iFuture: My Future in a Digital Classroom

I do not, by any means, intend to describe myself as being overly tech-savvy. I see the terrific work that my peers are currently doing in EDTC 5010 and I am amazed at out much I have to learn. At best, I would put myself around the average standard of technology users, as most of my life is centered around some form of connectivity. That being said, after reading the “New Insights on Technology Adoption in Schools,” by Lorraine Sherry, Shelly Billg, Fern Tavalin, and Gibson, I found myself around Stage 2: Teacher as Adopter. At the beginning of this class, I did feel more align with Stage 1: Teacher as Learner, but I have since been able to find my footing in all of this technological information. I am starting to feel much more at ease as I experiment and tinker around in different web sites and evaluate new software. I think this speaks volumes about how integrated my classroom will be because I feel as though I have gained so much knowledge in such a short time. By the time I officially begin my career as an educator, I am quite confident I will be much higher on this Adoption Scale.

Technology is improving at such a rapid rate, it is hard to imagine where I will be in five years with regard to the use of technology in the classroom. I imagine that I will hopefully have access to some of the top software and hardware products that have been carefully evaluated by my peers and I. I would definitely like to have finished my Master’s degree in half this time and because I will be able to acquire it almost entirely online. I have not quite decided on which Master’s degree program to enter yet, but after ten years I would like to be in an administrative position so that I may truly take a leadership role in the advancement of technology in the classroom. Of course, it will be technology that will assist me in accomplishing these goals as the Internet and the unlimited resources it provides will allow me to be apart of the most highly capable and intelligent generation of educators.

Living During A Revolution

Many thoughts ran through my mind while reading an article entitled “Critical Issue: Technology: A Catalyst for Teaching and Learning in the Classroom,” written by Gilbert Valdez, PhD. First, I could not help to notice a reoccurring theme being addressed from the beginning of the article. The use of technology in almost every aspect of human life. Having spent the larger portion of my life dominated by technology from video games, social networking sites, sites that allow you to illegally download favorite songs to your mp3 player, then to an iPod. It was not very long before one simple tool was created that allowed users to access all the above instantaneously. All the information one could ever ask for a simple click, push, or slide away on any number of brands of smart phones or tablets. As I am writing this, I am swiping my fingers all across my Mac, researching everything from vital information needed for my EDTC 5010 class, created supply and demand graphs for my Economics class (in fact, both classes are online), following the terror attacks in Norway, and following just about everything Philadelphia on Twitter. I am only 25 years old I have bore witness to the most exponentially expansive time in human history. I have watched the world rapidly speed up and I, too, have tried my best to keep up. I am still trying to keep up. Immanuel Kant wrote about Education, saying that it was up to generations to expand beyond their preceding generations. I absolutely believe this to be true and I feel a sense of pride for the legacy my generation is going to leave. But this legacy is in currently under question as many educators are balking at the total integration of technology into the high school classroom. If technology is assisting us in everything else in life, why the hindrance in the field of education?

This article was a great read following my current participation in EDTC 5010 Computers and Education course at East Carolina University. Throughout this course, I have been introduced to new resources that will undoubtedly make my career as an educator much easier. I often wonder how much slower and inefficient my life would be without the technology around me. During the course of this summer, more specifically the five weeks spent keeping up with this class, I have constantly reflected on how technology will continue to run my life. I currently keep all my financial records and important passwords on my laptop via spreadsheets, iTunes houses all my songs and play lists, I watch my favorite videos on Youtube, record important dates, see new pictures of my family, and apply for jobs. Now, thanks to this class, I have acquired key skills that will allow me to utilize these resources to help educate young people in innovative ways. I am excited to help lead the next generation into a world I can only begin to imagine.

