Final Post!!

Based on the five stages in the article, New Insights on Technology Adoption in Schools, I view myself as being in the first or beginning stage. I am still learning how to incorporate technology into the Pre-K, Kindergarten curriculum and how to do it successfully.After taking this course I am definitely on my way and find myself more knowledgeable and informed on how to incorporate technology into my classroom. I am really excited about my future as a teacher and am eager to see where it takes me! In five to ten years I see myself being a public school Pre-Kindergarten or Kindergarten teacher who is making it a priority to teach my students about different forms of technology. I will also continue to educate myself on the ever evolving field of technology.

I chose to read the article Using Technology to Improve Student Achievement by Margaret Honey, Katherine McMillan Culp, and Robert Spielvogel from the website Technology in Education http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm

This article reinforces what I have learned from EDTC 5010 about technology and education. The article points out that students are learning differently than students did in previous generations " today's students, surrounded by digital technology since infancy, are fundamentally different from previous generations (McHale, 2005) and are no longer the people our educational system was designed to teach (Prensky, 2001)." The article brought to life just how much technology has changed. Just like we have learned in class the article stated how vital it is for us as educators to teach the children of today and tomorrow about the changes in technology.

Unit 5 Reflection

Chapter 11

1.  What are the benefits of using problem-solving or educational software?
 The benefits of using problem-solving or educational software is that they are structured to require application of skills and content knowledge in order to "win" the game--therefore, students want to actually learn the information instead of learning it just for a test; "the use of games supports selected principles of effective pedagogy" (Morrison and Lowther, 2010, p. 284); the software gives students the environment and tools to help and engage students in critical-thinking activities that require real-world application of skills and knowledge; students get the chance to be involved in interactive basic skills practice that gives immediate feedback on how they did; and finally, integrated learning systems are aligned to state standards and can be tracked by individual students. I also think that some problem-solving and educational software gives students positive feedback and confidence, it can also be a good-behavior motivation.

2. How do I choose the right software?
Intergrating Computer Technology into the Classroom suggests that you keep the following in mind while trying to choose the right software for your class:
1. Content accuracy (information is correct, current, and consistent)
2. Research-based instructional strategies
a. Learner control of program features (sound, pace, sequence, etc.)
b. Variety of appropriate feedback
c. Motivational and interesting
3. Effectively meets instructional objectives
a. Content is aligned to objectives
b. Practice and feedback are aligned to objectives
4. Assessment of learning (student attainment of objectives is assessed)
5. Ease of use
a. Technical quality
b. Precise and consistent directions
c. Appropriate reading level for target audience
(Morrison and Lowther, 2010, p. 287)

3.When I integrate problem-solving or educational software into a lesson, what changes will be needed?
The text stated that, "In reality, the only difference between educational software and books is the degree of interactivity" (Morrison and Lowther, 2010, p. 299). When integrating problem-solving or educational software into a lesson, teachers need to review the activities select the most meaningful part of the lesson to reinforce learning. The software should not be the only resource the students are working with, there should be other activities to go along with it as well. If students are only working with software, they are not receiving appropriate multiple types of learning.

Chapter 12

1. What can I do to "get ready" for a lesson in which my students use computers?
The book has many different ways to "get ready" for students using computers. You should have instructional handouts ready to guide students through the activities, create step-by-step directions to help students. Assessment tools, e.g., task list or rubric, guide students and make them aware of what is expected. Also, turn the computers on before the students start working on them so they won't take up class time. Teachers also need to make sure they are educated on how to use the computer and are choosing educationally sound software/material.

2. Where does the "computer part" come when I am teaching a lesson?
The "computer part" comes in when the computers are  ready to go and teachers have explained what they expect the students to work on while on the computers. Students need to have all the information needed before they can start working. While students are using the computers the teacher should be walking around and addressing technology issues,questions, and keeping the class controlled.

3. How do you endure equal access for all students with only three computers?
With only three computers you should put students into groups and make the assignment a group assignment rather than an individual one. You could also set a timer so that students rotate using the computer ensuring that each student gets a turn.

Unit 4 Reflection

Chapter 7

1. Doesn't word processing make the writing process too easy?
Personally, I do not think that word process makes the writing process too easy. The students are still having to write the content of the paper, word processing only helps edit and enhance work. The text states that the editing function in word processing is, "beneficial to students who wish to rewrite a paper to improve the quality, to groups of students who want to collaboratively write a paper, and to teachers who want to suggest edits for students in revising their papers"(Lowther and Morrison,2010).  Word processing also helps save time by allowing students to edit work in a more timely manner.

2. How can word processing be used to engage students in higher-level thinking?
Word processing can engage students in higher-level thinking by allowing them to create a wide variety of different documents like reports and advertisements, graphic organizers,tables for newspaper articles,inserting objects and hyperlinks. When students are allowed to organize there information to show how new ideas relate to previously learned information, deeper and more meaningful learning occurs (Lowther and Morrison,2010).

