1. In the case of Penelope and Rosetta~ I do not think that this is a form of cyber bullying. I honestly thought this was the ONLY case that was not a case of cyber bullying. The reason I don't think that it is is because there were no threats made. There was not public humiliation or harassment taking place. People have disagreements and people react emotionally~ especially teen girls! Although, it would have been more mature for them to communicate verbally and face to face~ they chose to use text messaging, which is not uncommon these days. She simply stated that she was upset and wanted to be left alone. I think that that is pretty normal behavior for teen girls and boys and although immature, it did not scream bullying to me. There should be no consequences to this action. The other girl should respect her and leave her alone till she is ready to talk.
2. In the case of Marla and William, I do feel that this is an example of cyber bullying. This is a form of bullying on many levels. It was mean, rude and insulting to treat a new student like that publicly. I am certain that the messages about this poor girl were untrue and caused gossiping and dislike of her for no good reason at all. It's embarrassing to her and made her feel unsafe emotionally and maybe even physically to the point that she stayed home in fear. This is definitely a case of cyber bullying and there should be severe consequences to the students who set it up-William- as well as those who participated. The school should stand behind their policy of intolerance and take disciplinary action. I am not above saying that expulsion should happen for William being that he instigated this. An example MUST be set for our youth or this will continue to happen. Expulsion speaks volumes to students as they try to apply for colleges and jobs in their future. I feel like this is a necessary action at times.
Tuesday, April 29, 2014
Saturday, April 26, 2014
Reflecting on What I Know~ Chapter 12
What can I do to "get ready" for a lesson in which my students use computers?
First, you need to come up with your objective. What is the problem and lesson that you are teaching your students? What computer software is available for you to use that your students can learn from? Next, you need to reserve the computers that you need and for the allotted time that your students will need to complete the activity. There needs to be organization before you implement a lesson. For instance, if your students need a printer or digital projector, then you need to make sure that these things are available. You also need to use planning periods to find proper websites and or resources that the students will need for the lesson. Next making sure that the process you are creating works is essential. If you can not complete it yourself, then expecting your students to complete it is useless. You must fully understand how the software works before you give it to a student to use. Spreadsheets, copies, and presentations of the objective must be complete to present the project to the students.
Where does the "computer part" come when I am teaching a lesson?
The NTeQ model that we learned about at the beginning of this course allows for during, before, and after computer usage time. If you follow this model, you will ensure that all these components are in your lesson. However, when the students actually "use the computer" is really up to the teacher and how it fits into the lesson you are teaching. Do you want the student to use the computer to look up information to write a paper? Then it might be used at the beginning of the project. If you are wanting the students to use graphic organizers then the computer usage might come in the middle after they have already done research in books. If you are wanting them to explore with PowerPoint to present the information that they have acquired, then obviously computer usage might come at the end. It really is up to the teacher and how she wants it to be used in problem solving.
How do you ensure equal access for all students with only three computers?
If you have limited computers to use, then this requires the teacher to plan accordingly beforehand like stated above. Limited computers may require small group situations to happen. It may require time slots available for students to work individually or in their groups. It all boils down to planning and allowing time for computer usage.
First, you need to come up with your objective. What is the problem and lesson that you are teaching your students? What computer software is available for you to use that your students can learn from? Next, you need to reserve the computers that you need and for the allotted time that your students will need to complete the activity. There needs to be organization before you implement a lesson. For instance, if your students need a printer or digital projector, then you need to make sure that these things are available. You also need to use planning periods to find proper websites and or resources that the students will need for the lesson. Next making sure that the process you are creating works is essential. If you can not complete it yourself, then expecting your students to complete it is useless. You must fully understand how the software works before you give it to a student to use. Spreadsheets, copies, and presentations of the objective must be complete to present the project to the students.
Where does the "computer part" come when I am teaching a lesson?
The NTeQ model that we learned about at the beginning of this course allows for during, before, and after computer usage time. If you follow this model, you will ensure that all these components are in your lesson. However, when the students actually "use the computer" is really up to the teacher and how it fits into the lesson you are teaching. Do you want the student to use the computer to look up information to write a paper? Then it might be used at the beginning of the project. If you are wanting the students to use graphic organizers then the computer usage might come in the middle after they have already done research in books. If you are wanting them to explore with PowerPoint to present the information that they have acquired, then obviously computer usage might come at the end. It really is up to the teacher and how she wants it to be used in problem solving.
How do you ensure equal access for all students with only three computers?
If you have limited computers to use, then this requires the teacher to plan accordingly beforehand like stated above. Limited computers may require small group situations to happen. It may require time slots available for students to work individually or in their groups. It all boils down to planning and allowing time for computer usage.
Reflecting on What I Know~ Chapter 10
How do you know that students understand a concept?
There are several ways that you can assess if your students understand the concepts that you are teaching. You can use teaching and learning activities. You can test them. You can also use thinking sheets and graphic organizers to assess their knowledge and skill level. The cutting edge way to assess your students is to use graphic organizers and other digital tools. Graphic organizers provede your students with tools that allow them to visually see and display the relationship among and between various elements. These come in many forms like concept maps, advance organizers, and mental models. Allowing students to use these tools gives the teacher a window into what the student truly understands. It also is a window for the students themselves to see what they understand because it is graphically put together by them. It encourages them to do more research and find answers for themselves in order to complete the graphic to show their peers and teachers.
How can you depict student misconceptions of key information?
Through the use of graphic organizers teachers can easily monitor if the students have misconceptions of key information. The teacher must plan out the objective of the lesson. Including ways for the student to show that they truly understand the problem being given to them. Picking the right organizer is crucial. Many organizers allow the student to write short entries straight into the organizer. Some allow graphics, audio/video, text, links, brainstorming ideas with peers, outlines, etc. Properly using these tools to complete the teachers objective allows the teacher to depict if the students fully understand.
How can students capture and transfer brainstorming ideas into written thoughts?
I recently used the OWL system for distant learners, which is a program that allows you to give your written paper to another students at ECU online. They are able to read your document and brainstorm ideas with you. They can easily type in notes or thoughts about what you have written right onto your paper. It is then simply returned to you and you can make the changes that you need. I think that this is similar to how students can transfer brainstorming ideas into written thoughts. Many graphic organizers allow you to do the same thing. It allows the recorder to type in any idea and then create a link and new icon for the next idea by pressing Enter. This captures students thoughts and ideas as they are expressed and encourages students to add their ideas to those of others. After everyone has given their ideas, the writer can modify and rearrange their thoughts with the new information from their peers, (Morrison and Lowther, 260).
There are several ways that you can assess if your students understand the concepts that you are teaching. You can use teaching and learning activities. You can test them. You can also use thinking sheets and graphic organizers to assess their knowledge and skill level. The cutting edge way to assess your students is to use graphic organizers and other digital tools. Graphic organizers provede your students with tools that allow them to visually see and display the relationship among and between various elements. These come in many forms like concept maps, advance organizers, and mental models. Allowing students to use these tools gives the teacher a window into what the student truly understands. It also is a window for the students themselves to see what they understand because it is graphically put together by them. It encourages them to do more research and find answers for themselves in order to complete the graphic to show their peers and teachers.
How can you depict student misconceptions of key information?
Through the use of graphic organizers teachers can easily monitor if the students have misconceptions of key information. The teacher must plan out the objective of the lesson. Including ways for the student to show that they truly understand the problem being given to them. Picking the right organizer is crucial. Many organizers allow the student to write short entries straight into the organizer. Some allow graphics, audio/video, text, links, brainstorming ideas with peers, outlines, etc. Properly using these tools to complete the teachers objective allows the teacher to depict if the students fully understand.
How can students capture and transfer brainstorming ideas into written thoughts?
