Technology Has Come a Long Way

The Picture Says It All!

Where I See Myself on the Technology Scale

How this little boy feels about pencils is how I feel about technology...

Technology is clearly taking over the world and there are times I don't like it. After reading the article titled New Insights on Technology Adoption in Schools found at http://thejournal.com/articles/2000/02/01/new-insights-on-technology-adoption-in-schools.aspx I started asking myself how well do teachers really understand the technologies that are being used in their classrooms and in the schools.  Technology is ALWAYS changing.  As teachers are we now supposed to stay up to date with content knowledge related to the subjects we teach as well as the technology?  I am not complaining by any means.  Technology is always going to be a part of our lives and there is no way of getting around that.  The only way we as teachers can make the most out of technology is to make the time to always learn about it and stay informed of the many changes that are taking place. We need to be able to bring all of this latest information into our classrooms and share it with our students.  This is the only way we will begin to get comfortable with technology and its existence in our classroom!

Chapter 12 Reflection

What can I do to "get ready" for a lesson in which my students use computers?
In order to "get ready" for a lesson in which your students use computers you need to do several things.  First, you need to make sure all of your computers are running properly.  You also need to make sure that you, as  the teacher, know how to use the software you plan on using your students.  If you do not know how to fully use the software there will likely be pauses in the lesson which will be prime opportunities for students to get off task.  You also need to make sure you have all handouts or templates that are needed to go along with the use of the computers.  You never want to stop to go and make copies during a lesson.

Where does the "computer part" come when I am teaching a lesson?
The "computer part" will come into your lesson towards the middle part of the lesson.  Specifically it will come after you have introduced the objectives to your students and clearly related to them what is expected to them.  The computers can come into the lesson plan as a way to enhance the objective they are learning-perhaps in guided or independent practice time.

How do you ensure equal access for all students with only three computers?
The only way you will be able to ensure there is equal time for all students when there are only three computers in the classroom is to group students when they are using the computers and to monitor and record the amount of time each group spends on the computers.

Chapter 11 Reflection

What are the benefits of using problem-solving or educational software?
According to our text, benefits of both problem-solving and educational software are:
- They actively engagge students in critical-thinking activities that require real-world application of knowledge and skills.
- Cause to students to want to learn the information rather than learning it to pass a test.
- Support selected principles of effective pedagogy
- Increased student learning

How do I choose the correct software?
There is certain criteria to follow when trying to determine if software is right for you. This criteria consists of the following:
1. Content accuracy
2. Research-based instructional strategies
3. Effectively meets instructional objectives
4. Assessment of learning
5. Ease of use

When I integrate problem-solving or educational software into a lesson, what changes will be needed?
When integrating technology into a lesson, you will need to review the content and activities carefully in order to accurately select the areas that will support the intended learning.  You will also need to provide support activities that reinforce material and skills that are being taught along with the software.  Plan, plan, plan, is key when integrating software into your lesson.

Resources:

Morrison, G.M., & Lowther, D.L. (2010). Integrating computer technology into the classroom. Boston, MA: Allyn & Bacon.

It's almost over...and I think technology and I are becoming better friends!

