Tuesday, July 17, 2012
Graphic Organizers/Thinking Maps
I am a huge advocate for using thinking maps often in the classroom. I found this video and thought it might be helpful for any educator to get ideas for using thinking maps. This video provides several ideas with many different types of graphic organizers to use in the classroom.
Chapter 12 Reflections
Reflecting on What I Know:
1. What can I do to "get ready" for a lesson in which my students use computers?
There are several things to think about when preparing a technology lesson. First, you should prepare any necessary handouts that will be helpful to your students such as step-by-step guides, resource guides, and/or assessment tools. Also, it is important to prepare technology by creating digital folders, designing templates, loading software, bookmarking internet sites, and turning on all computers and opening necessary applications. Doing these things prior to the technology lesson will help maximize learning time because all other preparations will be taken care of. It also helps you determine any issues that there may be with the lesson so you can fix these before beginning the lesson.
2. Where does the "computer part" come when I am teaching a lesson?
The "computer part" can come in many different parts of your lesson, depending on what the computer is being used for. It is important to decide what students will need the computer for before beginning your lesson planning and then build the lesson plan around the computer activities to ensure students will be prepared. If the activities being completed need modeling then ensure you have done a substantial amount of modeling and demonstrating so students feel comfortable with the application or software. Once the teacher and students become more familiar and comfortable with technology then the teaching part can be shorter and the "computer part" can come sooner and last longer.
3. How do you ensure equal access for all students with only three computers?
If you only have a limited number of computers then there are a few options to ensure equal access for all students. One option is grouping students for computer access and having students share different computer tasks and jobs. Another option is setting up rotation schedules. You can utilize either the independent rotation schedule or a group rotation schedule. Either way, you will need to have other meaningful activities prepared for the students who are not currently at the computers.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
1. What can I do to "get ready" for a lesson in which my students use computers?
There are several things to think about when preparing a technology lesson. First, you should prepare any necessary handouts that will be helpful to your students such as step-by-step guides, resource guides, and/or assessment tools. Also, it is important to prepare technology by creating digital folders, designing templates, loading software, bookmarking internet sites, and turning on all computers and opening necessary applications. Doing these things prior to the technology lesson will help maximize learning time because all other preparations will be taken care of. It also helps you determine any issues that there may be with the lesson so you can fix these before beginning the lesson.
2. Where does the "computer part" come when I am teaching a lesson?
The "computer part" can come in many different parts of your lesson, depending on what the computer is being used for. It is important to decide what students will need the computer for before beginning your lesson planning and then build the lesson plan around the computer activities to ensure students will be prepared. If the activities being completed need modeling then ensure you have done a substantial amount of modeling and demonstrating so students feel comfortable with the application or software. Once the teacher and students become more familiar and comfortable with technology then the teaching part can be shorter and the "computer part" can come sooner and last longer.3. How do you ensure equal access for all students with only three computers?
If you only have a limited number of computers then there are a few options to ensure equal access for all students. One option is grouping students for computer access and having students share different computer tasks and jobs. Another option is setting up rotation schedules. You can utilize either the independent rotation schedule or a group rotation schedule. Either way, you will need to have other meaningful activities prepared for the students who are not currently at the computers.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
Chapter 10 Reflections
Reflecting on What I Know:
1. How do you know that students understand a concept?
There are many ways to know if a student understands a concept, but one specific way is through the use of graphic organizers. "Graphic organizers assist students to find meaningful ways to visualize their knowledge and organize information" (Morrison & Lowther, 2010, p.257). There are a variety of graphic organizers, yet each one helps you to see what a student understands about a given topic. Graphic organizers show relationships among ideas so it is easy to see if a student has a firm understanding or just minimal understanding by analyzing the flow of a student's thoughts.
2. How can you depict student misconceptions of key information?
Graphic organizers show relationships of ideas so students need to have a deep understanding of a topic in order to complete one in a meaningful way. However if a student has a misconception it is typically easy to depict. Graphic organizers show a systematic flow of relationships so it is easy to locate where the misconception begins in the student's thought process. Once the misconception is located, you can provide guidance to that student to lead them in the right direction with that particular topic or concept.
3. How can students capture and transfer brainstorming ideas into written thoughts?
Graphic organizers lend themselves to brainstorming ideas and writing down thoughts in an organized format. Many online graphic organizer tools allow students to write down numerous thoughts and then allowing them to organize and rearrange them in meaningful ways. This helps students determine what aspects of their brainstorming session are important and which ideas they may want to leave out of their final project.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
1. How do you know that students understand a concept?
There are many ways to know if a student understands a concept, but one specific way is through the use of graphic organizers. "Graphic organizers assist students to find meaningful ways to visualize their knowledge and organize information" (Morrison & Lowther, 2010, p.257). There are a variety of graphic organizers, yet each one helps you to see what a student understands about a given topic. Graphic organizers show relationships among ideas so it is easy to see if a student has a firm understanding or just minimal understanding by analyzing the flow of a student's thoughts.