I recently used the OWL system for distant learners, which is a program that allows you to give your written paper to another students at ECU online. They are able to read your document and brainstorm ideas with you. They can easily type in notes or thoughts about what you have written right onto your paper. It is then simply returned to you and you can make the changes that you need. I think that this is similar to how students can transfer brainstorming ideas into written thoughts. Many graphic organizers allow you to do the same thing. It allows the recorder to type in any idea and then create a link and new icon for the next idea by pressing Enter. This captures students thoughts and ideas as they are expressed and encourages students to add their ideas to those of others. After everyone has given their ideas, the writer can modify and rearrange their thoughts with the new information from their peers, (Morrison and Lowther, 260).
Thursday, March 27, 2014
Reflecting on What I Know~ Chapter 11
What are the benefits of using problem-solving or educational software?
The benefits of problem-solving games and simulations is that "game players exercise a skill set closely matching the thinking, planning, learning, and technical skills increasingly demanded by employers in a wide range of industries" (Federation of Scientists, 2006, p. 2). The games are made so that yo need content knowledge to pass or win the game. The result is students wanting to learn the information rather than learning it to pass a test, (Morrison and Lowther, 284). For simulation type software there is an increase in students learning because the students learn to manipulate components of a simulated environment. It creates critical thinking activities that require real-world application of knowledge and skill.
The benefits of educational software is that student achievement in basic skills improves if the software is used on a regular basis. It provides instructional content, mastery-type practice, feedback, and assessments that are aligned to state standards, (Morrison and Lowther, 285.)
How do I choose the correct software?
You need to look for content accuracy, research-based instructional strategies, alignment with instructional objectives, assessment of learning and the ease of use. You may also need to look at evaluation and teacher support material, technology system requirements, and software features, (Morrison and Lowther, 287).
When I integrate problem-solving or educational software into a lesson, what changes will be needed?
When you integrate problem-solving or educational software into your lesson plan you should always use the NTeQ Lesson Planning system for planning your lesson. This lesson plan ensures that you will use computer functions, research and analysis, results presentation, activities during, before and after computer use. As you plan your lesson using NTeQ you will decide upon a software to use. Changes will be made due to your planning if you notice that its not age appropriate, doesn't meat your objective, or there may not be the right resources provided or available while using specific software. Changes will be made during your planning session to create your perfect goal and objective.
Reflecting on What I Know~ Chapter 9
How can my students use multimedia for their projects?
There are many ways students can use multimedia for their projects at school. The tools for creating presentations alone have many options like Apple's iMovie, Windows Movie Maker, PowerPoint, and Adobe Flash. They can create digital videos, create presentations, add media like additional videos, clips, music, etc. They can make slide presentations with added features like hyperlinks and animation.
Multimedia also encourages creativity, research for information and acquiring new knowledge of technology and how it operates. In these ways, multimedia is very useful as a teaching tool but the teacher needs to be aware of the possibilities that students can get side tracked or off course. Knowing the "bells and whistles" that comes along with multimedia is helpful and necessary for the teacher to keep students on track, (Morrison and Lowther, 234). Make sure that the students are clear on the purpose of the project to keep them on task.
What applications are available for creating a multimedia presentation?
PowerPoint is the main presentation tool for creating presentations in the classroom. Thinking outside the box of our text book, iPad/iPod has created many apps that help you to make easy presentations using the iPad. Doodlecast Pro is one for example. The app records your voice as you draw to create quick presentations. ShowMe allows you to record voice-over whiteboard tutorials and share them online. Podcasting is another brilliant use of multimedia for presentations in the classroom. It's typically an audio file that you download and listen to. Podcasting is useful for recording a teacher's lesson or a student conversation. It can be used to create a newscast or run a radio show. Students could use it to read their own essays or stories. They could record guest speaker and make their presentation available online.
The list of applications and ideas for creating presentations is endless!
Should I place limits on how my students use multimedia?
Yes, I think that as a teacher it is important to place limits on multimedia use just like you would any other boundary in your classroom. I liked how Morrison and Lowther on page 238-239 said that students should focus on specific points for their presentations so that they do not get side tracked with their multimedia usages. When creating a presentation using multimedia they should:
1. Think about who the presentation is intended for
2. What is the topic?
3. What is the information that they need to share?
4. What is the goal or purpose for the presentation?
By following these guidelines, students should stay on task and it limits what they can do with the multimedia.
Friday, March 21, 2014
Reflections Chapter 4 & 6
There are so many types of software; how do I know which ones to include in my lessons?
There is a vast amount of software to choose from these days and most are beneficial in the classroom. In our book Morrison and Lowther listed 5 specific categories of software that can be used in the classroom. The types they list are productivity, research, communication, problem-solving, and educational software, (Morrison and Lowther, 93). In order to choose one to use in your lesson plan you need to decide what the goal or objective is for your lesson. A well thought out and planned lesson plan will help you determine which program best fits your needs. For instance, if you want your students to collect data about various states within the USA then a database would be helpful. If you want your students to create pie charts with to calculate their calories taken in for the day then a spreadsheet would be useful.
I understand why students should use educational software and the internet, but why should my fourth-grade students learn to use a spreadsheet, database, or video editing software?
There is a mathematical learning lesson involved when kids use spreadsheets. Students can use spreadsheets to make math calculations. They can use it to organize information, they can visualize the impact of changing numbers, they can store information neatly. Also, using spreadsheets makes learning fun for students. Databases are good for learning to search large amounts of information to get the records that they need...like a library database, or a database for a specific field or category about the states. Video editing software are very popular and are included in most computer application packages. "Videos are a great tool for capturing different stages of student work while creating 3-D models of an ancient artifact, student reenactments of a classical play, or student reporters collecting opinions on current events," (Morrison and Lowther, 101).
How can student use of different types of software help improve scores on state tests?
I think that it can help because students are very excited to use software compared to the traditional teaching style of sitting and listening to the information that they should memorize. Giving them hands on experience with the software creates ownership. It creates motivation and excitement and they will become active learners. Thus the improvement in test scores.
Chapter 6
Now that I have access to the Web, how can I use it effectively?
To make the web usage effective, you must use it in a meaningful way. What I mean is, there should be clear learning objective when using the web. Just having students doing whatever they want on the web, or instant messaging each other, is not a good use of academic time. The book divides the Internet use for teaching purposes into 2 categories 1)for searching for information and 2) it is for posting information for others to read and review, (Morrison and Lowther, 167).
How do I manage students' use of the Web in my class?
The book had great ideas actually for classroom management when computers are being used. One idea is to have the teachers desk in the back of the classroom so that she can see everyone screens. The second, and my fave, is to have the students sitting in a U shape. In this position the students would sit in the inside of the U shape so that the teacher can easily monitor every screen.
Which features of the web do I use?
Email is a popular thing to use for your classroom to speak with students and parents. Blogs are great for communicating as well or for having students do writing assignments and reflections. A lot of people use Wiki...I honestly think it's a horrible website to allow students to do research on. But there is a wealth of great information on the web for research papers. Content management software and Video streaming are all great to use in the classroom. (Morrison and Lowther, 169).
Thursday, March 13, 2014
Educational Websites for Teaching
The 15 educational websites I found are:
1. Fakebook
2. FakeTweet
3. Edublogs
4. Kidblog
5. Edmodo
6. Global Read Aloud
7. Global Classroom Project
8. Physics of the Future
9. Encyclopedia of Learning Games
10. Focus Show Online
11. Kinder-Craze: A Kindergarten Teaching Blog
12. Mrs. Wills Kindergarten
13. Sprinkles to Kindergarten
14. Miss Kindergarten
15. Rowdy in Room 300
I thought it was very easy to find educational websites for teaching that were legit. I had already found blogs I love. I'm always searching for Lesson Plan ideas so that was easy. For Web 2.0 sites to use in classroom situations I simply found articles that suggest sites and I researched them from there using the websites provided by our teacher.
As far as running across sites that claimed to be educational but only wanted to sell products; I have run across a few that claim to be educational idea sites. They were more geared towards selling their cute little worksheets and educational tools that they made at home. These were mostly on personal blogs. However the sites were still relevant and useful.
I found a lot of valuable websites on this journey. I really did not find any that were not valuable. I guess I got lucky!
