What can I do to "get ready" for a lesson in which my students use computers?
There is much a teacher can do to get ready for a technology integrated lesson. Preparing is key to make sure that the lesson runs smoothly and students are able to complete the assignment. Handouts that included "technical step-by-step guides, resource guides and assessment tools" are all useful to students. This will minimize the amount of questions that students ask you during the lesson regarding "how to's" (p. 308). Teachers can also "create digital folders, design templates, load specialized software, bookmark Internet sites and turn on computers and open applications" (p. 308). All of these help "increase the amount of learning time available to students" (p. 313).
Where does the "computer part" come when I am teaching a lesson?
When you plan a lesson using the NTeQ model you must plan for what the students will do "During Computer Use". This can be a variety of things. Students can gather research for a report, create a graphic organizer, input data to create a graph or chart or create the presentation portion of the assignment. Students can type a word document or create a power point presentation. It all depends on how you want to use the computer and when you want to use it in your lesson.
How do you ensure equal access for all students with only three computers?
When computers and time are limited in the classroom it is critical to set up a rotation to allow all students equal time for computer use. To achieve this create "group projects rather than class projects" (p. 319).
References:
Lowther, D.L. & Morrison, G.R. (2010). Integrating Computer Technology into the Classroom; Skills for the 21st Century (4th ed.). Boston, MA: Pearson.
Thursday, July 26, 2012
Chapter 10 Reflecting On What I Know
How do you know if students understand a concept?
Graphic Organizers allow teachers to view students progress throughout an assignement. Teachers can look at the graphics, text, links or multimedia that students include and determine if it relates to what they are supposed to be doing. If not then you will know that students may not understand a concept and need more information or support to complete the assignment.
How can you depict student misconceptions of key informaiton?
You can do this based on the information provided in the graphic organizer. "Relationships are expressed by creating links between and among the elements and images, students can add text to a link to explain or label a relationship" (p. 260). If you notice that these relationships are misconceptions of key information then it is easy to point out to your students and provide assistance to get them back on track.
How can students capture and transfer brainstorming ideas into written thoughts?
Fourtunatley "many graphic organizers offer a brainstorming tool that lets the recorder type in an idea of one student and then instantly create a link and new icon ready for the next idea" (p. 260). Students can then go back and review the brainstorming session and produce written thoughts based on these ideas.
References:
Lowther, D.L. & Morrison, G.R. (2010). Integrating Computer Technology into the Classroom; Skills for the 21st Century (4th ed.). Boston, MA: Pearson.
Graphic Organizers allow teachers to view students progress throughout an assignement. Teachers can look at the graphics, text, links or multimedia that students include and determine if it relates to what they are supposed to be doing. If not then you will know that students may not understand a concept and need more information or support to complete the assignment.
How can you depict student misconceptions of key informaiton?
You can do this based on the information provided in the graphic organizer. "Relationships are expressed by creating links between and among the elements and images, students can add text to a link to explain or label a relationship" (p. 260). If you notice that these relationships are misconceptions of key information then it is easy to point out to your students and provide assistance to get them back on track.
How can students capture and transfer brainstorming ideas into written thoughts?
Fourtunatley "many graphic organizers offer a brainstorming tool that lets the recorder type in an idea of one student and then instantly create a link and new icon ready for the next idea" (p. 260). Students can then go back and review the brainstorming session and produce written thoughts based on these ideas.
References:
Lowther, D.L. & Morrison, G.R. (2010). Integrating Computer Technology into the Classroom; Skills for the 21st Century (4th ed.). Boston, MA: Pearson.
Sunday, July 15, 2012
Chapter 11 Reflecting On What I Know
What are the benefits of using problem-solving or educational software?
There are several benefits of using problem-solving/educational software and one of the key benefits "is that they are structured to require application of content knowledge and skills in order to 'win' the game which results in students wanting to learn the information rather than learning it to pass a test" (p. 284). Benefits are also found in the use of simulations. Using this software, "provides the tools and environment to support and actively engage students in critical-thinking activities that require real-world application of knowledge and skills" (p. 284).