2. How can you depict student misconceptions of key information?
Graphic organizers show relationships of ideas so students need to have a deep understanding of a topic in order to complete one in a meaningful way. However if a student has a misconception it is typically easy to depict. Graphic organizers show a systematic flow of relationships so it is easy to locate where the misconception begins in the student's thought process. Once the misconception is located, you can provide guidance to that student to lead them in the right direction with that particular topic or concept.
3. How can students capture and transfer brainstorming ideas into written thoughts?
Graphic organizers lend themselves to brainstorming ideas and writing down thoughts in an organized format. Many online graphic organizer tools allow students to write down numerous thoughts and then allowing them to organize and rearrange them in meaningful ways. This helps students determine what aspects of their brainstorming session are important and which ideas they may want to leave out of their final project.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
Engage our Students
It is crucial for teachers to keep students engaged in order to maximize their learning. Engagement and motivation empower students to take responsibility for their learning. This video shows students wanting to be engaged and asking if teachers are allowing them to do so.
Chapter 11 Reflections
Reflecting on What I Know:
1. What are the benefits of using problem-solving or educational software?
Problem-solving software increases student attention and motivation while they practice skills in real world situations. These problem solving programs motivate students to win the game, which "results in students wanting to learn the information rather than learning it to pass a test" (Morrison & Lowther, 2010, p.284). When students are engaged and become competitive to win, they typically think deeper about the information and learn the content in order to remain competitive in the game.
2. How do I choose correct software?
It can be difficult to choose the correct software so it is important to evaluate the software before you purchase it. First, it's crucial that you keep your goals and objectives in mind as you search for an appropriate software. Then, you want to find a program that is effective for teaching/practicing those goals and objectives. Many websites offer software reviews in order to help you make a decision. It is best to read reviews from parents, students, and other teachers. This way you have a variety of opinions to base your decision off of. If there are no reviews for a particular software, then you could try the software to see if it is what you want.
3. When I integrate problem-solving or educational software into a lesson, what changes will be needed?
When problem-solving or educational software is integrated into a lesson there are six components of the NTeQ lesson plan that will be different. These six components include computer functions, research analysis, results presentation, activities during computer use, activities before computer use, and activities after computer use. Even though six components will be different, all 10 components of the NTeQ lesson plan will be used when integrating problem-solving or educational software. Refer to page 292 for the chart of NTeQ components.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
1. What are the benefits of using problem-solving or educational software?
Problem-solving software increases student attention and motivation while they practice skills in real world situations. These problem solving programs motivate students to win the game, which "results in students wanting to learn the information rather than learning it to pass a test" (Morrison & Lowther, 2010, p.284). When students are engaged and become competitive to win, they typically think deeper about the information and learn the content in order to remain competitive in the game.
2. How do I choose correct software?
It can be difficult to choose the correct software so it is important to evaluate the software before you purchase it. First, it's crucial that you keep your goals and objectives in mind as you search for an appropriate software. Then, you want to find a program that is effective for teaching/practicing those goals and objectives. Many websites offer software reviews in order to help you make a decision. It is best to read reviews from parents, students, and other teachers. This way you have a variety of opinions to base your decision off of. If there are no reviews for a particular software, then you could try the software to see if it is what you want.
3. When I integrate problem-solving or educational software into a lesson, what changes will be needed?
When problem-solving or educational software is integrated into a lesson there are six components of the NTeQ lesson plan that will be different. These six components include computer functions, research analysis, results presentation, activities during computer use, activities before computer use, and activities after computer use. Even though six components will be different, all 10 components of the NTeQ lesson plan will be used when integrating problem-solving or educational software. Refer to page 292 for the chart of NTeQ components.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
Chapter 9 Reflections
Reflecting on What I Know:
1. How can my students use multimedia for their projects?
Students can use multimedia to create unique and attractive presentations that include text, images, hyperlinks, audio, video, and animations. Multimedia presentations allow students to display and share their information in an interesting way while motivating them to remain focus and complete their best work. Morrison and Lowther go beyond that to say that "The process of writing or elaborating on ideas can help students discover new ideas and relationships" (p. 244). Multimedia applications have options for students to choose a theme or they can create their own theme by using blank templates. There are many options within multimedia applications that students can use to spruce up their presentations and make them attractive and interesting. However, students must be careful not to add too many "bells and whistles" to take away from the content or make it distracting.
2. What applications are available for creating a multimedia presentation?
There are a variety of applications that help students create a multimedia presentation. The most well-known application is PowerPoint, which allows students to incorporate many multimedia components in their presentations. Other applications that can be used when creating a multimedia presentation are iMovie, Movie Maker, and Adobe Flash.