I really was impressed with how teachers are using Web 2.0 sites in classrooms. Honestly I was amazed at the great ideas out there! I never have heard of Fakebook and FakeTweet! I think that these student blog sites and social sites are a safe and great way to teach children how to communicate properly and effectively while online. I think that they would help teach kids to work collaboratively through a social site while being monitored and safe. I'm really excited and actually want to let my 6th grader try them out to see how they work.
I found so many sites on my own that I did not get a chance to follow any of my classmates sites yet, but I will because there seems to be SO many out there!! I'm sure everyone found amazing sites.
I liked how relevant they were to today's culture. So much of our time is spent on social websites and it's only going to become that more integrated into our society. So I think it's great that these sites are geared towards teaching children how to blog and socialize online while making it educational.
Saturday, March 1, 2014
The Crayon Lab: Graphic Organizer
The Crayon Lab: Graphic Organizer: Need an new graphic organizer to use in your classroom? Try! iCREATE! This tool can be used for so many interactive assignments in th...
Thursday, February 13, 2014
Reflecting on What I Know~ Chapter 5
How can I get my students to ask questions about the research they are conducting?
As teachers, our goal is to help our students develop the ability to read, develop questions, and to answer questions as they strive to gain understanding of the content. Allowing and promoting self-regulation by the students to explore the answer to a problem is very important and can be done within the NTeQ model. Self-regulation is a proactive learning activity that students initiate to gain understanding (Zimmerman, 1998,2008). The students who can self-regulate through a lesson have motivation to conquer the lesson with specific learning behaviors such as reading, listening and asking questions. My understanding of achieving this outcome is for the teacher to allow the students to be the center of the lesson. The teacher should be there to guide and to ask questions to make the students think on their own. Traditionally, the teacher would lecture and give the class memorization skills. Now teachers are giving problems for the students to solve. When the student is "forced"to do more of the leg work, they will naturally ask questions to solve the problem. So I think that allowing the students to have more control of their learning by self-regulations promotes learning by asking questions.
How can I teach my students to solve problems?
To teach students to solve problems you need to walk them through the 10 step NTeQ Model. This is a students-centered learning process that they can do alone or in groups to find answers to problems, (Morrison and Lowther, 126). Within this model we should provide Think Sheets for the students to use. They help the students understand the content by using appropriate inquiry skills. Whether it's searching for data or underlining and paraphrasing, they create new ideas and motivation for learning builds.
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?
My very first instinct was to ask "How on earth did this person get a teaching job?" Ha! Seriously though, if you have never used an inquiry-based approach, and much less computers, my first suggestion is that you learn for yourself what you are expecting your students to learn! Be prepared and research your topic. Walk through the NTeQ model yourself and explore the way that you can use these two at the same time. Yes, it's a student-centered approach. But keep in mind that the students are only as strong as their weakest link! They WILL ask questions and they WILL need guidance. If you do not know how to answer their questions and help them reason through the problem, they will not learn all that they can.
As teachers, our goal is to help our students develop the ability to read, develop questions, and to answer questions as they strive to gain understanding of the content. Allowing and promoting self-regulation by the students to explore the answer to a problem is very important and can be done within the NTeQ model. Self-regulation is a proactive learning activity that students initiate to gain understanding (Zimmerman, 1998,2008). The students who can self-regulate through a lesson have motivation to conquer the lesson with specific learning behaviors such as reading, listening and asking questions. My understanding of achieving this outcome is for the teacher to allow the students to be the center of the lesson. The teacher should be there to guide and to ask questions to make the students think on their own. Traditionally, the teacher would lecture and give the class memorization skills. Now teachers are giving problems for the students to solve. When the student is "forced"to do more of the leg work, they will naturally ask questions to solve the problem. So I think that allowing the students to have more control of their learning by self-regulations promotes learning by asking questions.
How can I teach my students to solve problems?
To teach students to solve problems you need to walk them through the 10 step NTeQ Model. This is a students-centered learning process that they can do alone or in groups to find answers to problems, (Morrison and Lowther, 126). Within this model we should provide Think Sheets for the students to use. They help the students understand the content by using appropriate inquiry skills. Whether it's searching for data or underlining and paraphrasing, they create new ideas and motivation for learning builds.
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?
My very first instinct was to ask "How on earth did this person get a teaching job?" Ha! Seriously though, if you have never used an inquiry-based approach, and much less computers, my first suggestion is that you learn for yourself what you are expecting your students to learn! Be prepared and research your topic. Walk through the NTeQ model yourself and explore the way that you can use these two at the same time. Yes, it's a student-centered approach. But keep in mind that the students are only as strong as their weakest link! They WILL ask questions and they WILL need guidance. If you do not know how to answer their questions and help them reason through the problem, they will not learn all that they can.
Tuesday, February 11, 2014
Sunday, February 9, 2014
What is TPACK? Reflections
1- Describe a classroom where 'technology integration' takes place. You
may find a video on Teacher Tube to provide this answer or you can write
a narrative about something you have seen in relation to the
information in the article above.
I have very intrigued by the idea of teachers using iPhones in classrooms. The babysitter that we use for our kids is in high school at Jack Brit in Hope Mills, NC. I asked her last night about the use of technology in their classrooms and she mentioned that they do in fact use them in 2 "test" classrooms. These classes have been allowed to test the use of iphones during class time. The idea really baffles me because I would think that kids would be distracted and not focus on the lesson, but "play" on the web or social media instead. She said that that does happen, but that there are good things about it as well. I found this video on youtube that explains positive things to use an iphone for in the classroom.
The iphone has built in features that are good for the classroom lessons. Photography, videos, recording, and the web are all great features, if used right, that can be used in a lesson. Beyond that there are a lot of apps that can be downloaded to use for lessons. If used properly, this device can capture student learning, help students to communicate with each other, and engage students into the lesson. I think that it would be a fun and exciting way to involve each child.
This elementary teacher from Welcome to Mrs. Terhunes Class (a blog) wrote about how she cleverly created a learning center where children would each have their own iPhone with ear buds to play learning games. She asked parents to donate their old iphone and created a center that was fun and engaging for students. She downloaded literacy and math games. No wifi was needed for any of these games which takes the temptation away for the kids to get distracted. She made sure that each iPhone had been wiped clean of any photos or other information before use. The children loved it!
http://www.bloglovin.com/frame?post=1638938041&blog=3884361&link=aHR0cDovL21yc3Rlcmh1bmUuYmxvZ3Nwb3QuY29tLzIwMTMvMDkvdXNpbmctb2xkLWlwaG9uZXMtaW4tY2xhc3Nyb29tLmh0bWw&frame_type=fb
In this video, children gave their little testimony about why they love using iphones and ipads in the classroom. It gave me some idea of how they are using this technology. The iphone was used in one lesson to record children jump roping in P.E. for a jump rope contest. Other students used it to take notes for Spelling and other classes. They commented that it was a great way to save paper and waste, which is a great way to go green! A number of students mentioned various apps that looked fun and engaging for the students to learn lessons on spelling, math and problem solving.
2- In your discipline area, what are the essential components in a classroom where "technology integration" is appropriately utilized? Why?
The essential components are accessible hardware and software. It's important to have accessible hardware and software so you can meet the needs of all abilities, knowledge and experience of students. For instance, if I have a child with a learning disability, I need to make sure that he/she has the components he needs to fully participate with the class. If I have children who are not as experienced with the mouse and the basic functions of the computer, then a touch screen system would be useful. I would also pair them up with student that have experience so that they could help and learn from each other.