How do I choose the correct software?
With so many different types of problem-solving/educational software on the market it can be an overwhelming task to choose the correct one for your classroom or subject matter. Teachers must evaluate the "educational soundness of the software, preferably before purchasing the product" (p. 286). Keeping the following criteria in mind can be helpful when evaluating software; "Content accuracy, research based instructional strategies, effectively meets instructional objectives, assessment of learning and ease of use" (p. 287).
When I integrate problem-solving or educational software into a lesson, what changes will be needed?
Basically teachers need to make sure that the software they are integrating into their lesson is meaningful. This statement from the text sums it up, "In reality, the only difference between educational software and books is the degree of interactivity" (p. 299). Educational software allows students to not just view the material but interact with it as well.
References:
Lowther, D.L. & Morrison, G.R. (2010). Integrating Computer Technology into the Classroom; Skills for the 21st Century (4th ed.). Boston, MA: Pearson.
There are several benefits of using problem-solving/educational software and one of the key benefits "is that they are structured to require application of content knowledge and skills in order to 'win' the game which results in students wanting to learn the information rather than learning it to pass a test" (p. 284). Benefits are also found in the use of simulations. Using this software, "provides the tools and environment to support and actively engage students in critical-thinking activities that require real-world application of knowledge and skills" (p. 284).
How do I choose the correct software?
With so many different types of problem-solving/educational software on the market it can be an overwhelming task to choose the correct one for your classroom or subject matter. Teachers must evaluate the "educational soundness of the software, preferably before purchasing the product" (p. 286). Keeping the following criteria in mind can be helpful when evaluating software; "Content accuracy, research based instructional strategies, effectively meets instructional objectives, assessment of learning and ease of use" (p. 287).
When I integrate problem-solving or educational software into a lesson, what changes will be needed?
Basically teachers need to make sure that the software they are integrating into their lesson is meaningful. This statement from the text sums it up, "In reality, the only difference between educational software and books is the degree of interactivity" (p. 299). Educational software allows students to not just view the material but interact with it as well.
References:
Lowther, D.L. & Morrison, G.R. (2010). Integrating Computer Technology into the Classroom; Skills for the 21st Century (4th ed.). Boston, MA: Pearson.
Chapter 9 Reflecting On What I Know
How can my students use multimedia for their projects and what applications are available for creating these presentations?
Students can use multimedia by "incorporating text, graphics, pictures and photographs, video, sound, hyperlinks and animated objects" using tools like "Apple's iMovie, Windows Movie Maker and PowerPoint" (p. 235). The purpose of using multimedia is to enhance the presentation of results along with researching and providing archives (p. 246).
Should I place limits on how my students use multimedia?
Yes! Teachers need to make sure that students are staying on task and not simply playing with the multimedia tools. It is easy for students to get distracted with all the features that multimedia applications have to offer and they may lose sight of the requirements of their assignment or research. One approach is to "limit the presentation to a rather plain background and design as they create their presentation" and then "give them 10 minutes to add enhancements that support their message" (p. 252).
References:
Lowther, D.L. & Morrison, G.R. (2010). Integrating Computer Technology into the Classroom; Skills for the 21st Century (4th ed.). Boston, MA: Pearson.
Students can use multimedia by "incorporating text, graphics, pictures and photographs, video, sound, hyperlinks and animated objects" using tools like "Apple's iMovie, Windows Movie Maker and PowerPoint" (p. 235). The purpose of using multimedia is to enhance the presentation of results along with researching and providing archives (p. 246).
Should I place limits on how my students use multimedia?