Chapter 11 Reflection

To my knowledge, there are numerous ways that problem-solving or educational software can be beneficial to the learning process of k-12 students in any area of study. This is because not only are there literally thousands of different styles of software that cater to the many different needs of each student, but because these thousands of tools have been evaluated by the thousands of teachers who use them. Evaluations consist of how effective or ineffective a particular brand of software was able to relay a lesson to students. It is judged on how well it aligns with the objectives of the standard course of study, the ease of use for students and faculty, and how well students perform using it. It is also important that users (students) enjoy their experiences while using the software. If the software is boring and colorless, students may think of using it as a chore rather than a reward. Morrison and Lowther (2010) tells us students are learning at a higher rate when they don't realize they are even learning. More specifically, what resulted was "more positive attitudes out these subject areas" (Morrison and Lowther, 2010). This is an important feature of educational software as learning becomes easy and students are enthusiastically engaged in their own process as well as the process of their peers. Morrison and Lowther (2010) also tells us that "one of the key benefits of drill-and-practice software is the opportunity for students to engage in interactive basic skills practice that provides immediate individual performance feedback." This is why it is necessary for teachers to evaluate every software rather than taking the distributors "guarantee." The benefits of using such software are large in number and these certain tools must be highly sought after by educators.

Choosing the correct software is actually easier than one would think. There are literally dozens of websites that not only sell a large variety of educational software but also offer evaluations from educators. If an educator wanted to test a brand new piece of software and was not sure about its' functionality, ease of use, or alignment with course objectives, self-evaluations are rather easy as well. After all, teacher are going to use it, why should we not be the ones to evaluate it first hand for ourselves? Morrison and Lowther (2010) offer five easy steps to include when doing such an evaluation. First, instructors want to focus on "Content Accuracy," making sure the program is about History or Science (obviously depending on the course of study). Second, "Research-Based Instructional Strategies" focus on how motivational, interesting, and how well it offers feedback to the users. Thirdly, educators want to focus on how well it meets the objectives of their standard course of study. Fourth, educators want to make sure the program effectively assesses the information that was covered. Finally, instructors want to put themselves in the shoes of his/her students while testing the software to ensure it is easy to use and to determine how much information needs to be covered prior to allowing students to use for themselves. This may seem like a lot, but to test different software, one essentially needs to simply tinker around on it for an hour or so, keeping notes on certain positive or negative attributes.

When it comes to traditional lesson plans, teacher of the past would only need to make sure students came prepared to class. This involved paper and pencil (or pen)and their text book opened to the correct chapter. For the teacher, he/she only needed to make sure the correct 35 mm slides were set up or, more recently, the correct power point presentation was set up. If so, class could go smoothly and there might even be time for a little activity or maybe the class would get to watch scenes from a relevant movie. Today, however, the technology exists that allow lesson plans to have a much wider range of variety and style. Students can also engage in their own learning process. The largest change with the integration of such technology, at least to me, is the preparation one must go through to ensure that class still goes as smoothly as it did when less was involved. Essentially, students must be educated before they can be educated. This means, educators must take the time to show what is proper "netiquette" and what entails as being too much information. Morrison and Lowther (2010) explains more specifically what would change when a lesson plan involves problem-solving or educational software. There are six key components that differ from a lesson plan that involves this type of software: Computer functions, research and analysis, results presentation, activities during computer use, activities before computer use, and activities after computer use.

Chapter 8 Reflection

As Morrison and Lowther (2010) suggest, there are two types of data that can be collected with the use of Spreadsheets. First, there are data in the form of numbers, such grade point average, scoring average in sporting events, math functions. The second kind of data comes in the form of text, such as names of plants or names of students. In a lesson integrated with spreadsheets, students could study how the voting system works by conducting their own vote, collect and analyze the data, and view the results in the form of a graph.

As previously stated, spreadsheets has multiple functions that allow users to enjoy multiple uses. A few of these uses include basic math functions that allow users to easily discover averages or percentages. This can create a short cut for students when looking for any trends in their data. These trends can also be presented in the form of a bar graph, scatter plot, or line graph depending on the class.

As a teacher, I would require my students to keep up their own record of assignments to eliminate the constant questions of how they are doing in my class. They would have every assignment and grade already logged in their spreadsheet. The students could then present this data in the form of a line graph to see if they have progressively improved or regressing in my class. This is important because it can show students how much they have been slacking in class and allow them to correct it. Many times, when I was younger, I would not realize how behind I was getting. If I had a graph that could illustrate my behaviors, I would have been able to eliminate the waste much quicker.