First and foremost I feel I need to say...I am exhausted!!!  Throughout these last six weeks I have become best friends with the infomercials that play in the middle of the night while I sit on the couch and stare at my laptop aimlessly; hoping my assignments for this class will somehow magically appear by their due date in Bb. Within these last six weeks I have had more dark circles under my eyes then I have had in my 33 years combined!  I have made it a couple of nights with no sleep at all and even managed to function the next day at work without missing a beat.  My husband has learned not to depend on me for dinner and has even managed to cook a few meals on his own (I am still in shock)! And somehow in the middle of me trying to figure out how to create a website and link my homepage to a server address, my daughter has learned how to go potty, even though she is a late bloomer!  At this point in time my head is spinning and I feel out of sorts so to speak; but I see something.  Could it be that infamous light at the end of the tunnel?  Well if it is "the" light, I wish it would shine a little brighter.  I don't think I have much left in me and as I sit here writing this blog, my Project 8 is still calling my name.  I would love to turn a deaf ear but I don't think that would do much for my GPA.  I honestly feel like "the little engine that could" only the "could" part was about two months ago.  I think it is going to take me at least a full day to find the energy to complete Project 8 and it is due in 19 hours!  Oh if only there were a Smart Notebook God-then I would be in luck!  Anyway, as I was saying, blogs, websites, projects, newsletters, spreadsheets...you name it, I did it...or should I say, I tried it! There were many times I felt like crying, and I believe a tear or two may have fallen.  "What have I gotten myself into?" and   "This is not what I signed up for!" should have been my mottos for the semester. I honestly feel like this is the hardest class I have ever taken- and I once took Physics and Calculus together; albeit 16 years ago during my freshmen year of college.  This class however, has also been informative, helpful, and in a weird kind of way, fun!  I honestly feel like I can take every single piece of information I have learned and use it once I get into the classroom.  Make a poster using Glogster and then create a video about weather using Voice Thread and finally make a presentation zoom in and out by creating a Prezi.  I'm sorry, are you speaking English?  You want me to do what?  Technology is here to stay and that is a fact!  I can't hide from it, so why not make nice with it?  Learning needs to be fun for students and integrating technology into the classroom and lesson plans is an excellent way to do this!  Because technology is already such a huge part of our lives, chances are students are already going to be familiar with certain types of technology.  Making the most of this fact will be beneficial to me as a teacher. I have run from technology as long as I can; I can't do it anymore!  In less than two years I will have my own classroom and be responsible for integrating technology in ways that I have learned in EDTC 5010.  Am I ready for this challenge?  I think so...of course I am still exhausted from this class and at this point in time I am just hoping I submitted all of my assignments correctly!  In the meantime I am going to finsh my Project 8 and then I think I will catch up on my sleep...and my reality TV!  I have missed both of them sooooo much!

SMART Boards Why are they so easy to use?

Technology Tools In the Classroom

Here is a link to a great database of resourceful tools for teachers to use in their classrooms!

http://homepage.mac.com/drtlo//mywork/tlo/Reno2006/fp8/index.html

My Multimedia Video on Technology

We must teach our students about plagiarism and how it relates to the Internet!

If we do not teach our students that the information they find on the Internet is not simply "up for grabs" we will fail them in more ways than one!

Chapter 10 Reflection

How do you know that students understand a concept?

Using graphic organizers allows students to develop a deeper understanding of the material being presented.  As a teacher, the following questions should be asked when assessing a student's knowledge when using a graphic organizer:

 - Did their creativity strengthen understanding?
 - Did they use relevant graphics?
 - Did they make meaningful connections?
 - Was there relevance of key components?
 - Did they have logical organization?

How can you depict student misconceptions of key information?

If students are unable to properly answer assessment questions such as the ones listed above, then it is safe to say that they have not processes the information accurately.  During the problem-solving process, graphic organizers are used at the very beginning stages and therefore, it is imperative that teachers are fully certain that their students are in complete understanding of the information being presented before going any further.

How can students capture and transfer brainstorming ideas into written thoughts?

Students can either capture brainstorming ideas individually or in groups.  After this step is completed, the ideas can then be transferred into various different types of graphic organizers.  Many graphic organizer offer a brainstorming tool that lets the recorder type in an idea of one student and then instantly create a link and new icon ready for the next idea with a press of the Enter/Return key (Morrison, 260).

Chapter 9 Reflection

How can my students use multimedia for their projects? 

As an elementary teacher, there will be plenty of ways to allow your students to use multimedia for their projects.  Ideas on using multimedia for projects include:

• Have students create electronic books with software such as Hyperstudio, when doing a thematic unit
• Create an electronic portfolio- have students choose special individual work they have done throughout the year to be highlighted in portfolio.
• When doing a poetry lesson, have students create a poem and then record it using Voice Thread.
• Create a Wordle using weekly spelling words.
• Do a visual presentation about the Civil War by creating a Prezi

What applications are available for creating a multimedia presentation?

