Teacher, Technology, and the Classroom

What can I do to "get ready" for a lesson in which my students use computers?

To get ready for a lesson in which the students will be using computers, a teacher can make sure that all websites and computers are working and are easy for students to access and understand how to use. Teachers need to have sites bookmarked, have clear instructions for students on how to access the information they need, and how to work the computer components of the lesson. 

Where does the "computer part" come when I am teaching a lesson?

The computer part of the lesson can fit in anywhere that it makes sense within individual lessons. When describing the lesson to someone, it could be described how it is going to take place, what the students will benefit from using computers, and how the use of technology will help them reach the end goal of their lesson. 

How do you ensure equal access for all students with only three computers?

For a class with only three computers, a schedule would need to be set up so that students can have equal turns using the computer. This could be per day, per week, or per center choice time. Some students might show more interest in the computer, which would need to be balanced with students who do not show as much interest, because every student needs to be able to gain 21st century technology skills. 

Graphic Organizers

How do I know that students understand a concept?

Through the use of tools such as graphic organizers, teachers can have students map out information that they need to know in various manners, which will help them determine if the student has a good understanding of the material. Graphic organizers help students process information and categorize it in to different segments based on how the organizer is set up. These help in many different types of lessons to help students dig deeper in to information.

How can you depict student misconceptions of key information?

If a student creates a graphic organizer with information that is incorrect, this will help alert the teacher that there is some misconception of the knowledge presented to them. This will then help the teacher to be able to go back and look at what the student does not understand and help them correct it.

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

Different graphic organizers can help students brainstorm before an activity. They can write out hypotheses in them, what they think they will learn, and what they want to learn. They can take these in to lessons and help develop what is being taught through using what they have set up before the activity. 

Cyberbullying Case Studies

1. Penelope and Rosetta work together on the Kinseytown High yearbook. They are usually friends, but have a heated disagreement over the artwork for the yearbook’s cover. During lunch period, Penelope sends a text message to Rosetta

stating “I’m so mad I can’t even sit near you. Leave me alone today.”

This particular circumstance does not constitute cyberbullying. Text messages are not included in what counts as 'cyber' and the comment that Penelope sent to Rosetta is only an insult, and not a direct threat. Therefore, because of the level of the comment that was made, and the fact that it was a text and not sent via internet, makes it not a case of cyberbullying. There would be no legal consequences for a text such as this being sent. 

2. Marla is a new student at school. In the school computer lab, William sets up a page on MySpace called “Marla Go Home!” Several students post derogatory messages about Marla’s appearance, calling her a “slob” and a “loser.” Marla sees the page and leaves early. She stays at home for several days.

This instance is definitely a case of cyberbullying. It took place on the internet, and defaces the student Maria. It took place on school grounds which means that the school can take legal action in this case. The school can discipline the students who made the MySpace page, and take action that could lead to suspension or expulsion. Legally, it depends on how Maria takes what is posted to her. If she takes it harder than just staying home for a few days, then extra charges could be placed against the students who made the website.

Chapter 11 - Integrating Problem-Solving and Educational Software

What are the benefits of using problem-solving or educational software?

There are several benefits of problem-solving software listen on page 284 in the textbook. These include increased student attention and motivation, but also the increase in skills involving thinking, planning, learning, and technical skills. These all help students in many aspects of their education as well as work-place preparedness. 
Educational software also has many benefits. Students are being asked to utilize more and more technology in their schooling and in their careers. The more familiar students are with technology from a young age, the more career skills they will be equipped with. Along with this, drill-and-practice software gives students the opportunity to practice basic skills that provide immediate feedback for them to figure out how they are doing. 

How do I choose the correct software?

Teachers can use software reviews to figure out if it is something that will work for their lesson or they can check with other educators to see if someone else has used that product before for a similar lesson. Making sure that the software does what you are expecting it to do before implementing it in a lesson is very important and can prevent disastrous situations from occurring. 

When I integrate problem-solving or educational software into a lesson, what changes will be needed?

There are several changes to an NTeQ lesson plan listed on page 292 in the textbook. There are six of the components that will need changes; computer function, research and analysis, results presentation, activities during computer use, activities before computer use, activities after computer use. Each of these areas should be assessed when using problem-solving or educational software to determine how the software will fit in to the lesson plan.

Chapter 9 Integrating Multimedia as a Tool

How can my students use multimedia for their projects?
  
