What types of planning and scheduling can be aided with the use of technology?
Word processing and spreadsheet software are wonderful tools for lesson planning. They are less messy, redundant and more time effective than hand written lesson plans. Monthly calendars can also be created using this type of software. Inspiration can be used to connect lessons so that cross connections between content areas can easily be seen. Software can also be used to personalize plans for individualized student needs and scheduling. It's a good place to record notes and comments as well.
Technology is also effective for scheduling. A common need is for keeping track of money for field trips, fundraisers etc. Excel is a wonderful tool for this type of recordkeeping. Scheduling of classroom visitors and speakers can also be kept organized using spreadsheets or word processing software.
Reference: Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Pearson: Boston.
Monday, May 2, 2011
Wednesday, April 27, 2011
Chapter 15 - Assessing and Evaluating, Including Portfolios
What role can rubrics play in lesson assessment?
Rubrics allow students to understand the goals of an assignment. They can focus on learning when they know in advance the teacher's expectations for a given activity. Teams of students can also increase their understanding by assessing peer projects using the rubric criteria. The way an assignment is going to be graded should not be a secret kept from students it is much better if they understand the expectations for their work.
Reference: Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Pearson: Boston.
Rubrics allow students to understand the goals of an assignment. They can focus on learning when they know in advance the teacher's expectations for a given activity. Teams of students can also increase their understanding by assessing peer projects using the rubric criteria. The way an assignment is going to be graded should not be a secret kept from students it is much better if they understand the expectations for their work.
Reference: Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Pearson: Boston.
Wednesday, April 20, 2011
Chapter 11 - Mathematical Modeling
What is microworld?
A microworld is a tiny world inside which a student can test hypotheses, explore alternatives, and discover facts about the world. It is not like a simulation in that the student is encouraged to think about the "real" world not just a simulation of another world. Further it encourages students to apply mathematical facts and ideas while creating their own computer activities, is a good tool for problem solving and making connections to other concepts, and helps students visual mathematical ideas. To learn more about mathematical microworlds you can go to www.microworlds.com/solutions/exploringmath.html.
Reference: Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Boston: Pearson.
A microworld is a tiny world inside which a student can test hypotheses, explore alternatives, and discover facts about the world. It is not like a simulation in that the student is encouraged to think about the "real" world not just a simulation of another world. Further it encourages students to apply mathematical facts and ideas while creating their own computer activities, is a good tool for problem solving and making connections to other concepts, and helps students visual mathematical ideas. To learn more about mathematical microworlds you can go to www.microworlds.com/solutions/exploringmath.html.
Reference: Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Boston: Pearson.
Thursday, April 14, 2011
Chapter 10 - Games and Virtual Environments
How can teachers use games with their students?
There are many educational games on the market today. They can be used for drill-and-skill practice, simulations, tutorials, and content instruction. For example, a game that can be used for drill-and-skill would could be a math game where students solve mutliplication problems to practice their multiplication facts. Students can work on problem solving by playing games that have rules, competitions, and adventures. Another problem solving game is solving puzzles. There are so many ways that games can be used in the classroom.
Reference: Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Pearson: Boston.
There are many educational games on the market today. They can be used for drill-and-skill practice, simulations, tutorials, and content instruction. For example, a game that can be used for drill-and-skill would could be a math game where students solve mutliplication problems to practice their multiplication facts. Students can work on problem solving by playing games that have rules, competitions, and adventures. Another problem solving game is solving puzzles. There are so many ways that games can be used in the classroom.
Reference: Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Pearson: Boston.
Monday, April 4, 2011
Chapter 4 - Emerging and Assistive Technology
Identify five assistive technologies and describe their application.
Alerting Devices - These devices provide flashing lights, amplified sound, and/or vibration. They are often used to alert to a person with a hearing impairment. An example would be a system that emits three slow flashes when the doorbell rings or regular on or off flashes might signal a crying baby.
Voice Recoginition Software - This can be used for people with vision impairments or impairments that make it difficult to use a a keyboard. People can speak to the computer and the computer can type or complete other functions based on dictation or voice commands.
Screen Magnifiers - This makes the print on a computer screen larger so that people with vision impairments can more easily see information displayed on the screen.
Kurzweil-National Federation of the Blind Reader - The reader is a portable device that allows for the blind to read printed documents anywhere. The device takes a digital picture of text and reads it aloud.
Foot Controlled Mouse Pads - This device allows for people that have impairments that effect their ability to use a hand controlled mouse. They use their feet to control the mouse instead.
Reference: Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Pearson: Boston.
Alerting Devices - These devices provide flashing lights, amplified sound, and/or vibration. They are often used to alert to a person with a hearing impairment. An example would be a system that emits three slow flashes when the doorbell rings or regular on or off flashes might signal a crying baby.
Voice Recoginition Software - This can be used for people with vision impairments or impairments that make it difficult to use a a keyboard. People can speak to the computer and the computer can type or complete other functions based on dictation or voice commands.
