Computers in the Classroom

1.       What can I do to “get ready” for a lesson in which my students use computers?

Have the computers ready to go before class.  Have prepared clear objectives and possible outlines for the lesson and provide students with a checklist of what you want accomplished.   Also teachers can create a template or bookmark specific sites prior to the lesson.

2.       Where does the “computer part” come when I am teaching a lesson?

It all depends on the lesson being taught.  If you are having students study the rainforest, the computer might be used early on for research purposes and then again towards the end to type up their final project.  However, if you are having students graph data, the computer maybe used towards the end of the project to construct graphs, after the data has been collected, organized, and analyzed.  The computer should be used as a tool to aid in teaching the lesson, so it will depend entirely on what is being taught.

3.       How do you ensure equal access for all students with only three computers?

In classrooms with one computer, it is better to have class projects versus individual or group projects.  Students can assist in gathering information, with the final result being a class project.  In classrooms with three or more computers, it is possible to do group projects, where several students work together to create a project.  Access to the computers can be supplemented with before or after school access times (Morrison-Lowther, pg. 319).

References

Morrison, G. R., ), G. R. M., & Lowther, D. L. (2010). Integrating computer technology into the classroom, skills for the 21st century. (Fourth ed.). Allyn & Bacon.

Graphic Organizers

1.                    How do you know that students understand a concept?

By using graphic organizers, teachers can easily recognize the level of understanding their students have for the content.  Graphic organizers allow the student to reflect on what they have learned and think more critically about the concept.  Proper use of the graphic organizers will lead students to learn more than fact memorization.  These visual aids assist students in mind mapping the content and processing the information on a deeper level.

2.                   How can you depict student misconceptions of key information?

Teachers can identify students’ misconceptions by having students create their own graphic organizers.  Teachers can look at these and see the students’ ideas as well as thought process about certain concepts.  If the student does not quite understand the concept, this tool will aid the teacher in detecting the misinformation and correcting it. 

3.                   How can students capture and transfer brainstorming ideas into written thought?

Students can use graphic organizers to map out their ideas and thoughts, these tools can help other students to understand each others’ ideas.  Students can use organizers to sort through their thoughts and brainstorm.  By visually seeing their ideas, students can generate more ideas from each other and build on their knowledge. 

References

Morrison, G. R., ), G. R. M., & Lowther, D. L. (2010). Integrating computer technology into the classroom, skills for the 21st century. (Fourth ed.). Allyn & Bacon.

Assembly Line Education

I think most schools follow the philosophy of realism, accepting that reality exists with or without us and we can observe it. Schools organize information into subjects in order to teach children, furthermore there is a set curriculum that teachers follow and students must learn.  Students have no control over their education and are tested to ensure they have learned the predetermined information.  Also schools teach subject matter in a deductive and inductive manner. For me the philosophy that I would like to see more in schools is existentialism, however due to standardized testing I think this philosophy is least prevalent.  With the philosophy of existentialism it is hard to measure with tests also teachers today have specific curricula they must adhere to which doesn’t allow for the students to take responsibility for their own education.  While I do understand that it is important for students to learn certain basic things, I found myself agreeing with this philosophy.  We all only have one life, shouldn’t we decide what we want to do and learn.  I believe in each individual’s right to be whomever they choose and unfortunately I believe our society really inhibits certain aspects of who we are as an individual.  With existentialism I believe students may be able to better pursue who they are and what they want to do; by allowing students to decide what to learn they would be able to develop the content knowledge and skills required to work in the area that interests them the most. If schools did follow this philosophy more it would create a more student-centered approach.  Also I think students will enjoy school more when learning about things they are interested in and therefore will actually get more out of their education than if they were force fed a bunch of knowledge they have little interest in.