It is also quite possible to create a simulation through the use of Spreadsheets. Morrison and Lowther (2010) offer the example of demonstrating the different weights people would experience on different planets. Each student could input their own weight and convert it through basic math functions to see which planets they would weigh less or more on.  This is a great example but there are many other examples that exist. Another such example could be simulating the currency exchange rate between different countries. Students who have part-time jobs could find this especially interesting if they discover how much their paychecks would be worth in a third-world country.

Chapter 7 Reflection

Word Processing simplifies the writing process a great deal, allowing students to accomplish their goals of writing a letter or research paper in a shorter amount of time. Morrison and Lowther (2010) provide a comparison of the different processes students go through in writing a paper by hand or by computer. When a student composes something by hand, much is wasted. For instance, paper is being wasted on every little mistake. This causing time to be wasted, especially if the means to avoid it are available. The student using a computer does not waste paper because the document can be checked for errors at any time and corrected. Additional features can be added to the document like images or colors that would not have been previously possible.

Through the use of word processing, students can actually engage in higher-level thinking. This is possible as a result of the additional functions that are available through word processing. For instance, the use of hyperlinks to provide support from an image, video, or educational essay/journal that the reader can click on and view. Word processing also allows more creativity to take place as many different styles, pictures, audio/video etc, can be added to a work to make it look either funny or professionally done.

Morrison and Lowther (2010) provide an example of how the individual needs of students are met through the use of Word Processing. These needs can be met through the functions that are associated with the software. Misspelled words are underlined so the student knows his/her mistake. The student can then select which word he/she was attempting to spell from a word bank. If the student is not sure of the correct spelling, he/she can look up the definition through the program. This allows students the same level of thinking as before only without the teacher having to do it for them. Students are able to take more ownership of their work through word processing tools.

Reflection Ch. 10

Reflecting on What I Know pg. 257 of Integrating Computer Technology into the Classroom


1.  When presenting a lesson plan using graphic organizers, like Inspiration (Morrison & Lowther, pp. 261), it is said that students across the board tend to achieve higher results then lesson plans that lack this software (Morrison & Lowther, 2010). How does an educator gauge such success however? If the teacher assigns a project to his/her class that integrates graphic organizer software, assessing the achievement of goals becomes rather easy. This is because this software allows students to present information in such a way that the information becomes easier to understand. For instance, a student in history could create a timeline of the major events that caused the American Civil War. Since this information may be difficult to simply memorize, putting into a easy to view timeline will help them to better remember such information. This tends to work better than, say, writing and memorizing simple flashcards. If the students can accurately place events in the right chronological order it has become apparent that the information was retained.

2.  If a student has misplaced dates with their corresponding events, it would become apparent that the student did not fully grasp the lesson. Another example would be if a student incorrectly placed event in the wrong state or, during the presentation, placed a state in the wrong region of the country, one could conclude quite clearly that the student has yet to understand time and place of historical events. The text described using a comparison of Presidents Kennedy and Lincoln. Obviously they were both assassinated, yet if students failed to make this connection then one would have to rethink how the lesson plan was constructed in the first place. Regardless, the instructor would know immediately of this problem through the use of graphic organizers.

3.  I would begin a class project with brainstorming activities. First, I would have each group simply write down everything they associate with their topic. For instance, if the topic was "Socialism vs Capitalism" students may right down "Russia vs the US" or (this is all probably wishful thinking) Karl "Marx vs. Adam Smith." After they have written down these words, they may have an understanding of where they might want their project to go. They could start with contrasting the ideas of the two philosophers and the role these differences played in the Cold War between Russia and the US. Obviously, the use of graphic organizers, more specifically the Brainstorming application of such software, will enable students to save ideas as they may rapidly enter their minds. This way, they can always go back to include or exclude an idea and not have to worry about forgetting something that was potentially brilliant.

