Teacher, Technology, and the Classroom

Reflecting on What I Know: Chapter 12

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

Educators can prepare and get ready for their lesson containing technology by:

• Creating digital folders
• Creating design templates
• Loading specialized software
• Bookmarking Internet sites
• Turning on computers prior to beginning the lesson
• Opening applications required for the lesson

By following these steps, the amount of time available for students to learn and work will be increased (Morrison & Lowther, 308).

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


Once an educator has created a lesson and specified all dynamics and content of the lesson, computers can be used before, during, or after the lesson. Computers can be used as a tool to research a topic, create a report or an assignment, and edit and analyze an assignment after all information has been gathered and put together. The extent of computer usage is based on how much information is required to complete the assignment and most educators can determine this before the lesson is presented.

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

If a classroom only has 3-6 computers available, assignments should be considered as "group" projects rather than "class" projects. These projects will require students to work with other students to complete the lesson requirements. Each student is expected to participate in the lesson by offering their ideas and findings on the project topic (Morrison & Lowther, 319).



References:

Image retrieved from:
http://www.revisor.ca/images/computers_01.jpg

Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom, Skills for the 21st Century (Fourth Edition). Boston, MA: Pearson Education.

Graphic Organizers

Reflecting on What I Know- Chapter 10

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

Graphic organizers are used to build models that visually represent a students understanding of concepts and ideas while expanding their knowledge by sharing and learning from others (Morrison & Lowther, 257). Graphics organizers can also assist students in finding meaningful ways to visualize their knowledge and organize information into new patterns that lead to greater depth of understanding (Morrison & Lowther, 257). Studies have proven that graphic organizers can improve student learning and performance across grade levels, with diverse students, and in a broad range of content areas (Morrison & Lowther, 264). Educators can visually see and recognize their student's understanding of the concept and of the lesson by using graphic organizers. The function of the graphic organizers is to actively engage the student in reading, analyzing, categorizing, organizing, and paraphrasing. All of these functions help students organize information into new and meaningful patterns that will show that they understand the concept of the lesson.

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

Graphic organizers are very adaptable for use with students in grades pre-K through high school. They can be used with all subject areas and can be integrated easily into many lesson plans. Graphic organizer activities can be planned for individual, small-group, or whole-class interaction (Morrison & Lowther, 266). One way to depict student misconceptions of key information while using graphic organizers is by assessing the student's understanding of the concept. An educator can create an assessment strategy and include the following criteria:

• Relevance of key components
• Meaningful connections
• Relevant graphics
• Logical organization
• Creativity that strengthens understanding

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

Graphic organizers offer a brainstorming tool that allows students to record an idea and instantly create a link and new icon that can hold additional information and ideas. This feature captures a student's thoughts as they express them and encourages students to add new ideas, along with their fellow classmates. Once students have used the brainstorming feature, they can review their ideas, modify and rearrange their ideas into meaningful groups, without having to retype the information.

Brainstorming allows students to outline their thoughts, ideas, and their understanding of a concept. This creates a pathway to completing their assignment.


References:

Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom, Skills for the 21st Century (Fourth Edition). Boston, MA: Pearson Education.

Image retreived from:
http://www.eduplace.com/graphicorganizer/graphics/logo_go.gif

Problem-Solving and Educational Software

Reflecting on What I Know: Chapter 11

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

Producers of educational software have increased their variety of software due to the increased availability of computers in today's classrooms and homes. Most problem-solving software includes games and simulations. These games and simulations increase student attention and motivation. Games offer the opportunity to exercise a skill that closely matches thinking, planning, learning, and technical skills that are highly demanded by employers in the world of industry. Games are, also, structured to require application of content knowledge and skills in order to "win" the game. These games offer second-by-second decision making that allows the students to go through a process that requires them to make decisions, show action, give feedback, and reflect on their decisions. This is the basis for all learning. In addition, games support selected principles of effective pedagogy. (Morrison-Lowther, 284). Through simulations, students are able to manipulate components, view multiple angles of a bridge, zoom for a macro view of DNA, and conduct experiments to compare nuclear chain reactions (Morrison-Lowther, 284).

Educational software can be used through drill and practice, tutorials, and integrated learning systems. Drill and practice software offers the opportunity for students to engage in interactive basic skills practice that provides immediate individual performance feedback (Morrison-Lowther, 284-285). Tutorials use animation, video, and interactivity to teach students basic skills and new information. Students can produce favorable results through tutorials (Morrison-Lowther, 285). Integrated learning systems provide instructional content, feedback, mastery-type practice, and assessments. These are aligned with state standards and tracked by individual students. There has been an increase in students' performance in math and reading by using integrated learning systems (Morrison-Lowther, 286).

