or letter can be wrote doesn’t mean that word processing is going to catch every mistake. The creator is still expected to follow the same guidelines as if writing with paper and pencil. Many mistakes can be made on word processing documents and these documents still require proper citations and formats. Typing skills are not easy for everyone and some people and students can not type anything without writing it out first. Word processing does make documents easier to read than people’s handwriting and has a more professional look. However, it is not easy for people or students who do not type well or have lack of technology skills and understanding.
How can word processing be used to engage students in higher-level thinking?
Word Processing can be used to enhance student learning by (1) entering and editing text, (2) organizing information with charts, tables, and graphic organizers, and (3) inserting objects and hyperlinks in documents (Morrison, G.R. & Lowther, D.L., 2010). Students can become engaged through a higher-level thinking by using word processing. It allows them to type their stories or research in a professional manner making them proud of the work they have done. One example I have seen is in a book wrote by Erin Gruwell Teach With Your Heart: Lessons I Learned From The Freedom Writers. She is the teacher who inspired the Freedom Writers. She had her students to write a journal throughout high school. These students were labeled the bad students by other administration but she continued to work with them through their struggles. These students attracted alot of attention as she did in the US and she encouraged her students to type up the stories and diary entries they had wrote throughout school. Her reasoning was that several publishers and influential people were interested in their stories. The students spent a significant amount of time typing their own stories up, proofreading other classmate stories, and had a higher self esteem when their work was completed. They took the extra time needed to create these documents because they wanted the reader to be able to read them and understand what they had overcome in life. Word Processing is a great tool for students to jot down information or a way to brainstorm. Computers are the technology of the future and students can benefit from the use of word processing.
In what ways are the individual needs of students met when their work is completed with a word processor?
Individual needs of students are met when their work is completed with word processor because it allows them to type their stories and research at their own personal pace. This helps students identify spelling errors because word processor highlights spelling errors and helps identify fragments and grammar errors. This allows students to learn to improve their proofreading while fixing the mistake easily. Word processing allows corrections to be made without damaging the professionalism of the document. This helps them focus on their actual writing than on their handwriting (Morrison, G.R. & Lowther, D.L., 2010). Teachers and schools can find lots of software to improve students technology and communication skills through using word processing. This video is an example of a software program that teachers can use for students to improve their writing skills with the use of a computer. The link can be viewed on the promotion of the Webspiration software http://www.youtube.com/watch?v=SJ5h81Rpn94.
Sources:
Gruwell, E. Teach With Your Heart: Lessons I Learned From The Freedom Writers. Broadway Books: New York, 2007.
Morrison, G.R. & Lowther, D.L. Integrating Computer Technology into the Classroom: Skills for the 21st Century. (4th ed.) Pearson: Boston, 2010.
Using word processing does not make the writing process too easy because it still requires planning, organizing, creating, and checking grammar/spelling. Just because a story or letter can be wrote doesn’t mean that word processing is going to catch every mistake. The creator is still expected to follow the same guidelines as if writing with paper and pencil. Many mistakes can be made on word processing documents and these documents still require proper citations and formats. Typing skills are not easy for everyone and some people and students can not type anything without writing it out first. Word processing does make documents easier to read than people’s handwriting and has a more professional look. However, it is not easy for people or students who do not type well or have lack of technology skills and understanding.
How can word processing be used to engage students in higher-level thinking?
Word Processing can be used to enhance student learning by (1) entering and editing text, (2) organizing information with charts, tables, and graphic organizers, and (3) inserting objects and hyperlinks in documents (Morrison, G.R. & Lowther, D.L., 2010). Students can become engaged through a higher-level thinking by using word processing. It allows them to type their stories or research in a professional manner making them proud of the work they have done. One example I have seen is in a book wrote by Erin Gruwell Teach With Your Heart: Lessons I Learned From The Freedom Writers. She is the teacher who inspired the Freedom Writers. She had her students to write a journal throughout high school. These students were labeled the bad students by other administration but she continued to work with them through their struggles. These students attracted alot of attention as she did in the US and she encouraged her students to type up the stories and diary entries they had wrote throughout school. Her reasoning was that several publishers and influential people were interested in their stories. The students spent a significant amount of time typing their own stories up, proofreading other classmate stories, and had a higher self esteem when their work was completed. They took the extra time needed to create these documents because they wanted the reader to be able to read them and understand what they had overcome in life. Word Processing is a great tool for students to jot down information or a way to brainstorm. Computers are the technology of the future and students can benefit from the use of word processing.