Reflection Ch. 9

Reflecting on What I Know pg. 234 of Integrating Computer Technology into the Classroom:


1. Students at any grade level can use multimedia technology in a variety of ways. My area of certification will be in high school Social Studies, therefore, I may assign my class to create a multimedia presentation involving any important historical event during a certain timeframe. This may involve students creating a powerpoint presentation of the events leading up to, during, and after the invasion of Normandy in WWII. The students may include a brief presentation of the opening scene of the movie Saving Private Ryan which depicts this event.  They may even poll the class on whether they feel the decision to invade Normandy was a good one or not. After presenting the information, they could calculate the results of the poll in excel and present what the percentages are (for or against) for extra credit. The point of multimedia, as it is demonstrated in the Classroom snapshot on pg 234 of Integrating Computer Technology into the Classroom, is that students are researching data while learning valuable technological skills. More importantly, they are doing it while having fun. Students would better react to the aforementioned assignment than the traditional 10-page research papers of the past.

2.  Students can use powerpoint to generate a slideshow of information in a combination of text format and images. Students can even create their own movies using software like iMovie and link it to their presentations. Students can also use excel to demonstrate certain percentages that may further a point that is being conveyed. In Social Studies this may involve showing which states have traditional voted Republican or Democrat and what they percentages tend to be. They can paste these results to a picture of the US to make it more readable for their classmates.  Students can also add music by uploading mp3s to their presentations to demonstrate public opinions of a certain time. In History, for instance, artists such as Bruce Springsteen and Bob Dylan made songs that protested against events such as Vietnam or the misuse of the military within our own borders. This is, however, the tip of the iceberg and the direction students can go really depends on their own creativity.

3.  I would not impose limits on the use of multimedia unless it directly violates my class policies. Anything pornographic, unnecessarily violent, or containing inappropriate language is obviously off limits. All information or use of the multimedia tools must be relevant to class but as long as it follows these simple guidelines, I would allow my students to be as creative as they want. I understand that some students feel more comfortable being told specifically what do because they are unsure about themselves. I would work closely with these students and offer some good ideas to hopefully get them going and allow them to truly create something magical. Putting too many limits on their multimedia projects would cause them to not feel true satisfaction when they have a finished product and that would run counter to what multimedia presentations are all about.

Reflection Ch. 4

Chapter 4 Reflection: page 92 of Integrating Computer Technology into the Classroom


1.) Determining which type of software to include in a lesson would be determined by the nature of the lesson.  As the question indicates, there is a very large number of different types of software that exists.  Depending on what the lesson is aiming to accomplish, the software that is included should be one that allows these goals to be reached easier.  For instance, if I am teaching a Government class and my lesson plan is centered on the Bill of Rights, I may want to integrate a Drill-and-Practice type software program.  This type of program, according to Morrison and Lowther (2010), assesses information that has already been presented.  Although the text says that this type is mostly found with Language Arts or Mathematics, it could work just fine with this lesson if it was, perhaps, a matching game of the First 10 Amendments.


2.) In today's classroom it is becoming more and more necessary for young students to become tech-savvy.  Fourth-graders can benefit from programs such as spreadsheets to keep better track of their grades or even after school activities.  If a teacher assigned a class project that involved presentations, video editing may benefit the students to capture the most relevant information from various sources or even tape and edit their own movie.  If the technology is there and is easily used by students, then it should be made available to them.

3.) To improve on state test, students can use various types of software.  For instance, they can improve righting skills through the use of software like MS Word.  Students can also gain a wide range of knowledge about various topics that may be on such tests through Research Software or Communication Software.  This would include searching through academic websites or participating relevant blogs.  Then students can access practice test, which would be a form of problem-solving software, to see where they stand before taking state test.