Screen Magnifiers - This makes the print on a computer screen larger so that people with vision impairments can more easily see information displayed on the screen.
Kurzweil-National Federation of the Blind Reader - The reader is a portable device that allows for the blind to read printed documents anywhere. The device takes a digital picture of text and reads it aloud.
Foot Controlled Mouse Pads - This device allows for people that have impairments that effect their ability to use a hand controlled mouse. They use their feet to control the mouse instead.
Reference: Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Pearson: Boston.
Thursday, March 24, 2011
Technology Integration in the Content Area
What factors must the teacher consider when planning to integrate technology?
Many factors are the same as planning a lesson that does not integrate technology such as: For what ages or grade levels is this activity appropriate? What tasks are most effective in teaching the topic? What extensions might be useful in reinforcing or expanding knowledge gained through the activity?
However, there are additional factors that also need to be considered such as: What technology is best suited for meeting the learning purpose? How can technology be used to optimize learning? How many computers are available?
A teacher will be able to determine how practical using technology in a lesson will be by considering these types of factors. For example, if you want the whole class to participate as a group but only have three available computers you may need to reconsider your options.
Many factors are the same as planning a lesson that does not integrate technology such as: For what ages or grade levels is this activity appropriate? What tasks are most effective in teaching the topic? What extensions might be useful in reinforcing or expanding knowledge gained through the activity?
However, there are additional factors that also need to be considered such as: What technology is best suited for meeting the learning purpose? How can technology be used to optimize learning? How many computers are available?
A teacher will be able to determine how practical using technology in a lesson will be by considering these types of factors. For example, if you want the whole class to participate as a group but only have three available computers you may need to reconsider your options.
Sunday, March 13, 2011
Selecting and Integrating World Wide Resources
What are some strategies for keeping the documents of a website organized?
The key to organization is keeping accurate records of filenames of the HTML documents created. This will also make it easy to modify the website later on. When setting up the website be sure to to document the following information: page titles, source of each link and the reasons it was selected, source of graphics, size and type of graphics, and width of horizontal lines. In addition, make sure to keep filenames brief and logical so that they can easily be located. Another good tip is to always use lowercase filenames, this makes it easier for users to access the site. Implementing these strategies into web design will serve as a checklist when stting up a site and later will help modify the website when changes need to be made.
Reference: Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Pearson: Boston.
The key to organization is keeping accurate records of filenames of the HTML documents created. This will also make it easy to modify the website later on. When setting up the website be sure to to document the following information: page titles, source of each link and the reasons it was selected, source of graphics, size and type of graphics, and width of horizontal lines. In addition, make sure to keep filenames brief and logical so that they can easily be located. Another good tip is to always use lowercase filenames, this makes it easier for users to access the site. Implementing these strategies into web design will serve as a checklist when stting up a site and later will help modify the website when changes need to be made.
Reference: Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Pearson: Boston.
Planning and Developing Technology-Rich Instruction
What is Data Driven Decision Making?
Data Driven Decisions are based on reviewing and understanding a wide collection of data. This data may be in the form of test scores, enrollment figures, demographics etc. Understanding this data helps educators find strengths and weaknesses in their school systems. In turn, they can narrow down what methods and practices work best for a particular group of students and in what areas instruction can be improved. An example of using data to guide instruction would be using the scores from a math pre-test at the beginning of the year. The teacher can then focus instruction on review of material that students tested poorly on. Research also indicates that schools that relay on data to inform their practices perform the highest. That is why it is imperative to use data to make appropriate instructional decisions.
Data Driven Decisions are based on reviewing and understanding a wide collection of data. This data may be in the form of test scores, enrollment figures, demographics etc. Understanding this data helps educators find strengths and weaknesses in their school systems. In turn, they can narrow down what methods and practices work best for a particular group of students and in what areas instruction can be improved. An example of using data to guide instruction would be using the scores from a math pre-test at the beginning of the year. The teacher can then focus instruction on review of material that students tested poorly on. Research also indicates that schools that relay on data to inform their practices perform the highest. That is why it is imperative to use data to make appropriate instructional decisions.
Monday, March 7, 2011
Identify supportive research that emasures the effect of technology on science achievement
When technology is used effectively in the classroom it has a postive impact on science achievement. Students are engaged and learning when using tutorials and simulations. In comparison, drill and practice software have a negative effect on achievement. Simulations can be particularlly useful in the classroom. For example, biology teachers can use dissection simulations. When simulations are paired with hands on activities it is even more effective. Problem-based software also encourages students to focus on the central problem and also enables them to consider real world situations. Overall, students that receive traditional instruction in science which was supplemented with computer assisted instruction gained higher science achievement.
Reference: Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Boston: Pearson.
Reference: Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Boston: Pearson.
Saturday, February 26, 2011
Producing and Presenting, Including Podcasting and Digital Storytelling
What role can digital storytelling play in education?