3. In what ways are the individual needs of students met when their work is completed with a word processor?
Lowther and Morrison state, a key benefit of word processing is that it allows students to concentrate more on what they write rather than their handwriting; therefore all students have an equal opportunity to create legible and attractive documents" (2010, p. 180). Students can create documents that allow them to be creative and unique which in turn will hopefully improve their grades as well as allow them to enjoy the process more.  

Chapter 8

1. Can you identify two types of data your students could collect as part of a lesson?
Two types of data my students could collect as part of a lesson could be weather temperatures over the last few years and weather precipitation over the past few years.

2.How could your students manipulate the data to discover relationships or trends?
Students could create graphs and charts to help discover relationships and trends. It would give them a visual representation so that they can analyze and interpret data.

3.Can you identify three graphs or charts your students could make that would help them develop a better understanding of the content?
My students could use a variety of graphs and charts to help them develop a better understanding of the content. The graphs are:bar graphs,line graphs and pie graphs. The charts are: column charts, scatterplot chart, and histograms.

4.Is it possible to create an interactive simulation or model with a spreadsheet?
It is possible to create an interactive simulation or model with a spreadsheet. Students and teachers are able to create a simulation that demonstrates manipulation of one or more variables using a spreadsheet (Lowther and Morrison, 2010). 

Starfall

I know I am probably very late in discovering this but I am absolutely obsessed with the website starfall.com. I have been exploring it lately and LOVE it! If you havent been to it I would definitely recommend you check it out!

Unit 3 Reflection

Chapter 9

1. How can my students use multimedia for their projects?
Students can use their imaginations and incorporate, "text, graphics, pictures and photographs, video, sound, hyperlinks, and animated objects" (Morrison and Lowther, 2010, p. 235) in their projects. Using multimedia in projects can help engage students and get them excited about learning.

2. What applications are available for creating a multimedia presentation? The text lists the following applications: PowerPoint, Windows Movie Maker, iMovie,and  Adobe's Flash (Morrison and Lowther, 2010). Based on students needs they can choose which program will work best for them. GoogleDocs and Voicethread are also great applications that can be used.

3. Should I place limits on how my students use multimedia?
I feel that limits should be placed on how students use multimedia but at the same time they should be allowed enough freedom to express themselves and be creative. Teachers should provide guidelines and rubrics for students to go by to ensure that they know what is expected of them and give them limits.


Chapter 10

1. How do you know that students understand a concept?
I know that students understand a concept when they can explain what they have learned. Graphic Organizers are also a great tool to use, the text says that you can also use them to not only visually represent students understanding of a concept and ideas but to also expand their knowledge by sharing and learning from others (Morrison and Lowther, 2010).

2. How can you depict a student misconceptions of key information?
I can tell if students have a misconception by observing them and seeing if they are not on task, asking if them questions about specific assignment details, and monitoring their progress as the complete their work. I would also facilitate discussions as mentioned in the text because it is important for students to participate in some type of culminating activity that requires them to reflect on their learning." (Morrison and Lowther, 2010).

3. How can students capture and transfer brainstorming ideas into written thought?
Graphic organizers are a great tool for students to use to capture different ideas. They allow the recorder type in an idea of one student and then instantly create a link and new icon ready for the next idea with a press of the enter/ready key. After brainstorming students can review the ideas, modifying and rearranging them into meaningful groups without having to reenter the information (Morrison and Lowther, 260).

 

Unit 2 Reflection

Chapter 3

1.Why is it important to learn about different technology tools when they are constantly changing?
I believe it is very important to learn different technology tools even though they are constantly changing. It allows us as teachers to have more tools to pull from our own toolboxes. Also, you can combine old and new technologies so that they can work together. In our textbook it says that  "when using an older projector having lower resolution than a newer computer, the projected display will look distorted and "squished",...changing your computer display resolution to match that of the projector will alleviate this effect."(Morrison and Lowther, 2010). It is important for teachers to stay up to date on technology so that they can incorporate all technologies into their classrooms to teach.

2.Most desktop computers do the same things as mobile devices, so why do teachers need to use both?  
Desktops are nice to have in the classroom, they are bigger and have a larger viewing screen which can be beneficial when doing group activities and the components are "easily replaced or upgraded by school personnel."(Morrison and Lowther, 2010). Mobile devices on the other hand are portable which allows you to do work from home or on the go, are lightweight and offer flexibility. Desktops and mobile devices have their pros and cons but both are very beneficial to teachers.

3. How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?I use to be a teacher assistant in a NCPK classroom and have seen first hand how the cost of digital devices can be justified. We use to provide a digital camera for children to use in the classroom. They would take pictures of their friends doing different activities as well as silly pictures while having fun. We also used the digital camera to aid in their learning. We would take pictures of them doing things that were a part of our daily routine so that they could have a visual reminder of the daily routine. We also had students act out positive things as well as things that were against the rules and put up visual reminders of what was acceptable and not. The kids had a great time using the camera and really enjoyed looking at the pictures to help remind them of different things. If used properly in a classroom digital devices can be a great asset and can really help students learn in a different and fun way.


