1. There are so many types of software; how do I know which ones to include in my lessons?
Yes, there are many types of software available to educators these days. It is not only difficult to choose what is best for a lesson but also to know what is available and how to use it effectively. With so many different options the best thing to is research and try to stay up to date on what is out there. That does not mean that you need to know how everything works right away but be ready and willing to try something new. If you pick something and it works, great! Be sure to use it again. If it does not, don't get frustrated just try something else. The main goal is to incorporate technology into lesson plans.
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?
These types of software, like educational software and the Internet, enhance learning and engage students. Math problems can be brought to life by graphing answers in excel. Database software allows students to store information and "efficiently and effectively" retrieve the data when needed (p.97). By using video-editing software, students can record performances or even create an electronic personal reflection journal (p. 101).
3. How can student use of different types of software help improve scores on state tests?
Using these different types of software presents the information children will see on state tests in a different way. Students have the opportunity to interact with the information they receive and they are not in a classroom listening to a lecture, taking notes and memorizing information for a test. When children are engaged in a subject they gain a deeper appreciation for the information they are learning and thus will retain more information.
References:
Lowther, D.L. & Morrison, G.R. (2010). Integrating Computer Technology into the Classroom; Skills for the 21st Century (4th ed.). Boston, MA: Pearson.
Wednesday, July 11, 2012
Tuesday, July 3, 2012
Technology Thoughts....
This morning, while running, I started to think about my oldest daughter's technology experiences at school. She will start 2nd grade in August and attends a great school! I have been very pleased with her progress and have enjoyed all her teachers, teacher assistants and enhancement teachers.
Technology is integrated into her learning experiences. She attends a technology enhancement once every 7 days during the enhancement rotation. During this time the students learn how to login to their computer with their personal login and password. They play educational games that relate to the computer instruction of the day.
In the classroom computer use is incorporated into centers where the students play computer games. Each week she was required to take a quiz, on the computer, on a book she read that week. Links to educational websites were sent home throughout the year and posted on the teachers classroom website to encourage computer use at home.
In my opinion, I believe that computer use at home is key to students feeling comfortable using one at school. Just like we read to our children everyday it is now becoming critical to allow our children to use technology at home. This does not mean just allowing children to sit in front of a video game for hours on end but to engage them in educational games on computers, smart phones and ipads, etc... Our children will benefit in the long run.
My children often ask to use the laptop at home and I admit that I have not allowed them to do so like I should. To be honest, I am usually on it catching up on school work! This course is opening my eyes to the fact that not only do I need to be aware of their reading and math skills but also of their technology use and skills!
I have to think of something to get through my runs at 5:30am!
Technology is integrated into her learning experiences. She attends a technology enhancement once every 7 days during the enhancement rotation. During this time the students learn how to login to their computer with their personal login and password. They play educational games that relate to the computer instruction of the day.
In the classroom computer use is incorporated into centers where the students play computer games. Each week she was required to take a quiz, on the computer, on a book she read that week. Links to educational websites were sent home throughout the year and posted on the teachers classroom website to encourage computer use at home.
In my opinion, I believe that computer use at home is key to students feeling comfortable using one at school. Just like we read to our children everyday it is now becoming critical to allow our children to use technology at home. This does not mean just allowing children to sit in front of a video game for hours on end but to engage them in educational games on computers, smart phones and ipads, etc... Our children will benefit in the long run.
My children often ask to use the laptop at home and I admit that I have not allowed them to do so like I should. To be honest, I am usually on it catching up on school work! This course is opening my eyes to the fact that not only do I need to be aware of their reading and math skills but also of their technology use and skills!
I have to think of something to get through my runs at 5:30am!
Monday, July 2, 2012
North Carolina Virtual Academy Blocked
Below is the link of the judges decision to block the North Carolina Virtual Academy from opening.
http://www.wral.com/news/state/story/11263202/
http://www.wral.com/news/state/story/11263202/
Chapter 5 Reflecting on What I Know
1. How can I get my students to ask questions about the research they are conducting?
Just like in the classroom snapshot, make sure that you ask your students questions rather than give them the answer. We read how Ms. Francis does not give students the answer to a problem but ask them questions on how to solve the problem. This allows the student to ask more questions and answer them on their own or in groups rather than relying on the teacher for the answers. Think sheets allow students to construct what they already know about a problem and also write down what they want to find out, thus generating their own questions about what they want to research.