Unfortunately, the students I teach and will be teaching in the future are pre-kindergarteners and do not have an understanding of technology. However, if I were teaching students who were able to create presentations, I would encourage my class to make presentations that focused on the material that they are being asked to relay. There are many good options for embedding pictures, videos, links, and more in to multimedia presentations to enhance what students are being asked to do.
Students could use multimedia to present on a number of subjects from math to book reports to a social studies or science lesson. This helps students prepare for the work environment where people are often asked to make presentations in the work place. 

What applications are available for creating a multimedia presentation?

There are many different software and web-based applications and products available for creating multimedia presentations. There are software applications such as Powerpoint that are easy for students to use, and websites like Prezi that are easy to sign up for and are very user-friendly. 

Should I place limits on how my students use multimedia?

The textbook notes that sometimes students become more fascinated with adding bells and whistles to their presentations than focusing on the content. One suggestion that the book has is to limit their time making the presentation to just using a bland format, and then giving a few minutes after the presentations are complete to allow them to add some bells and whistles to spice up their presentations. 

Delicious

I found that it was relatively easy to find good sites to bookmark on delicious.com. Since I am already teaching preschool full time, I am aware of and use many of these websites every day. I enjoyed getting to know this tool so that I can have access to many sites that I regularly use in one place. I did not personally find many sites that were claiming to be educational that were just trying to sell products, though I believe there are many out there. A majority of the sites I found were valuable as a resource in some manner. Many preschool teachers blog and post about resources they have created and work together as a community to help other preschool teachers. I think Web 2.0 sites are therefore really valuable to a preschool teacher, as many teachers can and often do share their ideas via these sites. I did not seem to choose many of the same sites as my other classmates, likely because we are in different licensure areas. I liked finding more ideas for my classroom and seeing what options are out there as resources for my future profession.

My Delicious site can be found at delicious.com/saralynn88.

Reflecting on What I Know Chapter 6

Now that I have access to the Web, how can I use it effectively?

There are many useful tools on the Web for teachers to use. There are search engines, communication tools, lesson plans, video conferencing or calls via the web. Search engines can be used to help students research for assignments or lessons. Communication tools can be used for students to have access to people with more knowledge on the topic they are researching or to communicate with their teachers. Teachers can use the Web to access their lesson plans and to get ideas for their lesson plans.


How do I manage students' use of the Web in my class?

There are several tools such as software and internet history lists that teachers can use to manage their students' use of the Internet. These can help teachers identify problematic use and figure out how to correct it.


Which features of the Web do I use?

Teachers can use many tools on the Internet to help students in the classroom. Teachers can use many of the ones listed above, such as search engines and asynchronous websites to further their teaching and how they help their students learn. Teachers can use tools such as GoogleDocuments to share information with their students and communicate with parents and help students share information with each other. Teachers can use the Web to communicate with other teachers and share ideas for lessons. These and many other features on the Web help teachers with their instruction and students with their learning.

Chapter 4

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

There are currently 5 types of software that are available for use: productivity, research, communication, problem-solving, and educational. The best approach is to analyze your lesson plan, and determine which of these kinds of software would best fit your lesson. Then, look through various softwares within that category and see what would be easiest to assimilate in to your plan and what the students would be able to use the easiest.

I understand why students should use educational software and the Internet, but why should my 4th graders learn to use spreadsheet, database, or video editing software? 

For each grade level, there are different state standards that are set. Each goal is to help the students in the future be able to keep up with the technology they will be presented with. Students are having to learn to use and incorporate technology at a much earlier age than they used to because it is becoming a much more prevalent tool in the classroom and more is expected of the students.

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

Through students using various types of software, they are exposed to different skill sets and information. Through research software, for example, they can be exposed to many different objects related to their lessons and expand their learning and research skills that way. Through communication software, they can grow their knowledge base by communication with teachers, experts, other students, all to help learn more about a certain topic and continue their education. This also relates to state standards for each grade level and how they are assessed, and also how students are using technology in the classroom today to further their learning.

Reflecting on What I Know:: Chapter 2

How do I plan an integrated lesson that will work with my students?

Several things should be assessed when planning a lesson. These include how long the attention span of the students is (page 29) and acknowledging that not all objectives work with a computer (page 29). For the students in my licensure area (birth-kindergarten), they have pretty short attention spans. I would likely plan short lessons that might incorporate a video on the Smart Board, a game on the Smart Board, or doing some teacher led research on the internet to find out more about a topic.