Yes! Teachers need to make sure that students are staying on task and not simply playing with the multimedia tools. It is easy for students to get distracted with all the features that multimedia applications have to offer and they may lose sight of the requirements of their assignment or research. One approach is to "limit the presentation to a rather plain background and design as they create their presentation" and then "give them 10 minutes to add enhancements that support their message" (p. 252).
References:
Lowther, D.L. & Morrison, G.R. (2010). Integrating Computer Technology into the Classroom; Skills for the 21st Century (4th ed.). Boston, MA: Pearson.
Friday, July 13, 2012
Wednesday, July 11, 2012
Delicious Account
Having a Delicious account is a very valuable tool as an educator. What a great way to save and share information with colleagues. I thought it was very easy to find sites that I could use in my classroom. All you need to do is type in key words in search engines and look through the sites. I made sure to put words like, 1st grade, educational, lesson plans and interactive in my search. The results were a little overwhelming but after a couple of clicks I found the ones that I wanted to put on my account.
I found that several of my fellow students and I chose the same sites. Facebook was a hit on many accounts along with pbs kids and math.com. I like the fact that while some of us had the same sites there were also many different sites too. This gives us the opportunity to explore new sites and add them to our account.
I did not run across many sites that only tried to sell a product but I know they exist. I do have the Mailbox and Scholastic saved to my Delicious account but I feel that both of these sites have so much to offer if purchases are made. For instance, if students/parents purchase a certain amount of books each month from Scholastic then the classroom receives free books.
What I like about the 15+ accounts I selected is what they have to offer me and my students. One site may offer lesson plans while another provides fun activities for children. Each site I visit can provide me with inspiration to create new and exciting lessons for my students.
I found that several of my fellow students and I chose the same sites. Facebook was a hit on many accounts along with pbs kids and math.com. I like the fact that while some of us had the same sites there were also many different sites too. This gives us the opportunity to explore new sites and add them to our account.
I did not run across many sites that only tried to sell a product but I know they exist. I do have the Mailbox and Scholastic saved to my Delicious account but I feel that both of these sites have so much to offer if purchases are made. For instance, if students/parents purchase a certain amount of books each month from Scholastic then the classroom receives free books.
What I like about the 15+ accounts I selected is what they have to offer me and my students. One site may offer lesson plans while another provides fun activities for children. Each site I visit can provide me with inspiration to create new and exciting lessons for my students.
Chapter 6 Reflecting On What I Know
1. Now that I have access to the Web, how can I use it effectively?
The possibilities are endless on how a educator can use the web effectively. Have student research data, check a website for assignments, keep a blog to post reflections on chapters read and much more. Make sure that students are visiting appropriate sites and that their use of computers is monitored.
2. How do I manage students' use of the Web in my class?
Make sure students have a guideline on what information they need to obtain from the Web. Do not allow students to access information whenever they want or however they want. This can lead to problems of students starring idly at a screen or visiting websites that have nothing to do with the project they are working to complete.
3. Which features of the Web do I use?
It depends on the subject you are teaching or the project you have assigned. Ask yourself questions? Will students need to communicate with me or fellow students via email? Will they need to collaborate with students around the world using Skype? Will they be searching for information using specific search engines? Once you have your lesson plan in place question where Web features can be used.
The possibilities are endless on how a educator can use the web effectively. Have student research data, check a website for assignments, keep a blog to post reflections on chapters read and much more. Make sure that students are visiting appropriate sites and that their use of computers is monitored.
2. How do I manage students' use of the Web in my class?
Make sure students have a guideline on what information they need to obtain from the Web. Do not allow students to access information whenever they want or however they want. This can lead to problems of students starring idly at a screen or visiting websites that have nothing to do with the project they are working to complete.
3. Which features of the Web do I use?
It depends on the subject you are teaching or the project you have assigned. Ask yourself questions? Will students need to communicate with me or fellow students via email? Will they need to collaborate with students around the world using Skype? Will they be searching for information using specific search engines? Once you have your lesson plan in place question where Web features can be used.
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