2. How can I teach my students to solve problems?
You can teach your students to solve problems by following the NTeq Problem-Solving Process. These steps include, defining the problem, identifying what is already known, identifying what needs to be known, identifying data that needs to be collected, determining how the data needs to be manipulated, generating possible solutions, determining how to evaluate each solution, selecting the best solution and finally presenting the findings (pg. 135).
3. I've never used an inquiry-based approach, much less computers - so how is a teacher supposed to do both of these at one time?
Start of slow. Pick a topic that is one of your best and begin to implement the NTeQ approach. Use it for part of the lesson and eventually apply to the entire lesson. Remember that change is uncomfortable and it will take time to adjust to a knew way of thinking. (pg. 141) I do feel that as a new teacher I am lucky to learn this information know. I have created very few lesson plans and can start off my teaching career integrating technology into my plans from the beginning.
References:
Lowther, D.L. & Morrison, G.R. (2010). Integrating Computer Technology into the Classroom; Skills for the 21st Century (4th ed.). Boston, MA: Pearson.
Just like in the classroom snapshot, make sure that you ask your students questions rather than give them the answer. We read how Ms. Francis does not give students the answer to a problem but ask them questions on how to solve the problem. This allows the student to ask more questions and answer them on their own or in groups rather than relying on the teacher for the answers. Think sheets allow students to construct what they already know about a problem and also write down what they want to find out, thus generating their own questions about what they want to research.
2. How can I teach my students to solve problems?
You can teach your students to solve problems by following the NTeq Problem-Solving Process. These steps include, defining the problem, identifying what is already known, identifying what needs to be known, identifying data that needs to be collected, determining how the data needs to be manipulated, generating possible solutions, determining how to evaluate each solution, selecting the best solution and finally presenting the findings (pg. 135).
3. I've never used an inquiry-based approach, much less computers - so how is a teacher supposed to do both of these at one time?
Start of slow. Pick a topic that is one of your best and begin to implement the NTeQ approach. Use it for part of the lesson and eventually apply to the entire lesson. Remember that change is uncomfortable and it will take time to adjust to a knew way of thinking. (pg. 141) I do feel that as a new teacher I am lucky to learn this information know. I have created very few lesson plans and can start off my teaching career integrating technology into my plans from the beginning.
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 1, 2012
Chapter 2 Reflecting on What I know
1. How do I plan an integrated lesson that will work with my students?
Planning an integrated lesson requires some work but the NTeQ model gives us 10 steps to implement a plan that will work with our students. These ten steps are "specifying objectives, matching objectives to computer functions, specifying a problem, considering the research and analysis activities, planning the results presentation, planning activities during computer use, planning activities before computer use, planning activities after computer use, incorporating supporting activities and finally the assessment of the project as a whole". (pg. 30-53)
2. Why do I need objectives to help with my planning and lesson development?
Objectives ensure that state standards are being met within the lesson itself. Once you have identified the objectives you can make sure that they are met while planning the lesson.
3. How can I encourage my students to engage in the processing of information?
One way to encourage students to engage in the processing of information is to make sure that the subject matter is relevant. If students are interested in the subject they are more likely to engage in the project. If they do not care or are not interested then it is harder for them to become involved.
4. Do I have to use a different lesson plan when I want my students to use computers?
You can use an existing lesson plan and adapt it to an inegrated computer unit (pg.28). This would obviously take less time than coming up with a new lesson from scratch.
5. What is the relationship between objectives and computer functions?
The relationship between objectives and computer functions is finding how to use different computer functions to support your objective. When deciding on what computer functions to use look at the verbs in your objectives. If you see words like "calculate, draw, graph or sort" it is easy to match these to a spreadsheet application (pg. 33).
6. Can you use a computer for every objective or lesson?
In my opinion, after reading the text, you cannot use a computer for every objective or lesson. This is a time when pen and paper are useful tools in preparing a project and these should be use with computers. It is important to integrate computers into our lessons and also have time for students to use other functions.
References:
Lowther, D.L. & Morrison, G.R. (2010). Integrating Computer Technology into the Classroom; Skills for the 21st Century (4th ed.). Boston, MA: Pearson.
