FINAL BLOG !!!!!!!!!!!!!!

Based on the five stages in the article, New Insights on Technology Adoption in Schools, I perceive myself to be in the first or beginning stage.  I am still learning about the incorporation of technology into the curriculum, and how to successfully achieve this.  After this semester in EDTC 5010, I find myself better informed about the process, but still find myself wanting and needing more direction and leadership.  I am excited about my future as a teacher.  I believe that I will work hard at presenting all forms of technology to my students, and arm them with the correct usage of technology, especially computers and the Internet.  My goal is to have all participating parties, parents, administrators, tax payers, government, in the school system understand the value of technology in education.  Educating myself and other teachers will be a step in this process.  Also, showing the effect, example by research or standardized testing, of technology on education. 


From an article off of the website Technology  in Education - Critical Issue: Using Technology to Improve Student Achievement by Margaret Honey, Katherine McMillan Culp, and Robert Spielvogel  http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm

This article confirms everything that I have learned from EDTC 5010 about technology and education.  The article says that students are learning differnetly than students did in previous generations " today's students, surrounded by digital technology since infancy, are fundamentally different from previous generations (McHale, 2005) and are no longer the people our educational system was designed to teach (Prensky, 2001).", that the students must have better technology education to succeed in the work force " The employer-centered workplace of predefined jobs and career paths has given way to a worker-designed environment where individuals pursue their own assignments and must effortlessly combine technical skills with an intellectualtoolbox enriched with experiences, roles, team building, and knowledge", that the students in the United States do not rank as well as other students in other countries "by the poor performance of U.S. students on the international assessments", that young people today are consumed with technology, "For a generation of young people, technology, particularly the Internet, has assumed a substantial stake in their social and educational lives".  This article is a well written piece about the need for technology in education.  It indicates how times are changing and education needs to change to meet those needs.  Also, several different types of technology are mentioned in the article and, as we learned, it doesn't matter which type is used as long as it sparks the interest of the students and keeps them engaged in the subject matter.   

 

Unit 5

Chapter 11
What are the benefits of using a problem-solving or educational software?  By using educational software the teacher is opening up the lesson planning and learing experience to the students.  These types of software allow the student to be exposed to the information in a different way, which may help them to understand better.  Out textbook, Integrating Computer Technology into the Classroom, says that "A key benefit of well-designed educational games is that they are structured to require application of content knowledge and skills in order to "win" the game, which results in students wanting to learn the information rather than learn it to pass a test." (Morrison, 2010).  The repetativeness of the games helps the students to retain the information. 

How do I choose the correct software?  Choosing the correct software is easier that one may think.  There are several online software review sheets that gives teachers a check list.  The teacher has to use their own judgement to determine the worthiness of the software.  Our textbook advises that the teacher needs to "determine why they want their students to use the software and how to know if use of the software helped students achieve the learning objectives."(Morrison, 2010)

When I integrate problem-solving or educational software into a lesson, what changes will be needed?  Teachers will need to change the way they plan lessons to integrate technology.  Teachers will need to understand the software being used in order to explain to the students any problems that may arise. 

Chapter 12
What can I do to "get ready" for a lesson in which my students use computers?  Choosing educationally sound software to integrate into the lesson plan.  Educating oneself will also
be a benefit when planning on using computers in the classroom.
Where does the "computer part" come when I am teaching a lesson?  Computers can be used anytime during a lesson.  Computers can be used as an interactive discussion, like voice thread, or drill and practice,

How do you ensure access for all students with only three computers?  Group work, work stations, computer labs are all ways to integrate computer lessons when there are only three computers available.  Teachers can also use computers at recess or free time.