In what ways are the individual needs of students met when their work is completed with a word processor?
Individual needs of students are met when their work is completed with word processor because it allows them to type their stories and research at their own personal pace. This helps students identify spelling errors because word processor highlights spelling errors and helps identify fragments and grammar errors. This allows students to learn to improve their proofreading while fixing the mistake easily. Word processing allows corrections to be made without damaging the professionalism of the document. This helps them focus on their actual writing than on their handwriting (Morrison, G.R. & Lowther, D.L., 2010). Teachers and schools can find lots of software to improve students technology and communication skills through using word processing. This video is an example of a software program that teachers can use for students to improve their writing skills with the use of a computer. The link can be viewed on the promotion of the Webspiration software http://www.youtube.com/watch?v=SJ5h81Rpn94.
Sources:
Gruwell, E. Teach With Your Heart: Lessons I Learned From The Freedom Writers. Broadway Books: New York, 2007.
Morrison, G.R. & Lowther, D.L. Integrating Computer Technology into the Classroom: Skills for the 21st Century. (4th ed.) Pearson: Boston, 2010.
Tuesday, July 12, 2011
Chapter 10: Graphic Organizers
How do you know that students understand a concept?
Teachers know when students understand a concept by students ability to take key information and place them in some type of graphic organizers. Graphic organizers allow teachers and students to insert graphics, videos, audio, text, links, capture brainstorming ideas, create outlines, and organize the information (Morrison, G.R. & Lowther, D. L, 2010). Students learn concepts through different types of learning methods. There are four types of learning methods of students: Active/Reflective, Sensing/Intuitive, Visual/Verbal, and Sequential/Global (Felder, R. M. & Soloman, B.A., Students learn through one or more methods. It is important that the teacher allows lesson plans to be presentable to all learning methods of the students. This will help students understand the concepts of the lesson. A wonderful and informative article about the types of learning methods can be found by visiting the website:
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm. Teachers know that students have grasped concepts through discussions, assignments, and other activities in the classroom. Students learning will be able to identify to the concept and be able to relate to the knowledge. Students understanding concepts will have those "aha moments" in the classroom when the information clicks for them.
How can you depict student misconceptions of key information?
Teachers can depict student misconceptions of key information by the graphic organizers they use in class. It is important that teachers cover the concepts of the lesson when using technology or graphic organizers. Teachers should allow students to participate in creating these graphic organizers and use of technology in order to see which students get it and who is not understanding. Any time a teacher uses technology, feedback and discussion is a great way to end the lesson. This identifies student misconceptions of key information. It is important for teachers to use learning software that has an educational purpose and supports the ISTE Nets guidelines for students (Morrison, G.R. & Lowther, D.L., 2010).
How can students capture and transfer brainstorming ideas into written thoughts?
Students can capture and brainstorm ideas through the use of graphic organizers. Graphic organizers allow students to record key information and organize it in a way to discuss the topic or write about the topic. Many students using graphic organizers to brainstorm improve their education through various ways. Graphic organizers allow students to collaborate on their ideas and thoughts. By writing key information it allows students to evaluate their thoughts and ideas.
Sources:
Morrison, G.R. & Lowther, D.L. Integrating Computer Technology into the Classroom: Skills for the 21st Century. (4th ed.) Pearson: Boston, 2010.
Felder, R. M. & Soloman, B. A. Learning Styles and Stategies. Article Retrieved on 10 July 2011 http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm.
Teachers know when students understand a concept by students ability to take key information and place them in some type of graphic organizers. Graphic organizers allow teachers and students to insert graphics, videos, audio, text, links, capture brainstorming ideas, create outlines, and organize the information (Morrison, G.R. & Lowther, D. L, 2010). Students learn concepts through different types of learning methods. There are four types of learning methods of students: Active/Reflective, Sensing/Intuitive, Visual/Verbal, and Sequential/Global (Felder, R. M. & Soloman, B.A., Students learn through one or more methods. It is important that the teacher allows lesson plans to be presentable to all learning methods of the students. This will help students understand the concepts of the lesson. A wonderful and informative article about the types of learning methods can be found by visiting the website:
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm. Teachers know that students have grasped concepts through discussions, assignments, and other activities in the classroom. Students learning will be able to identify to the concept and be able to relate to the knowledge. Students understanding concepts will have those "aha moments" in the classroom when the information clicks for them.
How can you depict student misconceptions of key information?
