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.