 

I think the theory most prevalent in schools today is essentialism which ties very nicely into the philosophy of realism.  Students are required to acquire a set level of skills in all subject matter and cultivate this knowledge and skills in order to be competitive citizens.  Essentialists are the reason that academic standards for students have risen and students are now required to obtain content knowledge at a set level in which is measured by standardized tests.  They use these tests to assess how much students are learning as well as how well teachers are doing their jobs.  I don’t think these tests accurately portray students’ knowledge or teacher’s capabilities as each state has different tests and requirements making it very hard to compare results.  All of this contributes to the inefficient education system as it currently stands.  The theory I would like to see used more in schools is progressivism as it accentuates the philosophy of existentialism.  With this theory students can learn more in their areas of interest rather than being required to learn about subject matter that doesn’t interest them at all.  Also this theory uses a more hands on approach in learning that focuses on completing projects, peer discussions and other activities all of which foster a differentiated instructional approach to the student-centered curricula.  With the student-centered curricula, differentiated instructional approach, existentialism philosophy, and progressivism theory combined, I think students will actually be more competitive in the global economy.  Students will develop skills and knowledge that interests them and learn how to apply this knowledge and skills in the outside world.  This will create self-sufficient individuals with the ability to adapt to the ever changing world.  When we tell students what to do, learn, as well as what is important, we remove from them the ability to make decisions for them self.  Without the ability to make conscious decisions we fail to prepare them for a changing world and we set them up for failure.

Resources:  

 Ornstein, A., Levine, D., & Gutek, G. (2011). Foundations of education. (11 ed.). Belmont: Wadsworth Cengage Learning.

Technology Integration

Chapter 11 Reflections


1. What are the benefits of using problem-solving or educational software?

There are several benefits to using problem-solving and educational software. With problem-solving software, the use of games fosters a desire in the students to learn information in order to win the game. Also the fast paced games enhances students decision making skills, allowing them to see in fast succession the choice, what happens, and what results come about based on their choice. This process is the basis for all learning. Simulations like games are also highly valuable in the learning process. When the students can manipulate certain aspects and get alternate views or closer looks, it encourages critical thinking and allows students to see the real world application for the content and skills learned. Educational software that utilizes programs for drill-and-practice do help the students remember content by engaging them and providing immediate feedback. They do have educational content and the material is support state standards, but success with these programs is not evident with all subjects (Morrison-Lowther, pg. 282-286).



2. How do I choose the correct software?

Teachers need to be selective of the software they use in their classrooms, there is a large amount available, but not all are as effective. Teachers should view software to see if it fits with the content of their lesson plan as well as how well it will meet their objectives for the lesson. Another consideration must be placed on the age of the students and whether or not they will be able to use the software successfully, find it interesting, and engaging. Teachers can look up reviews of different software to see how effective it is, but the best evaluation is done by the teacher planning to use it (Morrison-Lowther, pg. 286-290).



3. When I integrate problem-solving or educational software into a lesson, what changes will be needed?

The NTeQ model provides a guide to help integrate technology into a lesson plan. The “six key components are computer functions, research and analysis, results presentation, activities during computer use, activities before computer use, and activities after computer use” (Morrison-Lowther, pg. 292).

Computer Functions: Computers can provide content by giving definitions and showing examples of information for the student to learn. Computers can also provide practice and feedback through drill-and-practice software that allows the student to answer questions and see if they were correct. Feedback and practice can be achieved by student input in simulation software as well. Process tools help guide the students in their learning of the content, by using templates or hints to keep them on track throughout the process (Morrison-Lowther, pg. 292-294).

Research and Analysis: Teachers must understand what parts of the software that need to be used to reach the objectives of the lesson. This will be different depending on the content to be learned (Morrison-Lowther, pg. 296).

Results presentation: Results presentation is not incorporated into all technology integrated lessons. When the software is being used to learn new concepts or look more deeply into specific areas, there are not results to present. The teacher will need to decide whether or not a presentation is applicable (Morrison-Lowther, pg. 296).