Producing a digital story provides students with the opportunity to integrate many educational skills with technology. Digital storytelling can help students explore and give meaning to their own experiences while sharing that experience with others. Storytelling requires research on the part of the students, a necessary skill that students need to acquire. It can also help students understand abstract concepts. Finally, digital storytelling fosters communication skills.
Information found in Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Pearson:Boston.
Producing a digital story provides students with the opportunity to integrate many educational skills with technology. Digital storytelling can help students explore and give meaning to their own experiences while sharing that experience with others. Storytelling requires research on the part of the students, a necessary skill that students need to acquire. It can also help students understand abstract concepts. Finally, digital storytelling fosters communication skills.
Information found in Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Pearson:Boston.
Sunday, February 20, 2011
Social, Ethical, Legal, and Human Issues
What is the status of the digital divide?
There is a divide between students who have access to technology and those that do not. There has been progress made in closing the gap, but there is still an unfair divide between technology haves and have-nots. There are two strategies that can help close the divide. One strategy is increasing funding through parent groups, industry partnerships, fundraising, and budgeting to improve access to technology. The other is teacher professional development. Through professional development teachers can create equitable access and help students use technology in a way that suits their individual needs.
Information cited from Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Pearson: Boston.
There is a divide between students who have access to technology and those that do not. There has been progress made in closing the gap, but there is still an unfair divide between technology haves and have-nots. There are two strategies that can help close the divide. One strategy is increasing funding through parent groups, industry partnerships, fundraising, and budgeting to improve access to technology. The other is teacher professional development. Through professional development teachers can create equitable access and help students use technology in a way that suits their individual needs.
Information cited from Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Pearson: Boston.
Monday, February 14, 2011
Simulations and Data Analysis
What factors must teachers consider when planning data analysis activities?
Teachers must consider age and skill level of students when planning data analysis activities. One does not want the activity to be too challenging or not challenging enough. Students should be exposed at a young age and increasingly build skills and work their way up to more sophisticated concepts and procedures. Teachers must also remember not to rely on software to teach higher-order thinking skills. Students should also be encouraged to explain their thinking during the process.
Information obtained from: Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Pearson: Boston.
Teachers must consider age and skill level of students when planning data analysis activities. One does not want the activity to be too challenging or not challenging enough. Students should be exposed at a young age and increasingly build skills and work their way up to more sophisticated concepts and procedures. Teachers must also remember not to rely on software to teach higher-order thinking skills. Students should also be encouraged to explain their thinking during the process.
Information obtained from: Bitter, G. & Legacy, J. (2008). Using Technology in the Classroom. Pearson: Boston.
Tuesday, February 8, 2011
Getting to Know the World Wide Web
How does the hypertext structure of the World Wide Web facilitate nonlinear, dynamic access to information?
Clicking a hypertext link makes it easy to access information found outside of a web page. Many websites feature hypertext links to relatable resources. This is especially helpful for teachers. They can access many lesson plan ideas and activities using one website that links to other helpful sites. They can also use hypertext links in PowerPoints and SmartBoard lessons to instantly go to an audio or video clip.
Clicking a hypertext link makes it easy to access information found outside of a web page. Many websites feature hypertext links to relatable resources. This is especially helpful for teachers. They can access many lesson plan ideas and activities using one website that links to other helpful sites. They can also use hypertext links in PowerPoints and SmartBoard lessons to instantly go to an audio or video clip.
Productivity Tools and Application Software
How can spreadsheets and databases be used to address different learning goals?
They can be used to manipulate math and science information and helpful for understanding mathematical formulas. Other subjects can also be enhanced and made more interesting using spreadsheets. Data used in social studies such as income distibution, census information and population growth can be used in a spreadsheet. Spreadsheets can also be used to to manage research data.
They can be used to manipulate math and science information and helpful for understanding mathematical formulas. Other subjects can also be enhanced and made more interesting using spreadsheets. Data used in social studies such as income distibution, census information and population growth can be used in a spreadsheet. Spreadsheets can also be used to to manage research data.
Thursday, February 3, 2011
Getting Started with Technology
What are the trends of the Information Age?
In the Information Age more jobs involve creating, managing and transerring information. This is a marked difference from the Industrial Age that preceded, where workers were involved in manufacturing of products. The global economy is increasingly built on information instead of goods and services. There are three trends that have significant implications for education:
1) A shift in demographics.
2) An acceleration of technology.
3) An ever-expanding base of available data through which to search, sift, sort, and select.
Educators must provide training to produce technologically literate students in order for students to gain successful employment once they leave school.
In the Information Age more jobs involve creating, managing and transerring information. This is a marked difference from the Industrial Age that preceded, where workers were involved in manufacturing of products. The global economy is increasingly built on information instead of goods and services. There are three trends that have significant implications for education:
1) A shift in demographics.
2) An acceleration of technology.
3) An ever-expanding base of available data through which to search, sift, sort, and select.
Educators must provide training to produce technologically literate students in order for students to gain successful employment once they leave school.
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