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.
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