Unit 4

Chapter 7

Doesn't word processing make the writing process too easy?  No, I do not think so.The student still has to formulate an idea, prepare, research, then write about that idea.I think it allows the student a greater freedom to write, ex. as I sit here answering these questions, I am writing about what comes out of my head because I know I can change, move, or delete any idea that I don't want to keep.Furthermore, by misspelling a word, and having the word processor correct that word, the student can see what words they are missing, therefore, giving them a better understanding of their spelling abilities.As our text book, Integrating Computer Technology into the Classroom, states, "word processing increase interest and engagement in writing, italso provides the tools that enable students to enhance letters beyond what was possible with just pencil andpaper." (Morrison, 2010)Wiki Answers.com states that the benefits and advantages of using a word processor are, "able to correct work, spell checker, use ofthesaurus and their synonyms, transfer text." In my reading and online search, I found several examples of why word processors are good for writing.All-in-all word processors are a helpful tool that anyone can use to assist them in their writing.Having the advantage of knowing that misspelled words will be checked, that ideas can be moved to different areas of a paper with ease, and that the paper can be formatted to meet theindividual's interest just enhances the writing process.
How can word processing be used to engage students in higher-level thinking? Word processing allows the student to add their creative style to their work. The font, paragraph format, colors, etc. can be changed. Word processing "saves time, enhances document appearance, allows sharing of documents, allows collaboration ofdocuments."(Roblyer & Doering, 2010) Our text book, Integrating Computer Technology into the Classroom, says that four of the six NETS-S is used "when students useword-processing software to communicate their understanding of new knowledge as it relates to previously learned subject-area." (Morrison, 2010)The NETS-S that are used are: Creativity and Innovation, Research and Informationp Fluency, Critical Thinking,Problem-Solving,and Decision Making, and Technology Operations and Concepts.Creativity and Innovation because it allows the student to use their imagination when creating their work.They are able to change font size, change font color, change background color, set themes of their work.This allows students to personalize their work.Research and Information Fluency require the student to search for information to use in their work. Like in handwritten papers, students must gather the information needed from text book, encyclopedias, online resources, etc.This information gathering also helps the student to understand and use correct documentation for copyright purposes.Critical Thinking, Problem-Solving, and Decision Making is just that, making the student use their brain to obtain theresult.Technology Operations and Concept, as our text states, "word processing helps students to gain foundational information on technology operations andconcepts."(Morrison, 2010) 

In what ways are the individual needs of students met when their work is completed with a word processor?   The four of six NETS-S that are used allow for the student to meet all curriculum standards as a handwrittten paper would.  The biggest difference is that students are able to personalize their work using a word processor.  The use of a work processor still demands preperation, research, thought, idea, initiative, and insight into preparing ones work. (Morrison, 2010)
Chapter 8

Can you identify two types of data your students could collect as part of a lesson?  Numbers or text. 
How could your students manipulate the data to discover relationships or trends?  placing the data into a spreadsheet allows the student to: sort information into different areas, change weights or measurements of data, list classifications of data for comparison.
Can you identify three graphs or charts your students could make that would help them develop a better understanding of the content? Students could use a pie chart, a bar graph, or a line graph.
Is it possible to create an interactive simulation or model with a spreadsheet?  "What the name means is a spreadsheet that a student can interact with without having to enter a great deal of new data. Using primarily the tools in the Forms menu in Excel, arrows, sliders and radio buttons allow students to vary parameters of a calculation and see the results immediately and graphically. If they wish, they may change variables continuously." (Coleman, 2008)  The act of inputing data into the spreadsheet, using formulas to get averages or sums, and personalizing the spreadsheet makes it interactive.

Roblyer, M., & Doering, A. (2010). The impact of word processing in education. Retrieved from http://www.education.com/reference/article/impact-word-processing-education/

Coleman, W. (2008, January 15). Interactive spreadsheets. Retrieved from http://www.wellesley.edu/Chemistry/Flick/wfcspreadsheets.html




 












How could your students manipulate the data to discover relationships or trends? Place the information into a spreadsheet.

Use heading on the spreadsheet like, location found in NC, nutrients found in soil, what grows best in each soil type, are there types of rock that are significant with a soil type. Placing the information that is gathered into a spreadsheet allows the students to compare the soil and rock types.

For student family history, spreadsheets can also be used. Have headings in the spreadsheet like from NC, other states that student or family is from. Take an average of how many students are from NC and compare that the average from other states.




Can you identify three graphs or charts your students could make that would help them develop a better understanding of the content? Students could use a pie chart, a bar graph, or a line graph.




Is it possible to create an interactive simulation or model with a spreadsheet? "What the name means is a spreadsheet that a student can interact with without having to enter a great deal of new data. Using primarily the tools in the Forms menu in Excel, arrows, sliders and radio buttons allow students to vary parameters of a calculation and see the results immediately and graphically. If they wish, they may change variables continuously." (Coleman, 2008) The act of inputting data into the spreadsheet, using formulas to get averages or sums, and personalizing the spreadsheet makes it interactive.

Unit 3

Chapter 9

How can my students use multimedia for their projects? There are a numerous ways that students can use multimedia.  Students can express their creativity by adding hyperlinks to powerpoint presentation, making a movie using digital video,  or making three dimensional charts.  "Multimedia student projects are constructed by using the computer to combine text, sound, graphics, and movies."(Allnutt) As stated in our textbook, tools that students can use are Apple's I Movie, Windows Movie Maker, and Adobe's Flash. (page 235) 
What applications are available for creating a multimedia presentation?  Our textbook, "Integrating Computer Technology into the Classroom",  gives examples of different types of software that can be used, "Multimedia can incorporate text, graphics, pictures and photographs, video, sound, hyperlinks, and animated objects." (Morrison, 2010)  Also, students can use voicethread to make their presentations interactive. 
Should I place limits on how my students use multimedia?  As a teacher, you do not want to stiffle the students creativity and voice, but you do not want to give them free rein either.  Students do need guidance when working on multimedia projects.  Our textbook, "Integrating Computer Technology into the Classroom," advises that "overuse of animation, color and transitions can diminish a good presentation," so providing limits keeps the students work interesting.  Also, teachers need to make sure the students are using educational appropriate material and not copyrighting. 