3- What instructional outcomes are possible when embedding technology in classroom instruction?
http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
There are many positive outcomes from embedding technology into a lesson plan in the classroom. First of all the students will have an intimate knowledge of the lesson becasue they are having hands on learning. Interacting with each other through technology creates an ownership and pride in learning. Second, by using technology for themselves or in a group they are internilzing what they have learned and not just memorizing the information. Third, there is an increase in self-esteem that comes from the excitement of using technology. Knowing how to perform various functions gives them an independence and confidence that they can go into the world knowing this skill. Technical skills are built on the more teachers introduce new functions and programs. Social skills is built on as they work with other students. There is also an increase in public resources that is explored and used.
http://www.edutopia.org/technology-integration-guide-description
I have very intrigued by the idea of teachers using iPhones in classrooms. The babysitter that we use for our kids is in high school at Jack Brit in Hope Mills, NC. I asked her last night about the use of technology in their classrooms and she mentioned that they do in fact use them in 2 "test" classrooms. These classes have been allowed to test the use of iphones during class time. The idea really baffles me because I would think that kids would be distracted and not focus on the lesson, but "play" on the web or social media instead. She said that that does happen, but that there are good things about it as well. I found this video on youtube that explains positive things to use an iphone for in the classroom.
The iphone has built in features that are good for the classroom lessons. Photography, videos, recording, and the web are all great features, if used right, that can be used in a lesson. Beyond that there are a lot of apps that can be downloaded to use for lessons. If used properly, this device can capture student learning, help students to communicate with each other, and engage students into the lesson. I think that it would be a fun and exciting way to involve each child.
This elementary teacher from Welcome to Mrs. Terhunes Class (a blog) wrote about how she cleverly created a learning center where children would each have their own iPhone with ear buds to play learning games. She asked parents to donate their old iphone and created a center that was fun and engaging for students. She downloaded literacy and math games. No wifi was needed for any of these games which takes the temptation away for the kids to get distracted. She made sure that each iPhone had been wiped clean of any photos or other information before use. The children loved it!
http://www.bloglovin.com/frame?post=1638938041&blog=3884361&link=aHR0cDovL21yc3Rlcmh1bmUuYmxvZ3Nwb3QuY29tLzIwMTMvMDkvdXNpbmctb2xkLWlwaG9uZXMtaW4tY2xhc3Nyb29tLmh0bWw&frame_type=fb
2- In your discipline area, what are the essential components in a classroom where "technology integration" is appropriately utilized? Why?
The essential components are accessible hardware and software. It's important to have accessible hardware and software so you can meet the needs of all abilities, knowledge and experience of students. For instance, if I have a child with a learning disability, I need to make sure that he/she has the components he needs to fully participate with the class. If I have children who are not as experienced with the mouse and the basic functions of the computer, then a touch screen system would be useful. I would also pair them up with student that have experience so that they could help and learn from each other.
3- What instructional outcomes are possible when embedding technology in classroom instruction?
http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
There are many positive outcomes from embedding technology into a lesson plan in the classroom. First of all the students will have an intimate knowledge of the lesson becasue they are having hands on learning. Interacting with each other through technology creates an ownership and pride in learning. Second, by using technology for themselves or in a group they are internilzing what they have learned and not just memorizing the information. Third, there is an increase in self-esteem that comes from the excitement of using technology. Knowing how to perform various functions gives them an independence and confidence that they can go into the world knowing this skill. Technical skills are built on the more teachers introduce new functions and programs. Social skills is built on as they work with other students. There is also an increase in public resources that is explored and used.
http://www.edutopia.org/technology-integration-guide-description
Thursday, February 6, 2014
Obama's Tech Push for Schools Without Funding from Congress
Obama went to Buck Lodge Middle School in Adelphi, Maryland, where seventh-grade students were using tablets to work on math problems based on the Rover explorer on Mars.
While there he pledged to do more through executive actions and the bully pulpit -- the pen and the phone -- to modernize classrooms with technology.
"It makes vivid and real math and science, in a way that is more interesting to the students," Obama said in a speech after his tour of the school, which is among only 30 percent of schools in the nation with adequate access to high-speed Internet. "That's how it should be for everybody, not just some," he said.
The school in Adelphi, a middle-class suburb of Washington, D.C., bought tablets with money from the $847 billion economic stimulus package Congress passed five years ago.
Wednesday, February 5, 2014
Cloud Storage Assignment
I am very wet behind the ears when it comes to personal cloud storage. I'm so new to it that I just heard about Dropbox during this tech class! This writing assignment is more of a learning adventure for me as I research the trends and comparisons of personal cloud storage.
In my own definition, I think that "cloud storage" is the new and modern way to save data. Whether it's pictures, music, or documents, cloud storage allows you to save your data in a user friendly way. No more will you need removable storage. It is highly convenient in that you can log into your cloud storage from any computer and device. Most storage companies offer a small amount of room for free and for a fee you can upgrade your space. Cloud storage makes it easy to share files with friends, classmates and employers.
I have researched 5 major companies that offer cloud storage. There are a lot more than 5 to choose from, but these seem to be the trendiest.
1. Dropbox {thanks to Ms. Fine} Reviews that I have read have indicated that Dropbox is by far the most trendy and widely used company for storage. It wasn't the first storage company, but it popularized the concept. What is nice about Dropbox compared to others is that it is simple! You can use it just like it was any other network drive, with pretty much any file manager on any operating system. The price: It comes with 2GB of free storage. You can get more storage by bringing new users to Dropbox as a perk! If you still want more space you can pay $9.99 a month or $99 annually for 100GB. There are more prices for 500GB.
2. Apple iCloud. Need I say more. I don't like it. It's hard to you and I have never figured it out. I feel like everything with Apple gets more and more complicated every time they update it. It does give you 5GB of free storage and the storage is for music, apps, books, and TV shows you purchase from the iTunes store. It also has Photo Stream storage. 10 GB is $20 a month, $40 per year for 20GB, and $100 per year for 50GB.
3. Amazon Cloud Drive. It gives you 5GB of free storage. It used to allow you to store music, but it looks like you can not do that anymore. I think the cons to Amazon is that you can only use it from either the web or use a Windows app, Mac, or Android devices. It also is only for uploading, not sharing. So Dropbox still is more favorable. And for most of your file work, you'll still be in a web browser.
4. Google Drive. Google Drive works with Google Docs. It's a lot like Dropbox in that Google Drive automatically syncs with the cloud so that everything you save is on all of your devices. Also, like Dropbox, it integrates with Windows and Mac file systems. It does not support Linux which might be a con for some people. But it does support Google's own Chrome OS, Android, and Apple's iOS. Pros: Its comes with 5GB of free storage, which is more than Dropbox! For the average person that is quiet a bit of storage! You can pay for additional storage. You can even rent 16TB for only $800! {I'm being sarcastic...apparently there are people who would do that.} Also it allows any kind of file, including documents, music, images, and videos. Cons: it requires a gmail account and their may be storage size limitations. I added a tutorial here for Google Drive:
5. Microsoft SkyDrive: {it is being currently renamed to One Drive}. My husband uses this one. With this you can save, share, and access files, but on most operating systems, you must use it through a browser. It prefers Internet Explorer, but it will work with others. It works well with Windows 8 and Microsoft Office. Like Google Drive, it comes with its own cloud-based office software. A great thing about SkyDrive is that you know it's going to be compatible with all Microsoft software. It's free up to 7GB which is a real bargain! They offer more free storage than the others that I researched. If you want 20 GB it is $10. And the price goes up from there.
Should schools go to a cloud-based document storage scheme? I personally think that it would be a good move! I think that eventually removable storage will fade away just like the cassette player or the vcr. We are constantly evolving in the technology world. I think that the pros for schools using cloud storage is that students will be able to work together in groups easily. They can share ideas, documents, photos and even music. Students will have less excuses about "loosing" or "leaving" homework at home. It can be accessed anywhere! I think that is a huge plus! The downside might be storage sizes. Also, if there are not enough computers for everyone in the classroom, then it may be a challenge at times.
Security of your information while using cloud storage is a concern for some people. Jonathan Strickland from "How Cloud Storage Works" says, "Clients aren't likely to entrust their data to another company without a guarantee that they'll be able to access their information whenever they want and no one else will be able to get at it." Strickland, Jonathan. "How Cloud Storage Works" 30 April 2008. HowStuffWorks.com. <http://computer.howstuffworks.com/cloud-computing/cloud-storage.htm> 05 February 2014. Hacking is always a concern when dealing with internet based programs. This may be a con for the school system.
