Reflecting on What I Know: Chapter 1 & 3

Reflecting on What I Know: Chapter 1


1. Must I use a inquiry-based learning approach in my classroom to use computers as a tool?

All teaching environments are different, as are the teachers. The inquiry-based learning approach is one of the three approaches that is available to teachers who are integrating computers into their curriculum. In addition to the inquiry-based learning approach, there is the problem-based learning approach and the project-based learning approach. The inquiry-based learning approach starts with a question and then engages students in problem-solving activities. It allows the students to explore, gather data, analyze their data and create new knowledge. The teacher's role in this approach is one of a facilitator and provider of information. While the inquiry-based learning approach is an acceptable approach to integrating technology into a classroom, the other approaches work well also. The decision of which approach to use is completely the teacher's decision. This way, it allows the teacher to adapt to their own learning styles.

2. Can I still use tutorials and drill-and-practice software?

The most important thing to remember is that you need to keep the students engaged in what you are teaching. As you prepare your curriculum and lesson plans, think about how you are going to keep the student's attention. You can use tutorials and drill-and-practice software but that is not the only way to deliver your information. There are several effective approaches. Whichever approach you choose, make sure that your technology is up to date and is preparing the students for the 21st Century. Make sure the approach is student centered and allows them to work together in groups and problem solve by using the technology available.


3. Won't I have to spend a great deal of time to develop these units of instruction?

It can be time consuming when creating units or lesson plans for technology based instruction. It is important to use your resources, ask fellow co-workers for help or advice, use materials from previous lessons and incorporate new ideas to broaden that previous lesson. By creating these units of instruction, it allows you to keep the information and re-use them for future activities and lessons. After the initial use of the unit, you will have a better idea of how to use the technology and lesson and it will allow you to focus on minor modifications that may strengthen the lesson.

4. Won't every student need a computer to use it as a tool?

The ideal thing is for every student to have their own computer but typically, there isn't enough funds to provide a computer for each student. Although, there isn't always enough computers for each student to have their own, the students should be allowed to work in groups and each student should be given adequate time to participate in the lesson by using the computer. By working independently or in groups, the NTeQ model has been designed to be effective in both situations.

Reflection on What I Know: Chapter 3

1. Why is it important to learn about different technology tools when they are constantly changing?

In preparing students for the 21st Century, teachers need to keep their minds fresh, updated, and prepared to use the items in the ever revolving world of technology. If teachers are knowledgeable about all the different types of technology that is available, it allows them to be versatile in their classrooms. It is critical that teachers know how to use different types of technology when there are failures with one or more pieces of equipment in their classroom. This will allow them to substitute items when needed and incorporate new ones when needed to broaden their lessons. Sometimes, students know a lot more about technology then their elders. Teachers do not need to fall behind and be less knowledgeable then their students.

2. Most desktop computers do the same things as mobile devices, so why do teachers need to use both?

Desktop computers have been the ideal piece of technology equipment for quite some time but mobile devices, such as laptops, have quickly become a major part of the classroom. Teachers need to be able to use both devices because they both they both play a major role in preparing and teaching a lesson. Although a desktop computer is heavy, takes up more space and is not mobile, it has components that are easy to replace, easy to upgrade, and the monitors are often large enough to use during group activities. The laptop and mostly all mobile devices are portable, compact and usually available by the dozen if yours is being repaired. The downfall to a mobile device is that it requires access to a power outlet because it may have shorter battery life, can be easily damaged from dropping, and has smaller screens that limits group learning. There are pros and cons to mobile and immobile devices but both play a very important part in the classroom. Therefore, it is important for teachers to become knowledgeable of both and use whichever one best suites the lesson.

3. How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?

Digital devices shorten the time and steps in preparing, teaching, and engaging in lessons. It offers the chance to edit and delete material, manipulate and configure the content, and review the product before completion. Digital devices produce motivation and teacher-student involvement. Most digital devices allow students and teachers to move around and be more active with the device. These devices make lessons more simple and the cost can be justified by the reasons discussed.

References for Chapter 1 & 3 Reflections

Morrison, G., & Lowther, D. (2010). Integrating computer technology into the

classroom. Boston, MA: Pearson Education.