3. Should I place limits on how my students use multimedia?
Students should be taught proper use of multimedia applications and also shown how to create attractive presentations. Many times, students get distracted by all the "bells and whistles" offered within multimedia applications that they lose focus of their project. Also, they might get carried away with colors, graphics, and animations and make it difficult for the audience to follow the presentation. These are things that should be modeled and reinforced by the teacher to ensure students use multimedia presentations to maximize learning. Also, while students are creating their presentations, it would be helpful if the teacher is monitoring their work and providing assistance as needed.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
1. How can my students use multimedia for their projects?
Students can use multimedia to create unique and attractive presentations that include text, images, hyperlinks, audio, video, and animations. Multimedia presentations allow students to display and share their information in an interesting way while motivating them to remain focus and complete their best work. Morrison and Lowther go beyond that to say that "The process of writing or elaborating on ideas can help students discover new ideas and relationships" (p. 244). Multimedia applications have options for students to choose a theme or they can create their own theme by using blank templates. There are many options within multimedia applications that students can use to spruce up their presentations and make them attractive and interesting. However, students must be careful not to add too many "bells and whistles" to take away from the content or make it distracting.
2. What applications are available for creating a multimedia presentation?There are a variety of applications that help students create a multimedia presentation. The most well-known application is PowerPoint, which allows students to incorporate many multimedia components in their presentations. Other applications that can be used when creating a multimedia presentation are iMovie, Movie Maker, and Adobe Flash.
3. Should I place limits on how my students use multimedia?
Students should be taught proper use of multimedia applications and also shown how to create attractive presentations. Many times, students get distracted by all the "bells and whistles" offered within multimedia applications that they lose focus of their project. Also, they might get carried away with colors, graphics, and animations and make it difficult for the audience to follow the presentation. These are things that should be modeled and reinforced by the teacher to ensure students use multimedia presentations to maximize learning. Also, while students are creating their presentations, it would be helpful if the teacher is monitoring their work and providing assistance as needed.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
Wednesday, July 11, 2012
Chapter 6 Reflections
Reflecting on What I Know:
1. Now that I have access to the Web, how can I use it effectively?
There are many ways to use the Web within a classroom. I could use the Web to have my students conduct research on a particular topic by using search engines and useful websites. However, in order to do this, students must be able to evaluate websites and determine if the information presented seems accurate. I can also use the Web as a collaboration tool for my students by allowing them to work together using Google Docs. Another way to use the Web within my classroom would be to use it for communication purposes. To do this effectively, I need to teach students appropriate ways to communicate through email or blogs. They need to remember to be respectful and to use appropriate language at all times when using the Web as a communication tool.
2. How do I manage students' use of the Web in my class?
Managing students' use of the Web can be difficult at times, but is necessary. I would begin by reviewing guidelines for using the Web and my expectations. Then, I would monitor their use consistently by walking around the room, checking the screens they are looking at, and questioning their reasons for searching certain websites. If I felt students were doing something suspicious, I could review the history on their computer to locate each website they had been to. If students are doing inappropriate things on the Web intentionally, then I would have set consequences for them. According to Morrison and Lowther (2010), "When students are doing Internet searches, "accidents" happen" (p.164). If an accident happens I want the student to let me know and I will help them find what they were looking for. There would be no bad consequence for those accidents.
3. Which features of the Web do I use?
I would personally use search engines, email, and school websites the most. I use search engines to locate resources I need to enhance my lesson plans and to conduct research on certain areas I want to improve in. I use email and my school website to communicate with parents and to keep them informed of assignments, upcoming events, and exciting news.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
1. Now that I have access to the Web, how can I use it effectively?
There are many ways to use the Web within a classroom. I could use the Web to have my students conduct research on a particular topic by using search engines and useful websites. However, in order to do this, students must be able to evaluate websites and determine if the information presented seems accurate. I can also use the Web as a collaboration tool for my students by allowing them to work together using Google Docs. Another way to use the Web within my classroom would be to use it for communication purposes. To do this effectively, I need to teach students appropriate ways to communicate through email or blogs. They need to remember to be respectful and to use appropriate language at all times when using the Web as a communication tool.
2. How do I manage students' use of the Web in my class?
Managing students' use of the Web can be difficult at times, but is necessary. I would begin by reviewing guidelines for using the Web and my expectations. Then, I would monitor their use consistently by walking around the room, checking the screens they are looking at, and questioning their reasons for searching certain websites. If I felt students were doing something suspicious, I could review the history on their computer to locate each website they had been to. If students are doing inappropriate things on the Web intentionally, then I would have set consequences for them. According to Morrison and Lowther (2010), "When students are doing Internet searches, "accidents" happen" (p.164). If an accident happens I want the student to let me know and I will help them find what they were looking for. There would be no bad consequence for those accidents.
3. Which features of the Web do I use?
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
Chapter 4 Reflections
Reflecting on What I Know
1. There are so many types of software; how do I know which ones to include in my lessons?
There are several options when it comes to using computer software. However, different software choices lend themselves to different types of lessons. For example, if I am teaching a writing unit and I want my students to create and edit a writing product, I will have them use word processing software to complete this task If I am having students conduct research on a topic and create a final product to present to the class, I will have them first use search engines to help with the research and then have them use presentation software to create a project. There are many times when I might have my students practice math concepts by using gaming software. These are just a few ways to incorporate computer software into lesson plans. It is important to use your district's standards to ensure you include each type of software necessary when lesson planning.
2. I understand why students should use educational software and the Internet, but why should my fourth-grade students learn to use spreadsheet, database, or video-editing software?