Why do I need objectives to help with my planning and lesson development?

The textbook lists two different types of objectives, behavioral and cognitive (page 31). These two types of objectives help the students focus on what they should be learning and what the teacher is asking of them. Behavioral objectives help a student know what they should do and help the teacher identify the outcomes, and cognitive objectives help them determine what they should be learning.

How can I encourage my students to engage in the processing of information?

Through planning interactive and engaging lessons, teachers can help students to engage in the processing of information. As a teacher, one should engage in critical thought with their students on a regular basis to encourage them to think about what they are working on, and become better researchers.

Do I have to use a different lesson plan when I want my students to use computers?

When planning to use technology in a lesson, it helps to use an NTeQ model lesson plan. These help the teacher and students focus on the technology related goals that will be achieved through the lesson plan, and how the technology plays a role in achieving the desired results.

What is the relationship between objectives and computer functions?

Page 33 in the textbook helps us understand the relationship between objectives and computer functions. Once an objective is clearly stated, the process needed should be determined, and then matched with a computer program that can achieve those results.

Can you use a computer for every objective or lesson?

There are a wide variety of digital tools available for classroom use in today’s classrooms. There is likely a component of technology that can be integrated in to most lesson plans, but it is not necessary to incorporate it into each lesson plan. For my students in preschool and kindergarten, more learning is hands on through engaging with art, books, blocks, and through play vs. technology.

Lowther, D. L., & Morrison, G. R. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st century. Boston, MA: Pearson Education, Inc.

Reflecting on What I Know: Chapter 5

How can I get my students to ask questions about the research they are conducting?

There are many methods outlined in chapter 5 of Lowther and Morrison's (2010) textbook helping future teachers understand how to get students to ask questions about the research they are conducting. These include think cycles, generative strategies, and think sheets (pages 125-126, 129, 131-132). Using these functions, students are able to focus in on what they are researching by coming up with questions such as what they already know, what they want to know, and then reflecting on what they learned during the research. These strategies help students stay focused and allows teachers to ask pointed, leading questions and provide an outline of what the students should be researching.

How can I teach my students to solve problems?

Helping students think critically and to solve their own problems is a big part of teaching. Teaching should not be based around providing students with the answers but equipping them to find their own answers. Using lesson plans to help students identify problems and then set them up in the lessons to find the answers using research could help students to learn this skill. Using skills like integration and organization will help students to focus in on their information and apply it to what they know and what they are researching now.

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?

Over time, these skills can be developed in a teacher and their classroom. No one who is new to technology will immediately figure it out, let alone how to integrate it into their teaching style and lesson plans. Through studying the technology and different lesson plans and strategies for incorporating it that are available for teachers to utilize will help teachers become familiar with how it works and how it can be applied into their lessons to help the students become critical researchers. Technology is a great tool to utilize to help students become better researchers and to help them solve problems, and it is one that teachers should try to take advantage of as much as possible.

Lowther, D. L., & Morrison, G. R. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st century. Boston, MA: Pearson Education, Inc.

Assistive Technology

Sara Lynn Jennings

EDTC 5010 Section 602

Spring 2014

Assistive Technologies

Carl: limited speech and motor disabilities. Difficulty with fine motor skills, making writing almost impossible. He is also impeded in communications with his teachers and classmates.

The website www.rehabtool.com offers a product called Vocalize which helps people who are impaired in communication with others to use the computer software to help them communicate more effectively. I would recommend this or a similar software for Carl to use to help him communicate with his teachers and classmates. Another thing that Carl might benefit from are adaptive classroom items like pencil grips, adaptive scissors, etc. There are many of these items available to help students with fine motor skill difficulties.

Shawna: has limited vision. unable to see standard size letters and words

For Shawna, one of the items I would recommend that she have access to in her classroom is text-to-speech software, whether it be on a personal computer or a class computer. This would allow her to participate when books are read that could be read to her via computer, or assignments that are typed could be read to her so she could follow along. Another thing I would recommend for Shawna is using a small, portable magnifying glass, such as one that is available on http://www.freedomscientific.com. This would help Shawna be able to participate in reading assignments and to be able to follow along by seeing bigger images.