Reflection Ch. 3

Chapter 3: Page 58 of Integrating Computer Technology into the Classroom


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


It is very important for educators to stay up-to-date with the latest technological advances to better reach the objectives of his/her lesson plan.  If a new version of educational software is made available that greatly improved upon the previous one, it may be beneficial to the class to obtain it.  Or if new software is available but is not compatible with the current computers in the school, newer ones should be purchased.  As noted by Morrison and Lowther (2010) many different technologies exist, each one having pros and cons in their usage.  Schools must research into which one would be easiest to use (compatibility, mobility etc.), are relatively cost effective, and are the least susceptible to corruption or damage.  Also, if the school purchases such technology, it needs to make sure the teachers who will be in charge of using it actually know what they are doing.  I worked in a school that had a SMART board in every classroom and one teacher was actually using his Mac (which contained the software for it) as a balance to lift his projector.  This teacher had no idea how to use the technology that had been installed in his classroom and the students (and his Mac) suffered.

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


Desktop computers are large, making them immobile.  This means that teachers and students can use them very effectively, but only in one place.  With mobile technology, students and teachers can work, save the work on a USB (or other portable device), and continue working on another computer.  Laptops can also enable individuals to work at any location.  After working on a stationary computer and saving it to their USB, they can not only continue on another computer but on their own laptop, anywhere.  As previously mentioned however, desktop computers do not required the constant recharging that mobile devices do, so one can work much longer.  They are also less susceptible to theft or misplacement, as mobile devices are constantly getting smaller.  If a teacher has all his/her work stored on one mobile device, and that device was lost or stolen, that teacher would be in a world of trouble.  It is always good to have a back-up...and a back-up to the back-up.

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


It can easily be justified if the limited functions of a device are relevant to reaching the goals of the lesson.  If a digital device can only perform certain functions, yet these limited functions are absolutely necessary in my classroom, then I am certainly going to consider purchasing it.  I am not going to scoff at the price of something, which performs valuable functions, just because it does not also have the ability to support Solitaire or Angry Birds because that does not relate to my class objectives.  Obviously, some technology is expensive that has valuable functions but does have the capacity to expand itself.  An example of this is the smaller MacBooks, or MacBook Air.  They have built in Wifi connectivity and other useful functions (like enhanced mobility) yet they lack the ability to act as a primary desktop.  The MacBook Pro is more expensive and larger, but it has much more capabilities then the Air.  So it really comes down to the teachers decision of just what functions he/she deems necessary and those which are irrelevant.

Reflection Ch.6

Chapter 6: Page 146 of Integrating Computer Technology in the Classroom.

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

The Web can be used in multitude of ways.  Teachers can use it as a way to set reminders for upcoming assignments, stay in touch with parents, or even as a means for students to turn in homework assignments.  It can also be used to gather research for upcoming projects, much like college students use it to research articles for their papers.

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

It is very important on the part of the teacher to closely monitor students' activities on the internet.  Most schools have installed software that blocks web sites that are considered major distractions, such as Facebook or Youtube.  However, students will always be distracted by something and the teacher must be active in combating this.  A clear set of rules must be presented prior to computer use and any infraction must be handled strictly to demonstrate the severity of misuse of the computer.

Which features of the Web do I use?

It also important to clearly show websites that may help the students.  Obviously only websites that pertain to the lesson should be focused on.  Teachers should however leave the floor open for students to discover new websites that may contribute to the learning progress.  Specifically, students should be able to access any videos, articles, or blogs as long as they relate to the topic.

Reflection Ch.2

Chapter 2: Page 27 of Integrating Computer Technology into the Classroom


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


An educator must create a lesson that follows the "Ten-Step NTeQ Model" according to Morrison and Lowther (2010).  This model emphasizes the specificity of objectives, which must be all inclusive and not just focused on the computers.  The focus of the computers should be on its use as a tool to identify specific problems and then help generate answers.  This is accomplished through the computers ability to allow research and analysis to take place right in the classroom, organize this new information, and present it to others.