Spreadsheets, databases, and video-editing software provide engaging ways for students to build on their content knowledge.
Spreadsheets are important for young learners because it builds upon their math abilities. Morrison and Lowther (2010) state, "There is a clear connection between mathematics and the use of spreadsheets. (p.95) Software such as spreadsheets will be used throughout a child's life so the earlier they can be exposed, the more knowledgeable they will be.
Databases also stimulate motivation because students can easily search any inquiry they may have on a given topic area. "When students enter information in a database, students can conduct limitless inquiries with the click of a mouse, which rewards and supports the inquisitive nature of student learning" (Morrison & Lowther, 2010. p.97).
Video-editing can be used with young learners because it has become very user-friendly. Students can take more responsibility for their final product by conducting video-editing techniques. It seems to be highly engaging and students will probably produce higher quality work when they are the ones responsible for completing this task.
Students are able to learn more content when they stay engaged in the process so these software options are excellent choices for motivating students and keeping them interested.
3. How can student use of different types of software help improve scores on state tests?
Different types of software help students build on their content knowledge as well as help them learn to problem solve. When students come across things they are unsure of when using their software, they have to think about ways to find the answer or figure out how to fix the problem. This helps students become more creative and build problem solving skills which are crucial for taking state tests. Also, the more engaged students are, the more information they are able to learn and retain, which also helps immensely on state tests.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
1. There are so many types of software; how do I know which ones to include in my lessons?
There are several options when it comes to using computer software. However, different software choices lend themselves to different types of lessons. For example, if I am teaching a writing unit and I want my students to create and edit a writing product, I will have them use word processing software to complete this task If I am having students conduct research on a topic and create a final product to present to the class, I will have them first use search engines to help with the research and then have them use presentation software to create a project. There are many times when I might have my students practice math concepts by using gaming software. These are just a few ways to incorporate computer software into lesson plans. It is important to use your district's standards to ensure you include each type of software necessary when lesson planning.
2. I understand why students should use educational software and the Internet, but why should my fourth-grade students learn to use spreadsheet, database, or video-editing software?
Spreadsheets, databases, and video-editing software provide engaging ways for students to build on their content knowledge.
Spreadsheets are important for young learners because it builds upon their math abilities. Morrison and Lowther (2010) state, "There is a clear connection between mathematics and the use of spreadsheets. (p.95) Software such as spreadsheets will be used throughout a child's life so the earlier they can be exposed, the more knowledgeable they will be.Databases also stimulate motivation because students can easily search any inquiry they may have on a given topic area. "When students enter information in a database, students can conduct limitless inquiries with the click of a mouse, which rewards and supports the inquisitive nature of student learning" (Morrison & Lowther, 2010. p.97).
Video-editing can be used with young learners because it has become very user-friendly. Students can take more responsibility for their final product by conducting video-editing techniques. It seems to be highly engaging and students will probably produce higher quality work when they are the ones responsible for completing this task.
Students are able to learn more content when they stay engaged in the process so these software options are excellent choices for motivating students and keeping them interested.
3. How can student use of different types of software help improve scores on state tests?
Different types of software help students build on their content knowledge as well as help them learn to problem solve. When students come across things they are unsure of when using their software, they have to think about ways to find the answer or figure out how to fix the problem. This helps students become more creative and build problem solving skills which are crucial for taking state tests. Also, the more engaged students are, the more information they are able to learn and retain, which also helps immensely on state tests.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
Tuesday, July 10, 2012
Delicious
Delicious is an excellent way to search and organize helpful websites while sharing them with others. This helps educators save the plethora of websites out there that provide tutorials, resources, helpful links, etc. Delicious also allows for users to search others' bookmarks in order to locate even more resources.
1. How difficult was it to find good sites?
I found it fairly easy to find good sites. I am sure there were many sites that would not have been useful but as I was searching, several sites sounded familiar. When I checked those familiar sites, they were helpful and provided either resources, web 2.0 tools, or tutorials. It was useful having website evaluation tools to refer to while completing this assignment.
2. Were there many sites claiming to be educational that were only trying to sell a product?
I did not stumble across many websites trying to sell a product, but there were a few. One literacy website I came across seemed excellent, but was full of advertisements trying to sell computer software and literacy kits. I was disappointed when I discovered those ads.
There were also several sites that seemed wonderful but had inappropriate ads on the side or the top. I find it difficult to trust a website if there are advertisements covering it.
3. Did you find many sites that were not valuable as a resource?
I found several valuable sites yet some more much more resourceful than others. I tried to select the ones that I felt were the most beneficial for educators. I want the sites I chose to be useful to me as well as other users who view my choices.
4. What did you think of some of the Web 2.0 sites?
I am highly interested in the Web 2.0 sites so I spent the majority of my time searching these. I found some excellent sites such as Voicethread, Wordle, Glogster, and Dipity. I have some of these Web 2.0 tools before and wanted to share them with others. I like how most of the Web 2.0 sites seem to have tutorials and examples to help users become familiar with each. I have begun experimenting with the tools that I am not already familiar with so that I can try to incorporate them into my lessons next year.