In my own definition, I think that "cloud storage" is the new and modern way to save data. Whether it's pictures, music, or documents, cloud storage allows you to save your data in a user friendly way. No more will you need removable storage. It is highly convenient in that you can log into your cloud storage from any computer and device. Most storage companies offer a small amount of room for free and for a fee you can upgrade your space. Cloud storage makes it easy to share files with friends, classmates and employers.
I have researched 5 major companies that offer cloud storage. There are a lot more than 5 to choose from, but these seem to be the trendiest.
1. Dropbox {thanks to Ms. Fine} Reviews that I have read have indicated that Dropbox is by far the most trendy and widely used company for storage. It wasn't the first storage company, but it popularized the concept. What is nice about Dropbox compared to others is that it is simple! You can use it just like it was any other network drive, with pretty much any file manager on any operating system. The price: It comes with 2GB of free storage. You can get more storage by bringing new users to Dropbox as a perk! If you still want more space you can pay $9.99 a month or $99 annually for 100GB. There are more prices for 500GB.
2. Apple iCloud. Need I say more. I don't like it. It's hard to you and I have never figured it out. I feel like everything with Apple gets more and more complicated every time they update it. It does give you 5GB of free storage and the storage is for music, apps, books, and TV shows you purchase from the iTunes store. It also has Photo Stream storage. 10 GB is $20 a month, $40 per year for 20GB, and $100 per year for 50GB.
3. Amazon Cloud Drive. It gives you 5GB of free storage. It used to allow you to store music, but it looks like you can not do that anymore. I think the cons to Amazon is that you can only use it from either the web or use a Windows app, Mac, or Android devices. It also is only for uploading, not sharing. So Dropbox still is more favorable. And for most of your file work, you'll still be in a web browser.
4. Google Drive. Google Drive works with Google Docs. It's a lot like Dropbox in that Google Drive automatically syncs with the cloud so that everything you save is on all of your devices. Also, like Dropbox, it integrates with Windows and Mac file systems. It does not support Linux which might be a con for some people. But it does support Google's own Chrome OS, Android, and Apple's iOS. Pros: Its comes with 5GB of free storage, which is more than Dropbox! For the average person that is quiet a bit of storage! You can pay for additional storage. You can even rent 16TB for only $800! {I'm being sarcastic...apparently there are people who would do that.} Also it allows any kind of file, including documents, music, images, and videos. Cons: it requires a gmail account and their may be storage size limitations. I added a tutorial here for Google Drive:
5. Microsoft SkyDrive: {it is being currently renamed to One Drive}. My husband uses this one. With this you can save, share, and access files, but on most operating systems, you must use it through a browser. It prefers Internet Explorer, but it will work with others. It works well with Windows 8 and Microsoft Office. Like Google Drive, it comes with its own cloud-based office software. A great thing about SkyDrive is that you know it's going to be compatible with all Microsoft software. It's free up to 7GB which is a real bargain! They offer more free storage than the others that I researched. If you want 20 GB it is $10. And the price goes up from there.
Should schools go to a cloud-based document storage scheme? I personally think that it would be a good move! I think that eventually removable storage will fade away just like the cassette player or the vcr. We are constantly evolving in the technology world. I think that the pros for schools using cloud storage is that students will be able to work together in groups easily. They can share ideas, documents, photos and even music. Students will have less excuses about "loosing" or "leaving" homework at home. It can be accessed anywhere! I think that is a huge plus! The downside might be storage sizes. Also, if there are not enough computers for everyone in the classroom, then it may be a challenge at times.
Security of your information while using cloud storage is a concern for some people. Jonathan Strickland from "How Cloud Storage Works" says, "Clients aren't likely to entrust their data to another company without a guarantee that they'll be able to access their information whenever they want and no one else will be able to get at it." Strickland, Jonathan. "How Cloud Storage Works" 30 April 2008. HowStuffWorks.com. <http://computer.howstuffworks.com/cloud-computing/cloud-storage.htm> 05 February 2014. Hacking is always a concern when dealing with internet based programs. This may be a con for the school system.
Reflecting on What I Know~ Chapter 2
From our text Gary R. Morrison and Deborah L. Lowther suggest teachers consider 2 specific
factors as you create an integrated lesson plan, (29):
1. How long can your students pay attention? Is their attention span mature enough to handle a week long project or are they only able to focus for a class period or just a few hours. What is that precious window of time that they can absorb the most from your lesson? It really depends on the age of the kids and the ability they have in each individual class to stay focused. Younger children may only be able to handle a class period or a day long lesson whereas high school students can handle much longer lessons that could go on for days and even weeks.
2. The computer should not be used the entire time or used as the "teacher" of the lesson. The computer should be used as a tool for the student to research or compile information. Good ol' fashion research with magazines, books, newspapers, and even the world wide web should be used as well, (29). Try to remember that the computer is not the teacher. When students use the computer to solve a problem rather than receive instruction from it, the are more motivated and will learn more because they are actually solving the problem themselves. When they actually research for themselves and use the computer as a tool to present their information or to compile their findings, it creates "ownership" and they are more eager to learn.
These two factors are the backbone to creating a lesson plan. However other factors will play into your lesson planning. A well rounded teacher in my opinion will explore and solve the problem herself before handing it over to the students. The teacher, as a facilitator, must be educated herself in the process. Be organized, knowing the technology in your classroom and the functions of each challenge given to the students. Also, researching ideas and new skills is important so that you can teach and give each student the best training that you can. The student is only as strong as their weakest link!
I have found a website that I'm interested in researching for our lesson plan project.
Curriculum Ideas: How Do I Integrate the Internet into My Classroom?
These two factors are the backbone to creating a lesson plan. However other factors will play into your lesson planning. A well rounded teacher in my opinion will explore and solve the problem herself before handing it over to the students. The teacher, as a facilitator, must be educated herself in the process. Be organized, knowing the technology in your classroom and the functions of each challenge given to the students. Also, researching ideas and new skills is important so that you can teach and give each student the best training that you can. The student is only as strong as their weakest link!
I have found a website that I'm interested in researching for our lesson plan project.
Curriculum Ideas: How Do I Integrate the Internet into My Classroom?
This website has many examples of how to creatively integrate the web into your classroom for student lessons! The lesson examples that they provide cross disciples which is very helpful.
Why do I need objectives to help with my planning and lesson development?
"A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time." (Milkova). Before you plan your lesson, you will first need to decide what the learning objectives for the lesson are exactly. What is it that you want the students to learn from your lesson? After creating these objectives, then you can have fun creating appropriate lesson plans that will help to teach the objectives. Stiliana Milkova, from the University of Michigan at The Center of Research for Learning and Teaching says that there are three key components to a successful lesson plan, Milkova, S. (2013). Strategies for Effective Lesson Planning. CRLT.com, Retrieved February 4, 2014, from http://www.crlt.umich.edu/gsis/p2_5. :
- Objectives for student learning
- Teaching/learning activities
- Strategies to check student understanding
Creating objectives for student will help you to make a successful lesson plan as well as help you to effectively grade/rate the student on whether or not they met the objectives of the lesson.
Your lesson's are in fact a "road map" for the students as well as for a substitute teacher that may be filling in for you that day. Having a detailed lesson plan is crucial not only for the students, but for anyone else who may be aiding you in teaching your class. I was a preschool teacher for The Goddard School where the teachers created the curriculum based on developmental goals set by the state. I was trained that "the most untrained person should be able to walk into your classroom and teach your class based on your well prepared lesson plan, including objectives." The objectives should be that clear.
How can I encourage my students to engage in the processing of information?
Being able to encourage students to engage in the processing of information takes preparation on the teachers part. You can't just walk into the room and quickly decide that "today we are learning this..." It takes planning, testing, and preparation. This aspect of our lesson planning is crucial to think about throughout the process of creating lesson plans. Teaching that emphasizes active engagement helps students process and retain information. When we make clear objectives and interesting lesson plans then our students are more interested and stay on task. It makes learning fun and effective!