Activities During Computer Use: Activities your students do on computers will vary greatly depending on the lesson plan. It is important to decide the structure of computer use before implementing the lesson plan (Morrison-Lowther, pg. 297-298).

Activities Before Computer Use: This too will vary depending on the software and lesson plan, the most important thing is to adequately prepare your students for the software they are going to be using. Students need to understand the software or the concepts being learned may be overridden by students learning to use the software instead.  Also students need to be provided will all the content information necessary to begin using the computer (Morrison-Lowther, pg. 298).

Activities After Computer Use: Also depending on the software and lesson plan, activities after the use of computers will vary. Time should be spent planning on ways to review the content learned if there are no final products resulting from the use of the computer.  If there is a presentation, students should review content for errors and check to make sure every part is in order (Morrison-Lowther, pg. 298).

Teachers should put a lot of thought into software integration to really provide lesson plans that enhance learning. Every step should be meticulously planned out and analyzed prior to implementation (Morrison-Lowther, pg. 299).


Resources:
Morrison, G. R., ), G. R. M., & Lowther, D. L. (2010). Integrating computer technology into the classroom, skills for the 21st century. (Fourth ed.). Allyn & Bacon.

Utilizing Multimedia: Help or Hinderance?

Chapter 9 Reflections

1. How can my students use multimedia for their projects?

Ideally students should use multimedia for presentations that need to be explained in detail and when combined with graphics or animation will aid in the communication of large amounts of information. Multimedia when used properly can really augment a lesson plan; by allowing the students to conduct a more thorough study of course content their learning is greatly improved. However, it is necessary to take precautions when using multimedia to keep the students on task because multimedia can be distracting and interfere with learning as well. It is best to have a clear idea of the lesson and to plan every aspect of the multimedia project in order to keep the students from wandering off task. Otherwise, multimedia is a wonderful tool to use in the classroom (Morrison-Lowther, pg. 234-235).


2. What applications are available for creating a multimedia presentation?

A multimedia presentation uses more than one format to communicate the information. There are numerous applications that can be used to communicate, here are a few: videos, graphics, pictures, animation, and text. Students can use any combination of these to create a multimedia presentation. This technology can be used to enhance learning, but if there is too much of any of the applications it can be very distracting which would take away from the lesson content (Morrison-Lowther, pg. 235-236).


3. Should I place limits on how my students use multimedia?

It can be distracting when student overuse graphics or animation in their multimedia presentations, however it is very natural for students to want to explore the different options that multimedia has to offer. One idea is to have students complete their presentation first without graphics and animation, then allow them a predetermined amount of time to add enhancements, this will ensure that they cannot go overboard. There is also the option of requiring students to explain their use of each enhancement and how it aids in communicating their ideas, by having to explain each one it will deter the students from using too many (Morrison-Lowther, pg. 252).



Resources:

Morrison, G. R., ), G. R. M., & Lowther, D. L. (2010). Integrating computer technology into the classroom, skills for the 21st century. (Fourth ed.). Allyn & Bacon.

Finding Credible Sites - Delicious Project.

·                     How difficult was it to find good sites?

It was surprisingly more difficult to find credible and useful sites.  There are a plethora of sites created by individuals that have great content, but there is no listing of where the information was gathered or what their credentials are for publishing it online.

·                     Were there many sites claiming to be educational that were only trying to sell a product?

There were indeed a lot of advertising sites trying to redirect me to different pages or offer me free trials if I sign up today.  At one point I was taken to a completely different website and I couldn’t get back to the original one.  A clear sign that it was not a credible site to begin with.

·                     Did you find many sites that were not valuable as a resource?

I did find some that were not very valuable, due to the age of children I want to teach.  Their value would be beneficial to high school or elementary teachers, as some were too advanced while others were too basic.  I want to teach middle school so I need an in between level of content.

·                     What did you think of some of the Web 2.0 sites?