5. Did you choose many of the same sites as the students you are following in Delicious?
I noticed that I chose a few of the same sites as my fellow classmates. However, it appears that most of my selections are different. I think there are so many sites to select so we should have different sites selected. Choosing different sites also allows us to have access to even more useful resources because we can share each others selections.
6. What did you like about the 15 sites you selected?
I like that I was able to select a variety of websites, such as primary source, tutorials, instructional resource, and Web 2.0 tools. I like that the 15 sites I selected will be useful to me and not just selected for the purpose of this assignment. These sites will be helpful to me as I continue teaching and I will refer back to them as needed.
1. How difficult was it to find good sites?
I found it fairly easy to find good sites. I am sure there were many sites that would not have been useful but as I was searching, several sites sounded familiar. When I checked those familiar sites, they were helpful and provided either resources, web 2.0 tools, or tutorials. It was useful having website evaluation tools to refer to while completing this assignment.
2. Were there many sites claiming to be educational that were only trying to sell a product?
I did not stumble across many websites trying to sell a product, but there were a few. One literacy website I came across seemed excellent, but was full of advertisements trying to sell computer software and literacy kits. I was disappointed when I discovered those ads.
There were also several sites that seemed wonderful but had inappropriate ads on the side or the top. I find it difficult to trust a website if there are advertisements covering it.
3. Did you find many sites that were not valuable as a resource?
I found several valuable sites yet some more much more resourceful than others. I tried to select the ones that I felt were the most beneficial for educators. I want the sites I chose to be useful to me as well as other users who view my choices.
4. What did you think of some of the Web 2.0 sites?
I am highly interested in the Web 2.0 sites so I spent the majority of my time searching these. I found some excellent sites such as Voicethread, Wordle, Glogster, and Dipity. I have some of these Web 2.0 tools before and wanted to share them with others. I like how most of the Web 2.0 sites seem to have tutorials and examples to help users become familiar with each. I have begun experimenting with the tools that I am not already familiar with so that I can try to incorporate them into my lessons next year.
5. Did you choose many of the same sites as the students you are following in Delicious?
I noticed that I chose a few of the same sites as my fellow classmates. However, it appears that most of my selections are different. I think there are so many sites to select so we should have different sites selected. Choosing different sites also allows us to have access to even more useful resources because we can share each others selections.
6. What did you like about the 15 sites you selected?
I like that I was able to select a variety of websites, such as primary source, tutorials, instructional resource, and Web 2.0 tools. I like that the 15 sites I selected will be useful to me and not just selected for the purpose of this assignment. These sites will be helpful to me as I continue teaching and I will refer back to them as needed.
Tuesday, June 26, 2012
Chapter 5 Reflections
Reflecting on What I Know
1. How can I get my students to ask questions about the research they are conducting?
Students should be taught strategies for self-regulation in order to help them "read, develop questions, and answer questions as they strive to gain understanding" (Lowther and Morrison, p. 126). Self-regulation can be supported through the use of think sheets. Think sheets can take many forms but in order to promote asking questions, I would develop a think sheet that focuses primarily on questions students should be considering as they conduct their research. This will give them the tools necessary to reflect upon their work and ask questions to build a deeper meaning of the content.
2. How can I teach my students to solve problems?
Students should follow the steps in the NTeQ problem solving process to ensure they have completed all components to solving a problem. The steps are listed in Table 5.2 on page 135 and include defining the problem, identifying what is known about the problem, identify what needs to be known, identify data that need to be collected, determine how the data needs to be manipulated, generate possible solutions, determine how to evaluate each solution, select the best solution, and present findings. If students are unfamiliar with these steps, then I could provide them with a sheet to refer to each step and coach them along until they are comfortable with the process to complete it independently.
3. I've never used an inquiry-based approach, much less computers - so how is a teacher supposed to do both of these at one time?
I think the best thing a teacher could do would be to familiarize themselves with both things independently. For example, take time to research and plan inquiry based lessons to become confident with the process. Then, familiarize yourself with computer functions and programs that would be useful when teaching those objectives that you have already planned lessons for. After you have learned several computer functions, determine which ones should be used when integrating technology into your inquiry-based lessons. In my opinion, if you focus on too many things at once, then you will become overwhelmed and lose motivation to continue with the process. If you take your time to truly understand and practice each thing, then you will become more successful writing integrated inquiry based lesson plans. This process will help you become a more distinguished teacher and help your students increase achievement.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
1. How can I get my students to ask questions about the research they are conducting?
Students should be taught strategies for self-regulation in order to help them "read, develop questions, and answer questions as they strive to gain understanding" (Lowther and Morrison, p. 126). Self-regulation can be supported through the use of think sheets. Think sheets can take many forms but in order to promote asking questions, I would develop a think sheet that focuses primarily on questions students should be considering as they conduct their research. This will give them the tools necessary to reflect upon their work and ask questions to build a deeper meaning of the content.2. How can I teach my students to solve problems?