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


Objectives are a critical aspect of designing a lesson plan.  It is true that much can be learned that was unanticipated, however, this does not mean that a teacher should no clearly define lesson objectives.  Usually objectives in the lesson are clearly spelled out in the state's course standards and teachers can design a plan to integrate computers to help reach these objectives.  Objectives are also important because it must be taken into account the variety of ways students learn.  According to Morrison and Lowther (2010), objectives can be presented in two ways.  First, a teacher can use the traditional behavior objective that specifically presents clear objectives that the students will follow.  The other is called cognitive objectives, which are not very specific and leave the student to interpret data in multiple ways.  Both are effective and can be used when dealing with education technology in the classroom.

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


Instructors must make learning fun rather than a seemingly mundane activity.  It is good that students can look at objects on their computers and learn information about them, but it may benefit the teacher to bring in actual plant life (if that is what they were studying) or include an actual scientific experiment that is conducted after gathering the information and test the theories that were developed.  If it were a high school economics class, the teacher could present software that allowed students to manipulate a fictional market to see what actions are healthy or unhealthy for a community.  Whatever the approach, some "hands on" activities must accompany the teacher providing information to the students in the form of lecturing.

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

 It would be a waste of time to develop a completely new lesson plan because of the introduction of computers.  With computers in the classroom, instructors would be better able to communicate the lesson plan by providing the presentation (or notes) on each computer.  This would enable the students to not have to write down information and instead enable them to focus on listening.  Computers would make the lesson plans more efficient because the NTeQ lesson plan focuses on the computer as a tool.

What is the relationship between objectives and computer functions?


Objectives in a lesson are to discover facts about something of historical importance or learn about different ecosystems outside the United States.  In other words, objectives are what the teacher is hoping the students learn.  They are new information being passed down.  Computer functions, while they may be new information to many, they are simply the means of obtaining the primary goals.  This may include organizing spread sheets to better interpret data that was obtained about a subject.

Can you use a computer for every objective or lesson?


With technology rapidly changing it is possible to to use a computer for just about anything.  However, objectives in a lesson may be reached without the use of computers.  As previously mentioned, the computer is simply a tool being used to help gain information but it does have limitations.  It will not teach a student what certain surfaces of rocks or plants feel like better than taking a field trip to a museum.  History students can read articles and look at pictures of the events of September 11, 2001, but   actually seeing ground zero will put the event in perspective in a way that a computer can't.

Reflection Ch.1

Page 3 of Integrating Computer Technology into the Classroom


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


Inquiry-based learning is an effective way for educators to assist students in solving complex problems.  In this situation, the teacher takes an active role in the students discovery of multiple solutions.  When dealing with computers in the classroom however, inquiry-based learning is not the only approach the teacher can take.  There are two other techniques that can be utilized in a classroom with computers.  The first is problem-based learning, in which the teacher enforces students to gain valuable information on their own rather than provide for them.  The other approach is project-based learning, in which the teacher clearly defines objectives and goals for a specific problem.  Although I personally favor the problem-based learning approach because it promotes student independence, all three can be valuable in creating open-ended learning environments.

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


Tutorial and drill-and-practice software can still be a very effective way to educate students.  These programs are most effective only if they enable students to go back and look over fundamental points of a lesson.  I am not sure how lost I would be without the tutorials that were made available for this class.  Too much information that is not relevant to the objectives could be a distraction or the software itself could be confusing to the students.

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


Learning how to implement a complex lesson dependent on technology can be time-consuming.  However, the result is most definitely worth it.  The great thing about technology is its ability to allow people to share much easier and on a bigger scale.  Therefore, creating such a lesson would not be limited to one educator but a collaborative effort of many.  Once a solid lesson is created, teachers can update information rather easily from time to time if the need arises.

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


In a perfect world, yes, a lesson that integrates technology in the classroom would operate much smoother if each student had direct access to a computer.  However, this is not always the case and some computers may have more than one student accessing it at a time.  As a teacher's life depends on his/her flexibility and creativeness, this could be an opportune time to allow students to work in groups and solve a problem together.  Each student will have to be assigned a task in the solving of this problem, thus, the lesson has integrated technology with collaborative problem-solving.

First Post

This is just an initial posting, the first of many I'm sure.  I am looking forward to posting about some interesting topics and hearing some great feedback.  So don't' hesitate to speak your mind and let the games begin!