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.

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.

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.

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