Students should follow the steps in the NTeQ problem solving process to ensure they have completed all components to solving a problem. The steps are listed in Table 5.2 on page 135 and include defining the problem, identifying what is known about the problem, identify what needs to be known, identify data that need to be collected, determine how the data needs to be manipulated, generate possible solutions, determine how to evaluate each solution, select the best solution, and present findings. If students are unfamiliar with these steps, then I could provide them with a sheet to refer to each step and coach them along until they are comfortable with the process to complete it independently.3. I've never used an inquiry-based approach, much less computers - so how is a teacher supposed to do both of these at one time?
I think the best thing a teacher could do would be to familiarize themselves with both things independently. For example, take time to research and plan inquiry based lessons to become confident with the process. Then, familiarize yourself with computer functions and programs that would be useful when teaching those objectives that you have already planned lessons for. After you have learned several computer functions, determine which ones should be used when integrating technology into your inquiry-based lessons. In my opinion, if you focus on too many things at once, then you will become overwhelmed and lose motivation to continue with the process. If you take your time to truly understand and practice each thing, then you will become more successful writing integrated inquiry based lesson plans. This process will help you become a more distinguished teacher and help your students increase achievement.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
Chapter 2 Reflections
Reflecting on What I Know
1. How do I plan an integrated lesson that will work with my students?
In order to plan an integrated lesson, I must become familiar with the ten-step NTeQ model. This model lets me know the different components necessary in order to design an appropriate integrated plan. These steps can be found on page 30 in the text and include specify objectives, computer functions, specify problem, research and analysis, results presentation, activities before, during, and after computer use, supporting activities, and assessment. I would also need to be mindful of real world problems that my students can relate to. Lowther and Morrison (2010) explain that, "By using a realistic problem, the students can more readily manipulate the data needed to solve the problem and interpret the results in terms of the original situation" (p. 34). If my goal is to have students use the computer as a tool to locate and analyze data then I need to ensure that it ties into real world events. Otherwise, the lesson or unit is not authentic and meaningful for students.
2. Why do I need objectives to help with my planning and lesson development?
Objectives are important when planning a lesson because they provide a foundation for the learning taking place. I need to understand the objective being used for my lesson and build my lesson around that objective to ensure my students achieve mastery. If I did not have an objective to refer to, it would be difficult to know where to begin for a particular unit or lesson because the objectives help find a starting point. Objectives also help me create an assessment for the particular unit or lesson because the assessment should directly align with the objective. Having objectives helps hold me accountable for the necessary assessments my students should receive in order to master the units being taught.
3. How can I encourage my students to engage in the processing of information?
There are several ways I can encourage my students to engage in the processing of information. First, I need to provide an engaging and meaningful problem in order for students to gain interest in solving the problem. Second, I need to allow them to use an active approach when solving the problem by using the NTeQ model. Integrating technology would be another great way to encourage student engagement in my class. However, I believe one of the most important ways to increase student engagement is to give them ownership of the problem and an audience to view their results. Lowther and Morrison (2010) state, "If you treat people, young kids included, as responsible, contributing parties to the group, they will grow into it - some better than others, obviously, but all benefit" (p. 37). I think that statement is powerful because instead of engaging students to take ownership, many teachers do the work and relay the information to students, which benefits no-one.
4. Do I have to use a different lesson plan when I want my students to use computers?
It is not necessary for me to use a different lesson plan when I want my students to use computers. I would simply integrate the technology into my lesson plan and mention the type of technology used. Many lesson plan formats have a component involving the use of technology, but if a particular one does not, I would just simply add it in and explain the activity.
5. What is the relationship between objectives and computer functions?
There is a strong relationship between objectives and computer functions when designing an integrated technology lesson. Objectives should be set prior to designing the lesson because it provides the foundation for the unit or lesson being taught. However, once the objectives are determined, computer functions should be matched accordingly. It is important for teachers to match appropriate computer functions to the objectives of the lesson. Different computer programs and functions lend themselves to different types of objectives. For example, lesson objectives that require students to calculate, draw, or graph would match with spreadsheet, drawing, or word processing applications. Those objectives would not match well with a program such as PowerPoint (Lowther and Morrison p.33).
6. Can you use a computer for every objective or lesson?
You could use a computer for every objective or lesson, but I would not recommend it. There are numerous resources and technology tools available for student use so I do not agree with using a computer for every lesson. Students should have exposure to many types of technology to help prepare them for the work force they will soon be entering. If students are not familiar with problem solving using various forms of technology then they are at a huge disadvantage when trying to find a career path. Also, in reality, every lesson taught will not incorporate technology. Some lessons may require other forms of information such as surveys, newspapers, dictionaries, etc. In addition, many schools do not have computers available for every student and the computer labs are only available certain days so it would be unrealistic to use the computers everyday in schools like these.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
1. How do I plan an integrated lesson that will work with my students?
In order to plan an integrated lesson, I must become familiar with the ten-step NTeQ model. This model lets me know the different components necessary in order to design an appropriate integrated plan. These steps can be found on page 30 in the text and include specify objectives, computer functions, specify problem, research and analysis, results presentation, activities before, during, and after computer use, supporting activities, and assessment. I would also need to be mindful of real world problems that my students can relate to. Lowther and Morrison (2010) explain that, "By using a realistic problem, the students can more readily manipulate the data needed to solve the problem and interpret the results in terms of the original situation" (p. 34). If my goal is to have students use the computer as a tool to locate and analyze data then I need to ensure that it ties into real world events. Otherwise, the lesson or unit is not authentic and meaningful for students.