First, prepare!
- What is the goal?
- What order does the teaching need to follow?
- What do the students already know?
- What do I want them to learn?
Think Sheets provide guidance to help students organize their thinking. The purpose of the Think Sheet is to really get the brain working and thinking about the problem that the student is solving. It guides the student to "determine what to do once they have created and gathered info. It can help them make generalizations and predictions using the data that they fill in, (Morrison and Lowther, 40).
Lastly we can encourage our students to engage in learning by creating fun and attractive activities that support the objective of our lesson plans. Hands on activities encourage learning and help the student to retain information. For example, if our students are learning about North Carolina Ocean Life, the teacher could set up a sensory table full of artifacts that may have been left behind by the Ocean and Ocean currents in North Carolina. Students can dig through the sand in a group and discover seashells, bones, sea weed, fossils, sand dollars, star fish, sponges, and corrals that can be found by exploring the beaches. They can work together in a group to chart their findings. This is a fun activity that engages each student.
Do I have to use a different lesson plan when I want my students to use computers?
No. The ten step NTeQ Model is designed so that computer usage is integrated into the lesson plan. Your lesson plan can be cross disciplinary meaning that you can involve more than one subject for a specific lesson. You may however need to teach the students a specific computer function if you are requiring them to do a specific program that they are not familiar with. In that case, you may need a seperate lesson plan. It boils down to the teacher being prepared and preparing the students for the lesson as well.
Also, our book says that teachers are able to “adapt many of their existing units to an integrated lesson by adding or rethinking the problem and objectives. One of the best sources of ideas for lessons is your old lesson plans and textbooks" (Morrison and Lowther 55). This is a huge time saver. By simply "recycling" your previous lesson plans, you can add onto and improve your lessons without making a whole new or separate lesson.
What is the relationship between objectives and computer functions?
Objectives and computer functions are not the same thing. The objective is what you are expecting the students to learn. The computer functions are the tools that the students use to meet the objectives. It is a vehicle to the objective or goal of the lesson. There are standards set by the school district that should be used when creating your objectives for the lesson. The “computer functions are tasks that computer software can assist with or perform” (Morrison and Lowther 23).
Can you use a computer for every objective or lesson?
"You should not expect to teach all of your objectives with a computer, (Morrison and Lowther, 29). The “NTeQ approach views the computer as a tool rather than as a teacher. The computer or technology should be used by students to solve problems rather than providing the instruction. The NTeQ model has 10 steps to work through for lesson planning. It includes "before during computer use", "activities before computer use" and "activities after computer use." For a well rounded lesson plan it is best to provide students with other means of research. Teaching them to look through books, newspapers, magazines, CD-ROMS and using the library are also great tools that are encouraged in the book. (Morrison and Lowther, 38). Also take into consideration that most classrooms will have a limited number of computers. If this is the case, then it is not in the best interest of every child to make the computer the center of every lesson. Plan a schedule for the students to work individually or in groups at a specific "computer time." This will allow for other resources to be manipulated.
Saturday, January 18, 2014
Reflecting on What I Know Assignment~Chapter 3
Why is it important to learn about different technology tools when they are constantly changing?
The book talks about how technology is always changing. It's changing so much that the book is not up to date. I wish it was for the purpose of the class. Example: the pocket pc they show on page 73 is something that I believe is rarely used anymore. I read many posting about people who are actually selling them garage sales because they've been sitting on a shelf for 3 years. In my son's 6th grade class, kids bring tablets to school to take notes and to research for projects. They also are using them for reading books and textbooks.
Although technology is constantly changing, I believe it is important to learn about different tools. It may not be important to learn about the history of the computer, but to understand the basic function of the computer is highly important. The computer is the main stay in technology. It is the bases for all technology that is to come. If you don't have a complete understanding of the basic functions of the computer, it would be even more challenging to learn about the new functions and additions to technology. I think that all new technology is built off of the older technology.
Another reason it is important to learn about different or older technology is because you may end up working in various environments that do not all have the high end new technology. For instance, I live in Fayetteville, NC in an area where the school districts are not that wonderful. They do not have the money for Smartboards to be in every classroom and the students are not given their own computers. So as a teacher in these schools, I may not have access to these tools to use. But if I move to a school district that has more money and more up to date features in their classrooms, I will need to know about all of the new tools.
http://www.theatlantic.com/technology/archive/2012/04/the-100-year-march-of-technology-in-1-graph/255573/
I know this graph that I found from 'The Atlantic' doesn't reflect today's tools...but it's a good snapshot of how fast technology changed in the 1900's. It starts in 1900 when less than 10% of people even owned a stove. By 1990 10% of families had a cell phone and internet access. Look how much technology has changed in just 24 years! And most of it involves the computer system.
Most desktop computers do the same things as mobile devices, so why do teachers need to use both?
Desktop computers have many benefits. They are stronger, faster and more reliable. They have the ability to connect to high speed internet connections. They offer more variety in software choices. They can not be lost as easily, left in a car to melt, or get thrown into the washing machine like students tend to do. They offer mapping and charting programs that mobile devices do not handle.
Mobile devices are extremely convenient. People are on the go a lot these days. Having a mobile device allows the students immediate access to their email, school notes, homework, school books. People prefer things they can hold in their hand and touch. They like to learn on the go. While others prefer a mouse and sitting in a stationary place.
How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?
I can think of two reasons to justify the cost of digital devices that perform or are limited .
1. The device performs a specialized function that nothing else can provide. For example Smart Boards. This electronic device is a new technology that is slowly gaining popularity due to its interactive power. The digital screen allows images from the computer to be displayed on a board. It can also be modified on the screen itself, using a pen or a highlighting tool. Its touch screen feature allows teachers to run programs directly from the screen simply by tapping the application with her finger and even makes scrolling easy. It can accommodate different learning styles. Tactical learners can use the screen and learn by touching and marking at the board, audio learners can have a discussion and visual learners can observe the teaching on the board. It is neater and does not have the cleanliness hassle and is easy to maintain. The device can be shared and used as a group.
2. These devices might have a high-upfront cost, but it allows you to save money in the long run. These boards can range anywhere between $1300- $8,000. But the convenience of having them well justifies the high up-front cost. Not only can one classroom use it, but it can be shared with the whole school if needed. Teachers can sign up to use a device like this. Other web cam devices and skyping programs are being used in many companies these days that cost a lot up front, but it cuts down on travel costs. Teachers could use the device to have parent teacher conferences or to speak with other teachers or professors in other locations. Conferences are being held via Web for many companies, studies, and classes because of the affordability in the long run.
The book talks about how technology is always changing. It's changing so much that the book is not up to date. I wish it was for the purpose of the class. Example: the pocket pc they show on page 73 is something that I believe is rarely used anymore. I read many posting about people who are actually selling them garage sales because they've been sitting on a shelf for 3 years. In my son's 6th grade class, kids bring tablets to school to take notes and to research for projects. They also are using them for reading books and textbooks.
Although technology is constantly changing, I believe it is important to learn about different tools. It may not be important to learn about the history of the computer, but to understand the basic function of the computer is highly important. The computer is the main stay in technology. It is the bases for all technology that is to come. If you don't have a complete understanding of the basic functions of the computer, it would be even more challenging to learn about the new functions and additions to technology. I think that all new technology is built off of the older technology.
Another reason it is important to learn about different or older technology is because you may end up working in various environments that do not all have the high end new technology. For instance, I live in Fayetteville, NC in an area where the school districts are not that wonderful. They do not have the money for Smartboards to be in every classroom and the students are not given their own computers. So as a teacher in these schools, I may not have access to these tools to use. But if I move to a school district that has more money and more up to date features in their classrooms, I will need to know about all of the new tools.
http://www.theatlantic.com/technology/archive/2012/04/the-100-year-march-of-technology-in-1-graph/255573/
I know this graph that I found from 'The Atlantic' doesn't reflect today's tools...but it's a good snapshot of how fast technology changed in the 1900's. It starts in 1900 when less than 10% of people even owned a stove. By 1990 10% of families had a cell phone and internet access. Look how much technology has changed in just 24 years! And most of it involves the computer system.