2. How do I choose the correct software?

 Teachers should evaluate the soundness of the software, before purchasing the product (Morrison-Lowther, 286). One way to determine which software should be used is by determining why the students should be using it and how you will know if the students benefited from the software and if they met and achieved their learning objectives or not. Choosing the appropriate software requires software evaluations. The following is a guideline or criteria to follow when selecting and examining the software that you have chosen to use in your classroom.

1. Content accuracy
2. Research-based instructional strategies:
Learner control of program features, variety of appropriate feedback, motivational and interesting
3. Effectively meets instructional objectives:
Content is aligned to objectives, Practice and feedback are aligned to objectives
4. Assessment of learning
Student attainment of objectives is assessed
5. Ease of use
Technical quality, precise and consistent directions, appropriate reading level for target audience
(Morrison-Lowther, 287)

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

There are six components of an NTeQ lesson plan that corresponds with integrating problem-solving and educational software into a lesson. They are as follows: (Morrison-Lowther, 292).

1. Computer functions
2. Research and Analysis
3. Results Presentation
4. Activities During Computer Use
5. Activities Before Computer Use
6. Activities After Computer Use

Resources:

Image retrieved from: http://www.ntt-security.com/services/secure-software/

Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom, Skills for the 21st Century (Fourth Edition). Boston, MA: Pearson Education.

Multimedia Use in the Classroom

Reflecting on What I Know: Chapter 9

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

Morrison and Lowther defines multimedia as communication that involves more than one format. Multimedia can be incorporated into projects through text, graphics, pictures and photographs, video, sound, hyperlinks, and animated objects (Morrison-Lowther, 235). There have been many advances in computer technology and this connection provides students, teachers, and other adults a variety of ways to communicate.

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

The following are applications that are available for creating multimedia presentations:

Apple's iMovie, Windows Movie Maker, PowerPoint, Adobe's Flash

As stated above, multimedia can be incorporated into a project or presentation by text, graphics, pictures and photographs, video, sound, hyperlinks and animated objects.

By using these tools, students can easily incorporate a variety of media into their presentations. These tools make it easier for students to create a more elaborate project (Morrison-Lowther, 235-236).

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

It is very important to explain your expectations to each student prior to starting a multimedia project. Multimedia projects allow students to express their individual ideas and provide excellent research tools that students can use to collect data (Morrison-Lowther, 252). Multimedia can be limited to PowerPoint presentations or digital video due to limitation of equipment or software in the classrooms, but there are endless possibilities for creating presentations. Multimedia requires thoughtful planning. Therefore, overuse of animations, transitions and color, can cause diminishing outcomes for a multimedia presentation (Morrison-Lowther, 243). Students should be allowed to research their options but at the same time, be resourceful and mindful of the options of multimedia that are available.

Resources:

Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom, Skills for the 21st Century (Fourth Edition). Boston, MA: Pearson Education.

Image retrieved from: http://www.interacoman.com/multimediasolutions.html

How Delicious Are Your Links?

Reflection on Delicious Accounts and Links

                               

1. How difficult was it to find good sites

I'm not sure that difficult is the right word to associate with this assignment. I think "time consuming" would best fit the description of this assignment. I found it easy to create the Delicious account and search for my links. I was familiar with some of the sites because I work in a primary school already.

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

Yes, there are many sites on the Web that have a good but distracting profile that draws the viewer in. Some of these sites initially offer a free trial or subscription but eventually ask that you subscribe for further usage. The one positive thing about these sites is that your school may already have a subscription and allow you to use it.

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

I only came across a few sites that were not valuable resources. There were a few that sites that offered additional links but once I clicked on them, they routed me to a site that was not related to my search.

4. What did you think of some of the Web 2.0 sites?

I felt like the Web 2.0 sites could be key components while planning instruction and lessons within the classroom. They are beneficial tools that offer learning opportunities for educators.

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

Yes, I found that there were several of the same sites chosen by my classmates. This may be because some of them already work in the education field, just as I do. But there were many sites that I had never seen before. I plan to use them as tools to expand and broaden my knowledge in this growing world of education.

6. What did you like about the 15 sites you selected?

I liked that the sites were easy to access and maneuver through. I, especially, liked the educational sites that can challenge and enhance a students knowledge. I use some of these at home with my own children

Resources:

Image retrieved from: http://www.tothepc.com/archives/create-playlist-stack-weblinks-new-delicious/

Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom, Skills for the 21st Century (Fourth Edition). Boston, MA: Pearson Education.

The World Wide Web

Reflecting on What I Know: Chapter 6

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

By using the Web it allows you to be creative. The following are ways that teachers and students can incorporate the Web into their NTeQ lesson plans as productive and effective tools (Morrison-Lowther, 149).