2. Why do I need objectives to help with my planning and lesson development?
3. How can I encourage my students to engage in the processing of information?
There are several ways I can encourage my students to engage in the processing of information. First, I need to provide an engaging and meaningful problem in order for students to gain interest in solving the problem. Second, I need to allow them to use an active approach when solving the problem by using the NTeQ model. Integrating technology would be another great way to encourage student engagement in my class. However, I believe one of the most important ways to increase student engagement is to give them ownership of the problem and an audience to view their results. Lowther and Morrison (2010) state, "If you treat people, young kids included, as responsible, contributing parties to the group, they will grow into it - some better than others, obviously, but all benefit" (p. 37). I think that statement is powerful because instead of engaging students to take ownership, many teachers do the work and relay the information to students, which benefits no-one.
4. Do I have to use a different lesson plan when I want my students to use computers?
It is not necessary for me to use a different lesson plan when I want my students to use computers. I would simply integrate the technology into my lesson plan and mention the type of technology used. Many lesson plan formats have a component involving the use of technology, but if a particular one does not, I would just simply add it in and explain the activity.
5. What is the relationship between objectives and computer functions?
There is a strong relationship between objectives and computer functions when designing an integrated technology lesson. Objectives should be set prior to designing the lesson because it provides the foundation for the unit or lesson being taught. However, once the objectives are determined, computer functions should be matched accordingly. It is important for teachers to match appropriate computer functions to the objectives of the lesson. Different computer programs and functions lend themselves to different types of objectives. For example, lesson objectives that require students to calculate, draw, or graph would match with spreadsheet, drawing, or word processing applications. Those objectives would not match well with a program such as PowerPoint (Lowther and Morrison p.33).
6. Can you use a computer for every objective or lesson?
You could use a computer for every objective or lesson, but I would not recommend it. There are numerous resources and technology tools available for student use so I do not agree with using a computer for every lesson. Students should have exposure to many types of technology to help prepare them for the work force they will soon be entering. If students are not familiar with problem solving using various forms of technology then they are at a huge disadvantage when trying to find a career path. Also, in reality, every lesson taught will not incorporate technology. Some lessons may require other forms of information such as surveys, newspapers, dictionaries, etc. In addition, many schools do not have computers available for every student and the computer labs are only available certain days so it would be unrealistic to use the computers everyday in schools like these.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
Friday, June 22, 2012
Technology is Always Changing
I saw this video and thought it was worth sharing with all of you. After you watch it, the video asks, "What does it mean?" I think that is something we should all think about. I hope you enjoy!
Chapter 3 Reflections
Reflecting on What I Know
1. Why is it important to learn about different technology tools when they are constantly changing?
I think it's important to learn about different technology tools because the more you know, then the more connections you can make with new technology. Even though technology is constantly changing, it is useful to understand the old in order to help you build on that knowledge for the new tools. Many of the new technology simply builds on the previous model or format so it never hurts to learn the current material.
2. Most desktop computers do the same things as mobile devices, so why do teachers need to use both?
Even though most mobile devices are capable of doing the same thing as desktop computers it is still important to have experience with both. Eventually desktop computers may be a thing of the past but for now it is necessary for students to understand that not all technology is mobile. Sometimes we are responsible for bringing our other resources to the computer instead of the other way around. Also, laptops usually have smaller screens so it can sometimes be more difficult for students to use. Lowther and Morrison (2010) describe yet another reason why desktops are beneficial. They explain that, "the mobility of the laptop increases the likelihood that it will be dropped by a student during transport" (p. 66). I worry about the laptops being fragile when I use them with my second graders but I just stress the importance of using two hands and being extremely careful when using the laptops.
3. How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?
Even though digital devices may not be able to perform many functions, they are still worth the money they cost. There are many pros to digital devices and only few cons for most. Table 3.3 on page 75 in the text shows the number of pros and cons for each digital device which helps justify the cost in my opinion. Also, I think many digital devices are beginning to provide even more functions, such as the iPad. The iPad can take photos, search the web, download books, provide GPS navigation, and so much more. This includes many of the digital devices all in one. However, to have the benefits of the iPad the cost is considerably high but still worth it. The school I work at recently purchased 25 iPads for our students. This has been wonderful as we begin transitioning our students into the 21st century way of learning.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
1. Why is it important to learn about different technology tools when they are constantly changing?
I think it's important to learn about different technology tools because the more you know, then the more connections you can make with new technology. Even though technology is constantly changing, it is useful to understand the old in order to help you build on that knowledge for the new tools. Many of the new technology simply builds on the previous model or format so it never hurts to learn the current material.