Chapter 10
How do you know that students understand a concept? Our textbook gives examples of graphic organizers, Inspiration and Kidspiration, that are easy to use and engaging.  "The overall findings revealed evidence that effective use of graphic organizers can improve student learning and performance." (Morrison, 2010)  Also, monitoring students involvement in activities will give a good idea of what is being understood and what is not. 

How can you depict students misconceptions of key information?  Having feedback and discussion at the end of lessons.  Having educatioal software to support the ISTE-NETS guidelines.  "It is important for students to participate in some type of culminating activity that requires them to reflect on their learning." (Morrison, 2010)

How can students capture and transfer brainstorming ideas into written thoughts?  Use of critical thinking.  Students can create a rubric, concept mapping, "Graphic organizers encourage students to think about information in new ways...ask students to review concepts and demonstrate understanding..."(Morrison, 2010)

Allnutt, S. (n.d.). Creating multimedia projects. Retrieved from http://users.erols.com/allnutt/multimedia.html

Unit 2-Reflections

Chapter 3
Why is it important to learn about different technology tools when they are constantly changing?  Just because technology is changing doesn't mean that the old and new cannot work together.  An example from our textbook, Integrating Computer Technology into the Classroom, "when using an older projector having lower resolution than a newer computer, the projected display will look distorted and "squished",...changing your computer display resolution to match that of the projector will alleviate this effect."(Morrison, 2010).  

Most desktop computers do the same things as mobile devices, so why do teachers need to use both?  Integrating Computer Technology into the Classroom, "Desktop computers are intended for use in a single location..Oh the other hand, laptops are portable units that offer flexibility." Advantages of a desktop:  Larger viewing screen which can be good if doing group activities, the components are "easily replaced or upgraded by school personnel."(Morrison, 2010)  Teachers do not need both a desktop and laptop in the classroom.  Both computers have similar features, and each has their pros and cons.  Teachers need to determine which device would be the most beneficial to their classroom.  Also, age group of the classroom could be a determining factor.  If the computers were being used in an elementary classroom, then the desktop would be a better fit.  Laptops, on the other hand, would be a better fit with middle school to high school students. 
How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?  In our textbook, Integrating Computer Technology into the Classroom, The NETS for Students indicates the importance of students using appropriate digital devices to build research and information fluency, to gain a sound understanding of technology operations and concepts, and to develop critical thinking, problem-solving, and decision-making capabilities." (Morrison, 2010)  Teachers can use several digital devices to help students expand their knowledge base without spending a lot of money.  Our textbook gives several good examples of this.  First, our text advised that moving to PDA-Personal Data Assistants-over lap tops.  PDA's offer several of the same functions as laptops but at a lower cost.  Second, science probes or probeware.  These devices are being backed by "funding for professional development,..produce higher-quality data.., while costing less"(Morrison, 2010) "You simply have to find a way – and yes, make some sacrifices – to bring technology into your classroom.  The cost is justified by the need for it."("How can i," 2010)  Classrooms do not have to be equipped with the latest in technology to thrive.  Schools can integrated digital devices as the budget warrants, as long as they start with the basics and start somewhere.  Students will benefit by just having an extra resource to use. 
I also saw a commercial for cheerios cereal where a boy was taking a box of cheerios out of his backpack and opened it as a computer.  The idea is that the manufacturer of some food products like cheerios, which I think is General Mills, and Pillsbury toaster strudel offer rewards to school and/or classes if they collect box tops.  This is a great way to get the community involved in bettering the education of the students.   
Chapter 4
There are so many types of software; how do I know which ones to include in my lessons?  Base the need on the classroom.  Teachers need to determine which software will be most beneficial to their current classroom.  Teachers need to also experiment with several different software programs and pick and choose parts from each-make their own software programs based off of what best suits the students needs.
I understand why students should use educational software and the Internet, but why should my fourth-grade students learn to use spreadsheet, database, or video editing software?  Spreadsheets can help students with mathematics by showing sums, addition, subtraction, etc.  Spreadsheets use formulas to fill in columns and row in excel, and these formulas use math to generate the result.  Our textbook, Integrating Computer Technology into the Classroom, says that when "students enter information in a database, students can conduct limitless inquires with the click of a mouse, which rewards and supports the inquisitive nature of student learning."(Morrison, 2010)  I think that anything that can spark a students interest in learning is always welcome.  Students can learn video editing so that they can watch themselves in plays, in spelling competitions, or on a science nature hike. If we as teachers have resources to give to students to increase their knowledge, which in turn will reflect later in life, then why would we not at least introduce them to those tools. 