Planning an integrated lesson requires some work but the NTeQ model gives us 10 steps to implement a plan that will work with our students. These ten steps are "specifying objectives, matching objectives to computer functions, specifying a problem, considering the research and analysis activities, planning the results presentation, planning activities during computer use, planning activities before computer use, planning activities after computer use, incorporating supporting activities and finally the assessment of the project as a whole". (pg. 30-53)
2. Why do I need objectives to help with my planning and lesson development?
Objectives ensure that state standards are being met within the lesson itself. Once you have identified the objectives you can make sure that they are met while planning the lesson.
3. How can I encourage my students to engage in the processing of information?
One way to encourage students to engage in the processing of information is to make sure that the subject matter is relevant. If students are interested in the subject they are more likely to engage in the project. If they do not care or are not interested then it is harder for them to become involved.
4. Do I have to use a different lesson plan when I want my students to use computers?
You can use an existing lesson plan and adapt it to an inegrated computer unit (pg.28). This would obviously take less time than coming up with a new lesson from scratch.
5. What is the relationship between objectives and computer functions?
The relationship between objectives and computer functions is finding how to use different computer functions to support your objective. When deciding on what computer functions to use look at the verbs in your objectives. If you see words like "calculate, draw, graph or sort" it is easy to match these to a spreadsheet application (pg. 33).
6. Can you use a computer for every objective or lesson?
In my opinion, after reading the text, you cannot use a computer for every objective or lesson. This is a time when pen and paper are useful tools in preparing a project and these should be use with computers. It is important to integrate computers into our lessons and also have time for students to use other functions.
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, June 28, 2012
Chapter 3 Reflecting on What I Know
1. Why is it important to learn about different technology tools when they are constantly changing?
(A) It is important to learn about different technology tools to give our students the best education and one that they deserve. For example, I had no idea that a science probe existed. If I do not try and educate myself about new technology then I am doing a disservice to my students. Yes, they are constantly changing and this can be a challenge but "most technology devices use similar ways to access information about the tool and to use the device functions" (pg. 88).
2. Most desktop computers do the same things as mobile devices, so why do teachers need to use both?
(A) Desktop computers are very useful technology devices and ones that we will all use at some point in our teaching careers. However these types of devices are "heavy, immobile and
the desktop workspace is reduced" (pg. 67). It is important to learn how to use mobile devices to allow our students flexibility in their learning environment. Students need the flexibility to walk around the room and explore, ask questions and respond. As educators we need to have access and make sure that both types of devices, desktop and mobile, are used in our classrooms.
3. How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?
(A) The cost can be justified because new software can be downloaded to upgrade the device. According to the text, digital tools are designed to "work with a range of technologies that span several years, typically a five- to seven-year spread" (pg. 89).
References:
Lowther, D.L. & Morrison, G.R. (2010). Integrating Computer Technology into the Classroom; Skills for the 21st Century (4th ed.). Boston, MA: Pearson.
(A) It is important to learn about different technology tools to give our students the best education and one that they deserve. For example, I had no idea that a science probe existed. If I do not try and educate myself about new technology then I am doing a disservice to my students. Yes, they are constantly changing and this can be a challenge but "most technology devices use similar ways to access information about the tool and to use the device functions" (pg. 88).
2. Most desktop computers do the same things as mobile devices, so why do teachers need to use both?
(A) Desktop computers are very useful technology devices and ones that we will all use at some point in our teaching careers. However these types of devices are "heavy, immobile and
the desktop workspace is reduced" (pg. 67). It is important to learn how to use mobile devices to allow our students flexibility in their learning environment. Students need the flexibility to walk around the room and explore, ask questions and respond. As educators we need to have access and make sure that both types of devices, desktop and mobile, are used in our classrooms.
3. How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?
(A) The cost can be justified because new software can be downloaded to upgrade the device. According to the text, digital tools are designed to "work with a range of technologies that span several years, typically a five- to seven-year spread" (pg. 89).
References:
Lowther, D.L. & Morrison, G.R. (2010). Integrating Computer Technology into the Classroom; Skills for the 21st Century (4th ed.). Boston, MA: Pearson.
Tuesday, June 26, 2012
North Carolina Virtual Academy
This article was on WRAL recently and I found it very interesting. I have not formed an opinion yet and would love to hear from my fellow students. What do you think? Should NC allow a Virtual School for K-12?
http://www.wral.com/news/education/story/11246732/
http://www.wral.com/news/education/video/11248106/
http://www.wral.com/news/education/story/11246732/
http://www.wral.com/news/education/video/11248106/
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