The Web 2.0 sites seemed to be some of the most beneficial as most of them were tools I could use with my lesson plans to enhance learning for my students.  Unlike the Tutorial websites which all seemed to be able to do the teaching for me, Web 2.0 sites would allow me to be a facilitator.

·                     Did you choose many of the same sites as the students you are following in Delicious?

I do like being able to see how many people are following the same sites, I feel this number gives some credibility to the site if many people are following it.

·                     What did you like about the 15 sites you selected?

I liked being able to access tools and generate ideas for lesson plans.  I was not a fan of the tutorial sites as most of them tend to be Drill exercises with little real world interactive applications.

SITES FOUND

Tutorial

The Math Forum:  http://mathforum.org/

Figure This!:  http://www.figurethis.org/index.html

IXL Learning:  http://www.ixl.com/

Awesome Library:  http://www.awesomelibrary.org/

Kids.gov:  www.kids.gov

Instructional resource

Illuminations:  http://illuminations.nctm.org/

PBS Teachers:  http://www.pbs.org

Teachnology:  www.teach-nology.com

Education World:  www.educationworld.com

Primary source

Science News for Kids:  www.sciencenewsforkids.org

Math in Daily Life:  www.learner.org

Web 2.0 tool. 

            Edit Grid:  http://www.editgrid.com/site/

            Chart Gizmo:  http://chartgizmo.com/

            GeoGebra:  http://www.geogebra.org/cms/

            Google Sketchup: http://sketchup.google.com/

My Delicious Page

Who, What, When, Where, and How of Using Software.

1.       Now that I have access to the Web, how can I use it effectively?

The Web can be used effectively by choosing and selecting what role it will play in your lesson plan.  If your students are writing a paper about famous people in history, the Web could be used as a research tool and information source.   Alternately if your students are learning a new language, the web could be used as a translation tool or communications tool.  Use of the Web in classrooms today is based on the objective you are trying to accomplish.  It is important to explore different ways the Web can enhance your lesson plan and to choose the most beneficial way.  The Web is also a convenience tool, as it allows students and teachers a way to store information and access it everywhere.  Students can work on projects at school and store them in places like Sugarsync, Google, and several other places, then when they get home students have access to these files and can work on them there (Morrison-Lowther, pg. 149-150).  It is pretty hard for the dog to eat your digital file!

2.       How do I manage students’ use of the Web in my class?

Unfortunately, there are those that use the Web for malicious and dangerous purposes, therefore it is a natural concern about managing the use of the Web by students. There are parental controls on computers as well as “kid-safe search engines,” both of which aid in sorting and filtering inappropriate sites and information.  Other options include providing students with lists of approved websites as well as creating a website with all the approved links for the students to sort through.  Either way, students’ use of the Web must be monitored and kept safe Morrison-Lowther, pg. 151-152).

3.       Which features of the Web do I use?

The feature you use will depend on the goals or objectives you are trying to accomplish.  I have provided a list of the different tools and how I would apply them in my classroom.

Using the Web as a Tool	Application
Information Source	Students could use the Web to search for information about a topic discussed in class or a research paper.
Collaboration Tool	Students can share documents via the Web, also they can communicate by email, chat, or Skype to work on class projects with each other when  meeting in person is not possible.
Communication Tool	Chat, email, and Skype all provide a means of communication when face-to-face interaction is not available.
Content Management	Sites like Blackboard and WebCT make it easy for teachers to distribute content to their students.
Connecting with Parents/Community	School websites, email, and discussion boards allow teachers, parents, and community members to come together and discuss important issues.
Professional Development	Teachers can search websites for lesson plan ideas as well as read blogs and other informational sites than may help them improve their skills in the classroom.

(Morrison-Lowther, pg. 149-161).

References

Morrison, G. R., ), G. R. M., & Lowther, D. L. (2010). Integrating computer technology into the classroom, skills for the 21st century. (Fourth ed.). Allyn & Bacon.