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.