How can students use of different types of software help improve scores on state tests?  Our textbook, Integrating Computer Technology into the Classroom, explains that there are five categories of software:  Productivity, Educational, Research, Communication, and Problem-Solving.  The "key focus for teachers is to select software that supports students achievement of content knowledge and skills as well as ISTE's NETS for Students." (Morrison, 2010)  Teachers can use educational software to help their students to succeed by targeting specific problems in student learning and providing feedback.  Target specific software can also be use to challenge students to succeed, which will benefit the No Child Left Behind program. 

• How can i justify the cost of classroom technology [Web log message]. (2010, December 10). Retrieved from http://www.e4africa.co.za/?p=3362

Unit 1-Reflection

Chapter 1

Must I use a inquiry-based learning approach in my classroom to use computers as a tool?  No,  I do not think that a one sided approach should be used in the classroom.  I think that teachers should find a "fit" for each class and for each student.  Students learn at different speeds and by different means, so the teacher needs to make note of each students learning style and instruct the class using the best techniques.  Our reading showed examples of different learning techniques, problem, inquiry, project-based.  Each technique allows for the use of a computer, but it does not have to be the only tool the students have to successfully complete their assignment. 

Can I still use tutorials and drill-and-practice software? Yes, there are so many different types of software available to teachers, and the drill-and-practice approach can still be very useful learning tool.  I think that the drill and practice learning programs would be very helpful with students who are having trouble in certain areas of learning, ex. math drills or vocabulary drills.  I think that this use of software would also be beneficial in the one-computer classroom or in the classroom that has low computer to student ratio.  Again, the teacher needs to find what techniques work best for the class being taught and choose the option that is going to bring the most success.

Won't I have to spend a great deal of time to develop these units of instruction? Maybe!  It may take more time in the beginning, but teachers are going to have to construct a lesson plan anyway, so why not create one that incorporates these techniques. 

Won't every student need a computer to use it as a tool? In a perfect world we would all have everything needed for the classroom.  It would be MOST beneficial if all students were able to have a computer of their own, to work at their own pace, and without distractions of a group setting, but that is not always possible.  As teachers, we need to develop a learning environment which allows for the use of  computers, but doesn't rely on the computer.   

Chapter 2

How do I plan an integrated lesson that will work with my students?  I can either use an existing plan, I could pull ideas from other teachers, or I could pull ideas from the Internet based on the needs of my current students.  I will have to determine what interests my students have and use my classroom resources to spark that interest into a knowledgeable lesson plan.

Why do I need objectives to help with my planning and lesson development? Objectives are needed in the designing of a lesson plan because it helps to have an understanding on where the lessons need to start and end.  Teachers can always change the filler in the middle based on the student's needs.  Also, if a substitute is ever needed, then they have a clear plan of action.

How can I encourage my students to engage in the processing of information?  Giving students material that interests them and encourages them to "seek out" information keeps them engaged.  Having a teacher stand in front of students all day and talk to them while they look at black and white pages in a book is not very engaging, therefore, students loose focus.  Having the students do the leg work, with or without a computer, can also engage the students because it gives them a goals to reach for.  I remember in 8th grade French class, my teacher would have us bring in a French food, which we would eat while playing a game using French words.  This type of interaction kept the class involved, interested in the material, and helped us to learn our vocabulary.  Teachers can find all types of ways to make learning fun.  Being creative in the learning process fosters a greater desire to learn and remember.
 
Do I have to use a different lesson plan when I want my students to use computers?  Not unless the teacher just like to make lesson plans.  The teacher can make up lesson plans that incorporate computers just as easily as they do lesson plans that do not, it just may take a bit more planning.

What is the relationship between objectives and computer functions?  Teachers need to start a lesson plan with an objective in mind, so that he/she knows what type of computer functions are going to be used.  Also,  knowing what computer functions are going to be used helps if resources are limited.

Can you use a computer for every objective or lesson?  Computers can be use for every objective if resources are available.  I do not think that having students use a computer as their only tool is the best way to teach.  Students who are given different learning tools make them better, well rounded students. 

Chapter 6

Now that I have access to the Web, how can I use it effectively?  Teachers can effectively use the Web as a basis for information gathering.   Teachers can also allow students to set up an email account or blog page so that they have communication with the out side world.  Students can access online websites that have knowledge building activities.  The teacher and the school need to have some type of Internet block so that students cannot access unwanted sites. 

How do I manage students' use of the Web in my class?  Teachers can use a timer that is somehow download or hardwired into the computers system.  If the school doesn't have this available, then the teacher can use a sign in sheet or some other way of keeping track of students time on the internet.  Teachers can also put the computers at stations that are within easy access of him/her, so that he/she can monitor what the student is viewing. 

Which features of the Web do I use?  Use as many as needed.   Web pages, email, social networking sites, blog pages, search engine, etc.