Teachers can depict student misconceptions of key information by the graphic organizers they use in class. It is important that teachers cover the concepts of the lesson when using technology or graphic organizers. Teachers should allow students to participate in creating these graphic organizers and use of technology in order to see which students get it and who is not understanding. Any time a teacher uses technology, feedback and discussion is a great way to end the lesson. This identifies student misconceptions of key information. It is important for teachers to use learning software that has an educational purpose and supports the ISTE Nets guidelines for students (Morrison, G.R. & Lowther, D.L., 2010).
How can students capture and transfer brainstorming ideas into written thoughts?
Students can capture and brainstorm ideas through the use of graphic organizers. Graphic organizers allow students to record key information and organize it in a way to discuss the topic or write about the topic. Many students using graphic organizers to brainstorm improve their education through various ways. Graphic organizers allow students to collaborate on their ideas and thoughts. By writing key information it allows students to evaluate their thoughts and ideas.
Sources:
Morrison, G.R. & Lowther, D.L. Integrating Computer Technology into the Classroom: Skills for the 21st Century. (4th ed.) Pearson: Boston, 2010.
Felder, R. M. & Soloman, B. A. Learning Styles and Stategies. Article Retrieved on 10 July 2011 http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm.
Monday, July 11, 2011
Chapter 9: Integrating Multimedia as a Tool
How can my students use multimedia for their projects?
Multimedia can be used by students on assignments and projects in the classroom because of the advancement of technology use in the classrooms. Students have more sources avaliable when creating projects and assignments for class. Students or teachers using multimedia in the classroom is used as a tool to explain and elaborate on findings that can be enhanced by motion or interactivity (Morrison, G.R. & Lowther, D.L., 2010). Teachers who use multimedia introduce students to these sources that can be used to enhance a assignment. Multimedia can be used by students adding photos or graphics, text, video, sounds, animations, and hyperlinks creating a new grade of creativity. Students using multimedia in the classroom helps promote technology in the classroom and global technology in the world. The applications of Web 2.0 has created an easy way for students to incorporate multimedia in their assignments and projects to enhance collaboration and input from users. Using multimedia will also help teachers and students achieve the ISTE Nets for Students guidelines and they can be found online at: http://www.iste.org/standards/nets-for-students.aspx.
What applications are available for creating a multimedia presentation?
Multimedia presentations can have the use of many applications in the presentation. Students can use text, photos or graphics, video and sound, animations, and add hyperlinks in the multimedia projects.These applications along with Microsoft Power Point, Publisher, Google Docs, and Voice Thread allow students to choose different options in choosing a presentation using multimedia. Web 2.0 is a great source in helping students understand the applications that help create a multimedia presentation. Multimedia presentations have advantages and disadvantages of using the aplications. Some sources may not be available because of the limited access to the student.
Should I place limits on how my students use multimedia?
Teachers should use limits on how students use multimedia. It is important that teachers monitor the use of multimedia of students to prevent too much multimedia on a presentation or the student getting off the topic. Students get excited over the use of multimedia and sometimes lose track of what the teacher expects from the presentation. Teachers need to use and encourage careful and thoughtful planning in using multimedia in presentations (Morrison, G.R. & Lowther, D. L., 2010).
Multimedia can be used by students on assignments and projects in the classroom because of the advancement of technology use in the classrooms. Students have more sources avaliable when creating projects and assignments for class. Students or teachers using multimedia in the classroom is used as a tool to explain and elaborate on findings that can be enhanced by motion or interactivity (Morrison, G.R. & Lowther, D.L., 2010). Teachers who use multimedia introduce students to these sources that can be used to enhance a assignment. Multimedia can be used by students adding photos or graphics, text, video, sounds, animations, and hyperlinks creating a new grade of creativity. Students using multimedia in the classroom helps promote technology in the classroom and global technology in the world. The applications of Web 2.0 has created an easy way for students to incorporate multimedia in their assignments and projects to enhance collaboration and input from users. Using multimedia will also help teachers and students achieve the ISTE Nets for Students guidelines and they can be found online at: http://www.iste.org/standards/nets-for-students.aspx.
What applications are available for creating a multimedia presentation?
Multimedia presentations can have the use of many applications in the presentation. Students can use text, photos or graphics, video and sound, animations, and add hyperlinks in the multimedia projects.These applications along with Microsoft Power Point, Publisher, Google Docs, and Voice Thread allow students to choose different options in choosing a presentation using multimedia. Web 2.0 is a great source in helping students understand the applications that help create a multimedia presentation. Multimedia presentations have advantages and disadvantages of using the aplications. Some sources may not be available because of the limited access to the student.