2. Most desktop computers do the same things as mobile devices, so why do teachers need to use both?
3. How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?
Even though digital devices may not be able to perform many functions, they are still worth the money they cost. There are many pros to digital devices and only few cons for most. Table 3.3 on page 75 in the text shows the number of pros and cons for each digital device which helps justify the cost in my opinion. Also, I think many digital devices are beginning to provide even more functions, such as the iPad. The iPad can take photos, search the web, download books, provide GPS navigation, and so much more. This includes many of the digital devices all in one. However, to have the benefits of the iPad the cost is considerably high but still worth it. The school I work at recently purchased 25 iPads for our students. This has been wonderful as we begin transitioning our students into the 21st century way of learning.
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA.
Chapter 1 Reflections
Reflecting on What I Know
1. Must I use a inquiry-based learning approach in my classroom to use computers as a tool?
Inquiry-based learning is not the only way computers can be used as a tool. Computers can be used in a variety of ways to help students learn new knowledge or practice skills. However, inquiry-based learning does encourage students to gain deeper understanding through the use of computers. According to Lowther and Morrison (2010), "When students use computers to retrieve, evaluate, and manipulate real-world information to solve a meaningful problem, they not only increase their 21st-century skills, but also gain a deeper understanding of core content" ( p.4). Technology is everywhere and knowing that students need to be able to use the computer for more than just games, I believe inquiry-based learning is a wonderful approach to incorporate 21st century skills.
2. Can I still use tutorials and drill-and-practice software?
Even though tutorials and drill-and-practice software should not be used solely, they can still be used in the classroom. Sometimes these approaches are necessary for students to gain specific skills or to practice math concepts. Teachers need to be aware of the amount of drill-and-practice activities they are using because many times they lead to memorization instead of deeper knowledge.
3. Won't I have to spend a great deal of time to develop these units of instruction?
In my opinion, great teachers already spend a great deal of time to develop meaningful lesson plans and units. It may take a little longer when incorporating open-ended problems and technology but if it helps increase student achievement then it is well worth the time taken. The more familiar I become with technology tools and inquiry-based learning, the quicker I will become with designing units and integrated lesson plans. Also, my second grade team could work together to create these new integrated units in order to limit the amount of time each of us would need to spend.
4. Won't every student need a computer to use it as a tool?
It is not necessary for every student to have a computer to use it as a tool. Students can be given specific jobs or even assigned helpers when completing computer tasks. Lowther and Morrison (2010) state, "The learners are empowered as they acquire new skills, and the students serving as coaches become empowered through the opportunity to educate others" (p.14). There are only three computers in my classroom so I am accustomed to pairing or even grouping my students together when they need to complete an assignment. When I group them I typically change their role so they do not always do the same thing within their group. It also gives each student a chance to learn the technology tools being used.
References
Lowther, D., and Morrison, G. (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston, MA. Pearson Education, Inc. USA
1. Must I use a inquiry-based learning approach in my classroom to use computers as a tool?
Inquiry-based learning is not the only way computers can be used as a tool. Computers can be used in a variety of ways to help students learn new knowledge or practice skills. However, inquiry-based learning does encourage students to gain deeper understanding through the use of computers. According to Lowther and Morrison (2010), "When students use computers to retrieve, evaluate, and manipulate real-world information to solve a meaningful problem, they not only increase their 21st-century skills, but also gain a deeper understanding of core content" ( p.4). Technology is everywhere and knowing that students need to be able to use the computer for more than just games, I believe inquiry-based learning is a wonderful approach to incorporate 21st century skills.
2. Can I still use tutorials and drill-and-practice software?
Even though tutorials and drill-and-practice software should not be used solely, they can still be used in the classroom. Sometimes these approaches are necessary for students to gain specific skills or to practice math concepts. Teachers need to be aware of the amount of drill-and-practice activities they are using because many times they lead to memorization instead of deeper knowledge.
3. Won't I have to spend a great deal of time to develop these units of instruction?
In my opinion, great teachers already spend a great deal of time to develop meaningful lesson plans and units. It may take a little longer when incorporating open-ended problems and technology but if it helps increase student achievement then it is well worth the time taken. The more familiar I become with technology tools and inquiry-based learning, the quicker I will become with designing units and integrated lesson plans. Also, my second grade team could work together to create these new integrated units in order to limit the amount of time each of us would need to spend.
4. Won't every student need a computer to use it as a tool?
It is not necessary for every student to have a computer to use it as a tool. Students can be given specific jobs or even assigned helpers when completing computer tasks. Lowther and Morrison (2010) state, "The learners are empowered as they acquire new skills, and the students serving as coaches become empowered through the opportunity to educate others" (p.14). There are only three computers in my classroom so I am accustomed to pairing or even grouping my students together when they need to complete an assignment. When I group them I typically change their role so they do not always do the same thing within their group. It also gives each student a chance to learn the technology tools being used. References
Lowther, D., and Morrison, G. (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston, MA. Pearson Education, Inc. USA
Subscribe to:
Posts (Atom)