Chapter 4

1. There are so many types of software; how do I know which ones to include in my lessons?
The first major thing that is going to help you narrow down your choices is what grade level/ age(s) are you teaching? Most software's are geared toward certain ages so you will want to first figure out which ones are appropriate for your class. Teachers also need to explore the different software's themselves and see which ones they think would be most beneficial in their class. Every class is different and no one knows them as good as you do so it is important that you find one that would be a good fit for your class. Morrison and Lowther (2010) state, "the key focus for teachers is to select software that supports student achievement of content knowledge and skills."

2. I understand why students should use educational software and the Internet, but why should my fourth-grade students learn to use spreadsheets, database, or video editing software?
Teachers need to provide a well rounded education and these things help do that! Spreadsheets help with mathematical skills like adding and subtracting as well as  formulas. In our textbook, Integrating Computer Technology into the Classroom, it states that when "students enter information in a database, students can conduct limitless inquires with the click of a mouse, which rewards and supports the inquisitive nature of student learning."(Morrison and Lowther, 2010). Video editing allows students to make fun and educational videos that let them use their imagination and creativity. There are so many positive things that technology can bring to students.

3. How can student use of different types of software help improve scores on state tests?
Educational software can test students on different subjects like math, reading and writing. It can also provide students with practice tests for end of grade tests and get them use to being timed and the format it may be in. Educational software also allows teachers to receive feedback and can help them identify what the student may need extra help in.

Interesting!

Came across this video today, it is crazy to see how far technology has come just in the past 30 years!

Unit 1 Reflection

Chapter 1
1. Must I use a inquiry-based learning approach in my classroom to use computers as a tool?
No, you do not have to solely use a inquiry-based learning approach in your classroom. As stated in the text there are other types of approaches such as problem-based and project-based that you can use as well. As teachers I think it is important that we find a right fit for our classes and students. Everyone is different and learns in different ways so it is essential to find what works best and not limit yourself to just one approach.


2. Can I still use tutorials and drill-and-practice software?
Yes, you can still use tutorials and drill-and-practice software. There are lots of different software available to teachers and they should be utilized. However, I also think they should be used in addition to other resources and be incorporated into the classroom in different ways. The teacher needs to explore and find what works best for her class.


3. Won't I have to spend a great deal of time to develop these units of instruction?
Just like most things in life if you want something to be beneficial and of good quality you are going to have to take some time to develop the units. I think in the beginning especially it will take more time but once you get comfortable with it it will hopefully not take up as much time as what was originally thought. Also, you can draw from previously made lesson plans and possibly work with others.


4. Won't every student need a computer to use it as a tool?
It would be wonderful if every student could have their own personal computer, unfortunately in today's times this simply is not always an option. Students can however work in groups which will teach them how to collaborate along with communication skills and how to work with others.


Chapter 2
1. How do I plan an integrated lesson that will work with my students?
There are many different ways that you can plan an integrated lesson plan. You could use the 10 steps of the NTeQ model, collaborate with other teachers or research ideas on the Internet. To begin with though I would most likely use  the 10 step NTeQ plan just to help familiarize myself with the steps involved and help me become comfortable creating them.


2. Why do I need objectives to help with planning and lesson development?
Objectives are used and needed because they help to establish a clear plan and assist in covering all points within a lesson or unit. It also makes it easier to identify students outcomes.


3. How can I encourage my students to engage in the processing of information?
One way to encourage them to engage in processing information is by using a Think Sheet. The text says that a Think Sheet " provides guidance to help students organize their thinking and probe the implications of the data manipulations"(p.40). A Think Sheet will really help them organize their thoughts and deeply process the information.
Morrison, G.R. & Lowther, D.L. (2010). Integrating computer technology into the classroom-skills for the 21st century. Boston, MA: Pearson.

4. Do I have to use a different lesson plan when I want my students to use computers?               
Not necessarily, as a teacher you can incorporate computers into your lesson plans so that you don't have to make up different ones every time you want to use computers. You could make different ones if you prefer but in my opinion you don't have to.

5. What is the relationship between objectives and computer functions?                                    
The relationship between the two is a successful and educational lesson. The teacher must identify the objectives for the lesson and then choose which computer functions they are going to use.


6. Can you use a computer for every objective or lesson?
Yes, you could find a way to use a computer for every objective or lesson. While computers are great resources to have I wouldn't recommend using one for every lesson. It is important that students know how to use other resources and tools as well.


Chapter 6
1. Now that I have access to the Web, how can I use it effectively?
Teachers as well as students can use the web effectively in many different ways. Teachers can gather information and research different topics for lesson plans. They can also use email and video conferencing to communicate with students and parents. Students can use the Web to do research for projects and go to educational websites that will build further on things they have learned in class.


2. How do I monitor students' use of the Web in my class?
First, schools need to have a way to monitor Web use and block certain websites so that students cannot access them. Teachers should have computers set up in a way that they can monitor what students are doing at all times. They could also have a list of approved websites for students to go to.


3. Which features of the Web do I use?
There are so many great features on the Web for educators to use. Personally, I would use the web for creating a classroom website, communicating with parents via e-mail, finding new and exciting lesson plans, and allowing my students to explore fun and educational websites.