Should I place limits on how my students use multimedia?
Teachers should use limits on how students use multimedia. It is important that teachers monitor the use of multimedia of students to prevent too much multimedia on a presentation or the student getting off the topic. Students get excited over the use of multimedia and sometimes lose track of what the teacher expects from the presentation. Teachers need to use and encourage careful and thoughtful planning in using multimedia in presentations (Morrison, G.R. & Lowther, D. L., 2010).
Wednesday, July 6, 2011
Chapter 3 Reflections: Digital Tools in Today's Classrooms
Reflecting on What I Know
Why is it important to learn about different technology tools when they are constantly changing?
Technology is advancing in the classrooms of schools to enhance learning. Technology has allowed teachers more resources to enhance lessons and assignments in the classroom while creating a fun and positive learning environment for students. Technology has helped engage students in the classroom and outside of the classroom. Technology in the classroom is constantly changing but it is important for teachers' to use all resources available to them in the classroom. It is important for teachers' to understand how all technology tools work in order to use them fully to their advantage. This is one of the reason's that many websites post reviews on technology tools used in the classrooms and software programs available to educators. One great tool in the classroom is the SmartBoards. It can be used in so many different ways beneficial to students and teachers. It also helps teachers' engage their students by creating activities in the classroom. Another great reason of using the SmartBoard is that it allows the teacher to create a lesson plan in less time because the teacher can get most of the graphics and resources from the SmartBoard.
Most desktop computers do the same things as mobile devices, so why do teachers need to use both?
Mobile devices in the classroom allow the teacher and students more flexibility. Mobile devices today perform many of the same functions as desktop computers making them more efficienent. Many students are exposed to mobile devices outside of school with things such as ipods, mp3 players, laptops, cameras, and cell phones. Teachers realize that mobile devices are a tool of convenence in society. This allows teachers and students to use mobile devices for educational purposes. A teacher can use a desktop computer in her classroom but the use is limited because she can not move it all over the school. If she has a laptop she can move her students to areas such as the library or outside for a lesson. Allowing mobile devices is helpful to teachers, engages students in the classroom and outside of the classroom, and creates a classroom that is grasping the technological advances in the global world.
How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?
When looking to justify the cost of digital devices that perform limited things one great aspect is to look at the NETS and the NCSCOS to see how it would benefit the students. The teacher and educator will put a value on the technology it advances to students and the learning capability of using the device as a tool.
Why is it important to learn about different technology tools when they are constantly changing?
Technology is advancing in the classrooms of schools to enhance learning. Technology has allowed teachers more resources to enhance lessons and assignments in the classroom while creating a fun and positive learning environment for students. Technology has helped engage students in the classroom and outside of the classroom. Technology in the classroom is constantly changing but it is important for teachers' to use all resources available to them in the classroom. It is important for teachers' to understand how all technology tools work in order to use them fully to their advantage. This is one of the reason's that many websites post reviews on technology tools used in the classrooms and software programs available to educators. One great tool in the classroom is the SmartBoards. It can be used in so many different ways beneficial to students and teachers. It also helps teachers' engage their students by creating activities in the classroom. Another great reason of using the SmartBoard is that it allows the teacher to create a lesson plan in less time because the teacher can get most of the graphics and resources from the SmartBoard.
Most desktop computers do the same things as mobile devices, so why do teachers need to use both?
Mobile devices in the classroom allow the teacher and students more flexibility. Mobile devices today perform many of the same functions as desktop computers making them more efficienent. Many students are exposed to mobile devices outside of school with things such as ipods, mp3 players, laptops, cameras, and cell phones. Teachers realize that mobile devices are a tool of convenence in society. This allows teachers and students to use mobile devices for educational purposes. A teacher can use a desktop computer in her classroom but the use is limited because she can not move it all over the school. If she has a laptop she can move her students to areas such as the library or outside for a lesson. Allowing mobile devices is helpful to teachers, engages students in the classroom and outside of the classroom, and creates a classroom that is grasping the technological advances in the global world.
How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?
When looking to justify the cost of digital devices that perform limited things one great aspect is to look at the NETS and the NCSCOS to see how it would benefit the students. The teacher and educator will put a value on the technology it advances to students and the learning capability of using the device as a tool.
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