Most desktop computers do the same things as mobile devices, so why do teachers need to use both?
Desktop computers have many benefits. They are stronger, faster and more reliable. They have the ability to connect to high speed internet connections. They offer more variety in software choices. They can not be lost as easily, left in a car to melt, or get thrown into the washing machine like students tend to do. They offer mapping and charting programs that mobile devices do not handle.
Mobile devices are extremely convenient. People are on the go a lot these days. Having a mobile device allows the students immediate access to their email, school notes, homework, school books. People prefer things they can hold in their hand and touch. They like to learn on the go. While others prefer a mouse and sitting in a stationary place.
How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?
I can think of two reasons to justify the cost of digital devices that perform or are limited .
1. The device performs a specialized function that nothing else can provide. For example Smart Boards. This electronic device is a new technology that is slowly gaining popularity due to its interactive power. The digital screen allows images from the computer to be displayed on a board. It can also be modified on the screen itself, using a pen or a highlighting tool. Its touch screen feature allows teachers to run programs directly from the screen simply by tapping the application with her finger and even makes scrolling easy. It can accommodate different learning styles. Tactical learners can use the screen and learn by touching and marking at the board, audio learners can have a discussion and visual learners can observe the teaching on the board. It is neater and does not have the cleanliness hassle and is easy to maintain. The device can be shared and used as a group.
2. These devices might have a high-upfront cost, but it allows you to save money in the long run. These boards can range anywhere between $1300- $8,000. But the convenience of having them well justifies the high up-front cost. Not only can one classroom use it, but it can be shared with the whole school if needed. Teachers can sign up to use a device like this. Other web cam devices and skyping programs are being used in many companies these days that cost a lot up front, but it cuts down on travel costs. Teachers could use the device to have parent teacher conferences or to speak with other teachers or professors in other locations. Conferences are being held via Web for many companies, studies, and classes because of the affordability in the long run.
Thursday, January 16, 2014
Jing! A Great Technology Program to Put into a Problem-Based Lesson Plan in the Future
I just learned about this Jing program by TechSmith while reading a teachers blog. It's a free and simple way to start sharing images and short videos of your computer screen. Whether for work, home, or play, Jing gives you the ability to add basic visual elements to your captures and share them fast. I don't fully understand this program but it looks really neat. It could be something that is used in a classroom for project-based learning...if you have any experience with this program please leave a comment and let me know what you think of it and how you have used it for education purposes!
Here is a link to Jing!
http://www.techsmith.com/jing.html
Wednesday, January 15, 2014
Reflecting on What I Know Assignment- Chapter 1
The Dictionary meaning of Inquiry is seeking knowledge, information, or truth
through asking questions. Inquiry based learning happens when students are given a problem to solve. They solve the problem by exploring, gathering data, and analyzing their data to create new knowledge. The teacher gives information to the students and allows them to explore and form their knowledge. This has been a prominent way use of teaching in the schools for many years. Must I use an inquiry-based learning approach in my classroom to use computers as a tool? No. A teacher doesn't NEED to use an inquiry-based learning approach. There are other learning approaches that work effectively, if not better. We can use Problem-Based Learning or Project-Based Learning as well. In Problem-Based Learning the student researches and explores to gain knowledge just as they do in Inquiry Learning. It differs from Inquiry Based learning because the teacher does not provide information to the students. It is the students job to search and explore to find their answers to the problem. This is a great way to incorporate technology in the classroom. The students can work in groups and together solve the problem by exploring and researching together as a team to solve the problem. Project Based learning is just as good for integrating technology into the classroom. The students are still given a problem to solve except the end of the project is specific and the teacher acts more like a coach than a facilitator. All of these methods are great ways to teach students while incorporating technology.
This is the ten-step for planning technology lesson plans for the classroom:
As
you can see, just like Inquiry based learning, the teacher gives the
classroom a problem to solve. This can be formed as a project based
learning or problem-based learning just as effectively as inquiry. It provides activities for the learning session before and after the computer was used as a tool.
Can I still use tutorials and drill-and-practice software? Yes, tutorials and drill-and-practice software can still be used but the teacher needs to be sure that it being used correctly so that it is effective in the students learning. It should not be the only means used for technology in the classroom. In my opinion, it is very "yesteryear" and there are many other remarkable ways to teach students. Expecting the students to think outside the box and actually solve problems by exploring for themselves is going to have longer term effects. I think that drill-and-practice software is probably best for memorization.
Won't I have to spend a great deal of time to develop these units of instruction?
Any lesson planning is going to take time! I was a preschool teacher for several years and part of my job was writing lesson plans for the whole month. Each month had a theme. Up front, it took time and I had to pay attention to detail to make sure I met the needs of each of my students. But after the first year of school was complete, I was able to recycle my lesson plans for the next year making small "tweaks" and fine tuning things that didn't work or adding new ideas that I collected from other teachers. I think that creating a lesson plan for technology would be the same. It takes time up front. But it's something you can use over and over again each year.
Won't every student need a computer to use it as a tool?
I think that in a perfect world, it would be wonderful if every student had their own computer in the classroom. I think it would be beneficial because they would have more hands on experience than if they had to always share the computer with other students. But it is not completely necessary for every student to have their own computer to use it as a tool. The NTeQ model specifically created for the classroom situation where students would work in several groups limiting each classroom to 4-6 computers. This model has been successfully proven to work for groups of students but would also work with individuals as well.
This is the ten-step for planning technology lesson plans for the classroom:
Can I still use tutorials and drill-and-practice software? Yes, tutorials and drill-and-practice software can still be used but the teacher needs to be sure that it being used correctly so that it is effective in the students learning. It should not be the only means used for technology in the classroom. In my opinion, it is very "yesteryear" and there are many other remarkable ways to teach students. Expecting the students to think outside the box and actually solve problems by exploring for themselves is going to have longer term effects. I think that drill-and-practice software is probably best for memorization.
Won't I have to spend a great deal of time to develop these units of instruction?
Any lesson planning is going to take time! I was a preschool teacher for several years and part of my job was writing lesson plans for the whole month. Each month had a theme. Up front, it took time and I had to pay attention to detail to make sure I met the needs of each of my students. But after the first year of school was complete, I was able to recycle my lesson plans for the next year making small "tweaks" and fine tuning things that didn't work or adding new ideas that I collected from other teachers. I think that creating a lesson plan for technology would be the same. It takes time up front. But it's something you can use over and over again each year.
Won't every student need a computer to use it as a tool?
I think that in a perfect world, it would be wonderful if every student had their own computer in the classroom. I think it would be beneficial because they would have more hands on experience than if they had to always share the computer with other students. But it is not completely necessary for every student to have their own computer to use it as a tool. The NTeQ model specifically created for the classroom situation where students would work in several groups limiting each classroom to 4-6 computers. This model has been successfully proven to work for groups of students but would also work with individuals as well.
In The Dark Ages I Am
{Note: This is not intended to be my first assignment...I am just mentioning thoughts I had while reading the first 2 pages of the text book.}
While reading chapter 1 of our text book I couldn't help but reminisce about my childhood experience with technology in school. I went to Elem School in the 80's. Technology is in fact continually changing as the book says! I remember the big clunky overhead projector that the teacher used. I LOVED it! She would sometimes let us use it to make shadows on the chalkboard to trace our outlines during indoor recess. I remember the computer lab with big tan desk top computers and the floppy disk we used to play the beloved "Oregon Trails" game. I was in school way before all the amazing, at your finger tips technology that kids have today. We didn't have the internet, email, cell phones, tablets or anything else that kids these days have access too. I graduated from college in 2000. Even then I only used a desk top computer for the sole purpose of typing papers. I was not ever allowed to or encouraged to research the internet for information to use in research papers or assignments. I THINK I had an email address...but it was not used like it is now. In fact, instead of telling my kids that I walked to school uphill both ways in the snow with no shoes, I think I will have to tell them that I once had to use a dial up modem to connect to the internet, sometimes have to wait for a connection if I got a busy signal, if I was able to connect, I would have to listen to an awful noise, and once connected, pray no one in the house picked up the phone or else the connection would be lost. Kids today, they don’t know the hardships of yesteryear. I did not have access to teachers through the internet, nor my classmates. I did not even have a cell phone! We used land line phones to call classmates and professors. We used the card catalog at the library to look up information in books. So much has changed.