In the growing world of technology, applications that are available for creating a multimedia presentation seem to be growing by the day.  Although some teachers may feel safe by sticking with what they know, it is advantageous to go out and explore to see just what is out there.  Googledocs is an easy-to-use online word processor, spreadsheet, and presentation editor that enables students to create, store and share information and collaborate online in realtime.  No software is required and all work is stored safely online and can be accessed from any computer.  Another application available for creating a multimedia presentation is Microsoft PowerPoint.  PowerPoint is a full featured desktop presentation program which contains graphic tools and many kinds of pictures and graphs that can be imported. A fun idea for a presentation is to let kids create word art using their spelling words.  Once again, VoiceThread is always a great tool to use.  There is so much you can do with this software.  Whether you are teaching about the life cycles of animals or teaching division and multiplication, students will be able to create a presentation using Voice Thread.


Should I place limits on how my students use multimedia?

Using multimedia can be fun for students, which tends to lead them to "go overboard."  As a teacher, it is important to make sure that your students do not lose sight of the message they are trying to get across.  Too much use of multimedia in a presentation can distract the viewer.  Setting guidelines and criteria before students are given an assignment is a good way to avoid this problem.  For example, letting students know that their presentation needs to have a white background, with black text and no more than three images give them boundaries as to the design of their presentation.

Chapter 4 Reflection

There are so many types of software; how do I know which ones to include in my lessons?

As a teacher, it is crucial to integrate technology into your daily lessons.  Deciding on what types of software to use in your lessons can be an overwhelming albeit important decision.  In selecting which types of software to include in your lessons, you should select software that works toward the goal of student achievement of content knowledge and skills as well as National Educational Technology Standards (NETS) for Students.  Another important factor in your decision in choosing software is whether or not you have reviewed the actual software as well as read the reviews on the software.  You need to make sure the software is going to benefit you as well as your students in the classroom.

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?

Learning to use different varieties of productivity software such as spreadsheets, databases and video editing are just as important as learning to use different types of educational software and the internet; even for a fourth-grade student.  Each type of productivity software has its specific uses in the classroom and overall student benefit.  For example, using spreadsheets allows students, elementary through high school, to perform calculations and create graphs.  According to the text, “there is a clear connection between mathematics and the use of spreadsheets.”  In addition, spreadsheets allow the student to display patterns and trends in information, something that is useful across subject areas and grade levels.  Databases, such as MS Office and MS Works, serve schools well as they allow information to effectively be retrieved in a variety of formats.  Students can use databases to answer a variety of questions they may have or are given on an assignment.  Video editing software is becoming very popular in schools because of how easy it makes editing videos.  Digital video editing software “allows students to edit a video in a way that is similar to how other digital files are edited.”  This software is simple enough for even the elementary student to use and understand.  Videos allow students the opportunity to capture their work as well as record their reflections, all of which can be placed on a class website.

How can student use of different types of software to help improve scores on state tests?

Educational software is designed to educate the user.  Using different types of software to help improve scores on state tests is something that is happening more and more, thanks to the implementation of the NCLB Act.  Depending on the type of software that is used, the degree of teaching can be different. For example, drill and practice activities are common in today’s classrooms and help to reinforce the learning of basic skills with applications usually found in language arts and math.  This type of software provides the lowest level of teaching.  Using problem-solving software such as games and simulations requires the use of higher-order thinking skills in order to reach the desired goal.  Games allow learners the opportunity to gain new knowledge and/or skills while simulations allow students to investigate objects, ideas, and concepts that are usually difficult and sometimes impossible to explore in real life.  The use of these different types of software allows students to learn new information as well as enhance existing information through the use of technology.

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Morrison, G. & Lowther, D. (2010).  Integrating Computer Technology Into the Classroom:  Skills for the 21st Century.  Boston: Pearson.