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Research and Information Fluency: Students apply digital tools to gather, evaluate and use information.
3. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
4. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.

As Morrison & Lowther states (149- 161), the Web can be used as:

1. Information sources- searching
2. Collaboration tools- sharing documents
3. Communication tools- email, Web-based phone calls, Web-based video conferencing
4. Content Management tools- manage documents, make documents available electronically
5. Tools to Connect with Parents and the Community- email, classroom websites
6. Professional Development- continuing education through the Web

The Web is a tool that can be easily used and can contain an abundance of information. It is user friendly and effective in completing assignments easily and quickly. The Web can increase the success of most lesson plans if planned accordingly.

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

Schools are not immune to abuse or problems while using the Web.The Internet creates many possibilities for classroom instruction, but it can also create new problems. Most school districts have created an acceptable use policy concerning the Internet that focuses on the guidelines in which everyone should follow while using the Internet. This policy was created for faculty, staff, and all students that have access to the Internet (Morrison- Lowther, 161). As the District has created this policy, it is still the teacher's responsibility to reinforce this policy in the classroom. The following are some ways that a teacher can manage students' use of the Web (Morrison-Lowther, 163-164).

1. Place the teacher's desk at the back of the classroom so all the computer screens are visible
2. Place the chairs and tables in a U shape so you can easily move through the room to view the students' computer screens
3. Glance at and monitor the task bar to see which applications have been opened
4. Develop and explain strategies for when students accidentally click on the wrong link
5. Review the history file for visited sites

3. Which features of the Web do I use?

Once you have created you lesson plan, then you can incorporate the appropriate tools for that lesson. There are many features of the Web that can be used and they hold many different functions.

1.The Information Source can be used to research specific topics for research papers, book reviews, and topics of interest. (Ex: Google, Yahoo)
2. The Collaboration Tool gives opportunities to share information and documents. This tool allows students to work in groups, problem solve and collaboratively work on projects.
3. The Communication Tool provides means of communication through email, Web-based phone calls and Web-based video conferencing.This tool makes the opportunity to communicate easier because everyone can not meet face to face. Everyone's schedule is not the same and this communication tool allows individuals to open emails, respond to emails and conduct phone calls and conferences at their leisure.
4. By managing content, it allows all documents and features to be easily accessible. Blackboard,WebCT, and Moodle are all content management systems. Blackboard and Drupal are two types of content management applications.
5. By creating school and classroom websites, teachers, parents and members of the community can collaborate and hold discussions about important topics within the classroom.
6. Through professional development, teachers can improve and broaden their knowledge and educational skills. Teachers can search educational blogs, watch video productions, create wikis and discussion boards. These all allow teachers to share experiences, knowledge, and related to education and technology.

Resources:

Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom, Skills for the 21st Century (Fourth Edition). Boston, MA: Pearson Education.

Image retreived from: http://www.websci11.org/

The use of Software in Today's Classroom

Reflecting What I Know: Chapter 4

1. There are so many types of software; how do I know which ones to include in my lesson?

Technology is integrated as a tool into teaching and learning activities with the vision to enhance and expand the student's understanding and experiences with and beyond the textbook and classroom walls (Morrison-Lowther, 92). There are various types of software and technology programs used by teachers and students but there are five basic categories that educators tend to use in classroom today. They are:
Productivity, Research, Communication, Problem-solving and Educational Software. Each category is set up to enhance the teacher's lessons. The lesson plan is created around an objective and the materials are chosen by examining the expectations of the lesson plan. It is wise for a teacher to choose software that will enable the students to succeed and successfully complete their assignment. Therefore, plan accordingly, choose and provide software that will make learning easy, productive, and fun! Make sure that the software coordinates with the lesson and meets the goals.

2. 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?

Spreadsheets allow students, elementary through high school, to carry out two primary functions when working with numeric information (Morrison-Lowther, 95). It performs calculations and creates graphs. Most of the functions available in spreadsheets are automated. There are many subjects that can be calculated into a spreadsheet and this serves as a great visual and representation of data for students and teachers. Databases store sets of information in data files. This makes retrieval of files easy and effective because it can store important information about educational topics. Video editing software is increasing in schools because students can video, edit and download their information all with one device. Videos are great tools for capturing a student's work, peer interviews, personal reflections, and to record important information that can be viewed at a later time. All three of these tools can serve as educational items.

3. How can student use of different types of software help improve scores on state tests?

Software can target very specific content or grade-level subject areas and can increase test scores by determining a student's strengths and weaknesses (Morrison-Lowther, 119). Once these are determined, remediation can take place and student's test scores will increase.

Resources:

Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom, Skills for the 21st Century (Fourth Edition). Boston, MA: Pearson Education.

Image retrieved from:

http://www.crackback.net/