I have 4 kids. My oldest is in 6th grade and my second oldest is in Kindergarten. I home schooled my 6th grader for two years. During that time I hardly allowed him to use the computer as a tool. I had this old fashioned idea in my head that kids do not need all this technology...they need to learn to look up information in books the way that I did. {I'm only 36...and I like to think my husband and I are modern for our age. Ha!} We actually have a lot of technology in our house. We have 3 laptops 3 smartphones, game systems that connect to the internet, Wifi, etc. My husband was a Signal officer and loves all things technology. We have i pads, Kindle and a nook. But for some reason I was not allowing my kids to use them for school. I looked at it wrong. Like it was only a toy or a game device I guess. It seems like most kids use it for social media and gaming. At least that is what I have observed. For example at church, my son is one of few 6th graders who doesn't bring an I phone to Sunday School. When I asked the reasoning behind their having an Iphone in class...he stated that it was used to play apps while the teacher spoke. This would seem ok if it was used to read the Bible or to research a topic that goes along with the lesson in SS. But it seems like more of a distraction. This is where my "fear" of technology comes from. Kids not being taught to use it for it's productive purpose.
And yes, I use Facebook. My husband and I both do. I also am on Twitter, Feedly, Instagram, Pinterest and I have blogged before. But it's used purposefully and not used maliciously. My son's school has had issues with bullying. And part of it was cyber. I feel like kids are using technology inappropriately at times. I didn't want my kids to get sucked into that way of thinking. I think kids are beginning to loose social skills. They don't communicate the way we did as kids and that has worried me. I'm only confessing my concerns about some types of technology used these days. And "fear" is a very strong word. I am admitting that I would love to integrate technology into my classroom and home in a healthy, productive way.
After reading chaper 1 I was convicted about my view or my "fear" if you will, of my kids using technology. True: Technology is always changing. There was a section in the chapter that talked about employers being surveyed and reporting that most high schools need technology skills to become successful in their careers. They said that most high school students are deficient in this area. It also talked about how most jobs and careers will and do thrive on this knowledge of how to use technology properly for success. This really convicted me and my eyes are now open to another view that I hadn't thought of before. Technology is never leaving. And having skills in it is essential.
As a successful teacher and mother, I need to be able to teach my children and students how to use technology properly. Duh! I think that I have seen it used poorly so much, that I had a fear of my children using it. But if they are taught how to use it properly by an adult and teachers, then it becomes a tool for their future and really it is an absolutely necessary skill for them! I regret not using it more when I had him at home for two years. And I regret that he uses my tablet and nook mostly for "apps" and gaming. Of course, I only allow educational apps...but still. I need to encourage him to research information and how to determine good information on the internet from the bad. I need to teach my kids and future students the good and usefulness of this remarkable technology that we have been given. And furthermore, how to act properly and ethically while online or while using technology. It can and is used wrongly a lot but it doesn't have to be. This is our future. Technology is not leaving, it is only progressing. So I look forward to this class and all that I about to learn. I look forward to integrating technology into my lesson plans in the future and presently with my children. This is an exciting opportunity!
While reading chapter 1 of our text book I couldn't help but reminisce about my childhood experience with technology in school. I went to Elem School in the 80's. Technology is in fact continually changing as the book says! I remember the big clunky overhead projector that the teacher used. I LOVED it! She would sometimes let us use it to make shadows on the chalkboard to trace our outlines during indoor recess. I remember the computer lab with big tan desk top computers and the floppy disk we used to play the beloved "Oregon Trails" game. I was in school way before all the amazing, at your finger tips technology that kids have today. We didn't have the internet, email, cell phones, tablets or anything else that kids these days have access too. I graduated from college in 2000. Even then I only used a desk top computer for the sole purpose of typing papers. I was not ever allowed to or encouraged to research the internet for information to use in research papers or assignments. I THINK I had an email address...but it was not used like it is now. In fact, instead of telling my kids that I walked to school uphill both ways in the snow with no shoes, I think I will have to tell them that I once had to use a dial up modem to connect to the internet, sometimes have to wait for a connection if I got a busy signal, if I was able to connect, I would have to listen to an awful noise, and once connected, pray no one in the house picked up the phone or else the connection would be lost. Kids today, they don’t know the hardships of yesteryear. I did not have access to teachers through the internet, nor my classmates. I did not even have a cell phone! We used land line phones to call classmates and professors. We used the card catalog at the library to look up information in books. So much has changed.
I have 4 kids. My oldest is in 6th grade and my second oldest is in Kindergarten. I home schooled my 6th grader for two years. During that time I hardly allowed him to use the computer as a tool. I had this old fashioned idea in my head that kids do not need all this technology...they need to learn to look up information in books the way that I did. {I'm only 36...and I like to think my husband and I are modern for our age. Ha!} We actually have a lot of technology in our house. We have 3 laptops 3 smartphones, game systems that connect to the internet, Wifi, etc. My husband was a Signal officer and loves all things technology. We have i pads, Kindle and a nook. But for some reason I was not allowing my kids to use them for school. I looked at it wrong. Like it was only a toy or a game device I guess. It seems like most kids use it for social media and gaming. At least that is what I have observed. For example at church, my son is one of few 6th graders who doesn't bring an I phone to Sunday School. When I asked the reasoning behind their having an Iphone in class...he stated that it was used to play apps while the teacher spoke. This would seem ok if it was used to read the Bible or to research a topic that goes along with the lesson in SS. But it seems like more of a distraction. This is where my "fear" of technology comes from. Kids not being taught to use it for it's productive purpose.
And yes, I use Facebook. My husband and I both do. I also am on Twitter, Feedly, Instagram, Pinterest and I have blogged before. But it's used purposefully and not used maliciously. My son's school has had issues with bullying. And part of it was cyber. I feel like kids are using technology inappropriately at times. I didn't want my kids to get sucked into that way of thinking. I think kids are beginning to loose social skills. They don't communicate the way we did as kids and that has worried me. I'm only confessing my concerns about some types of technology used these days. And "fear" is a very strong word. I am admitting that I would love to integrate technology into my classroom and home in a healthy, productive way.
After reading chaper 1 I was convicted about my view or my "fear" if you will, of my kids using technology. True: Technology is always changing. There was a section in the chapter that talked about employers being surveyed and reporting that most high schools need technology skills to become successful in their careers. They said that most high school students are deficient in this area. It also talked about how most jobs and careers will and do thrive on this knowledge of how to use technology properly for success. This really convicted me and my eyes are now open to another view that I hadn't thought of before. Technology is never leaving. And having skills in it is essential.
As a successful teacher and mother, I need to be able to teach my children and students how to use technology properly. Duh! I think that I have seen it used poorly so much, that I had a fear of my children using it. But if they are taught how to use it properly by an adult and teachers, then it becomes a tool for their future and really it is an absolutely necessary skill for them! I regret not using it more when I had him at home for two years. And I regret that he uses my tablet and nook mostly for "apps" and gaming. Of course, I only allow educational apps...but still. I need to encourage him to research information and how to determine good information on the internet from the bad. I need to teach my kids and future students the good and usefulness of this remarkable technology that we have been given. And furthermore, how to act properly and ethically while online or while using technology. It can and is used wrongly a lot but it doesn't have to be. This is our future. Technology is not leaving, it is only progressing. So I look forward to this class and all that I about to learn. I look forward to integrating technology into my lesson plans in the future and presently with my children. This is an exciting opportunity!
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