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.
Wednesday, June 29, 2011
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.
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.
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.
Sunday, June 26, 2011
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!
Subscribe to:
Comments (Atom)