Serena: primary language is Spanish. struggling with reading assignments. Her parents speak no English

Depending on how old Serena is, she could utilize websites like www.eslcafe.com to study English through quizzes and activities on the website that help her with her English. Another website that is helpful for students http://www.englishclub.com/learn-english.htm which also has quizzes and stories for students to practice based on their grade level. There could also be some software available in her classroom that translates from Spanish in to English. There are also devices available such as The Talksystem (http://www.talktech.com) that translate what someone says in to headphones that another language speaker can listen to in their language.

Rehabtool (http://www.rehabtool.com/)

Dave’s ESL Cafe (http://www.eslcafe.com/)

RNIB (http://www.rnib.org.uk/)

Freedom Scientific (www.freedomscientific.com)

English Club (http://www.englishclub.com/learn-english.htm)

Chapter 3 Review

Why is it important to learn about different technology tools when they are constantly changing?

It is important to learn about different technology tools, even though they are constantly changing, because even if they make small changes, the basics will still be the same. Once you have a grasp on how various parts of technology work, it will make picking up on the changes that much easier. Figuring out how all the different parts of technology work together and relate to one another also helps in figuring out what pieces of technology are needed in your classroom. 

Most desktop computers to the same things as mobile devices, so why do teachers need to use both?

Even though desktop computers and mobile devices do a lot of the same things, there are a lot of things that a desktop computer can do that mobile devices can not. For many people, including many young children, it can be much easier to use a keyboard than to type on a mobile device. On the flipside, mobile devices can be used throughout classrooms and even taken outside to do research on the fly with children. They provide more access to opportunities for learning and make the internet a part of every day learning. 

How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?

I think that allowing students the opportunity to explore many forms of digital devices opens them up to be more a part of society in the 21st century. Students who have access to various cameras, phones, Smart Board, keyboards, touch screen devices, and mouse operated computers early on in their education will be more ready to utilize these devices to help them succeed as they continue in their educational career. 

Reflecting on Chapter One

Must I use an inquiry-based learning approach in my classroom to use computers as a tool?

Chapter one in the textbook introduces the integrating technology for inquiry (NTeQ) model that has been uniquely crafted to enhance learning through technology in today’s schools. The five basic components of this philosophy are the teacher, the student, the computer, the lesson, and the learning environment (page 15). The outcomes for each of these elements listed are very desirable for a student’s educational journey. As far as how this NTeQ model directly should affect the student, they should be actively engaged in the learning process, assume the role of a researcher, and gain technological competence (pg. 19). It would be an excellent addition to student’s school career if they gained all these things from their time spent in the US education system.

Can I still use tutorials and drill-and-practice software?

Drill-and-practice software is a valid way for students to practice certain skills and gain reinforcement. It should not be the only method used to incorporate technology in to a classroom by any means, but it should not be ruled out altogether. Page 9 in the textbook describes drill-and-practice educational games as “based on a behavioral approach to teaching and emphasize rote memorization. This approach to using technology and software is inconsistent with current reform initiatives...the newer educational models encourage teachers to implement a student-centered approach in open-ended environments that engage collaborative groups of students in using technology to solve meaningful problems.” I agree with this analysis of how technology was used in the beginning years of it’s existence, and that it is an outdated method of teaching. It is much more important for students to be able to use their minds and creativity to work together and problem solve using technology to achieve that end. I believe that drill-and-practice software should be used minimally and only in certain circumstances, but that it could be used to achieve certain means in a classroom. 

Won’t I have to spend a great deal of time to develop these units of instruction?

Teachers who are competent in using the technology that is in their classroom will not have to spend a great deal of time developing lessons for adding technology to their instruction. There are plenty of tools already formed online and via software that teachers can implement, and once the technology is understood, it is easy to plan lessons to engage the students to “use technology to retrieve, evaluate, manipulate real world information to solve a meaningful problems” (pg. 4).

Won’t every student need a computer to use it as a tool?

In an ideal world, schools could provide each student a computer, or at least have a library with computers available to the students on a daily basis. Based on the reading in the chapter, it appears that this model is designed for students to work collaboratively on assignments and learn from one another in doing so. This would only require classrooms to have a few computers for students to use in groups. This is still a far cry form where classrooms in most schools in America are at these days, but it is not an ideal society. Money is not abundant where schools are concerned, and so hopefully one day students could learn in an environment where they would have access to more technology, but at the end of the day, people went through school their whole lives with no computers until a few years ago and are still competent, productive members of society who have adapted to using technology in their lives now.