Technology and the Classroom

I was looking at some videos on YouTube, and I found several interesting videos that I wanted to share with my followers.  I hope you enjoy looking at them.  They will make you stop and think about how you can incorporate technology into your classroom. 

The first video addresses some assumptions that stop schools from utilizing technology in their   classrooms.

In the second video, a teacher shares how she has successfully incorporated technology in her Special Education classroom.  This is an awesome example of how well it can work for students.

Something to Think About

I ran across this video on YouTube that I found very interesting and wanted to share.  This particular teacher has a very different concept toward teaching new concepts and completing homework. 

Reflecting On What I Know

Chapter 10 Graphic Organizers

# How do you know that students understand a concept?
Teacher should be in front of their class during instructional time so they can maintain eye contact with students.  For students to have an understanding of material presented in class, teachers must communicate certain ideas, concepts, and possibilities to them.  Using effective communication skills such as eye contact, nodding your head, and asking questions help teachers know that students understand and are interested in what is being taught.  If teachers "lose" students in the beginning of class, it is hard to "bring them back".  Teachers should always ask students questions throughout each lesson to determine if students are paying attention and understand the concepts being presented.  Sometimes open discussions can motivate students and demonstrate how well they understand the material.  Using graphic organizers allow teachers to determine how well students understand the concepts of a lesson and to provide feedback to individual students.  Graphic organizers can motivate students to direct their own learning process and engage their creative skills.  Teachers could prepare an example of a graphic organizer to demonstrate how students could use them.

# How can you depict student misconceptions of key information?
Graphic organizers can assist teachers in identifying misconceptions in their students' understanding.  Gaphic organizers provide a visual representation of a students perception of the key elements from the lesson making it easier for teachers to engage students in discussions independently or as a group.  Students can then "explain" their graphic organizer and receive feddback form their teacher and other students.

# How can students capture and transfer brainstorming ideas into written thoughts?
Digital graphic organizers such as Inspiration, Kidspiration, and SmartDraw offer many tools that students can use to insert graphics, audios, and visuals, add text, create links, create outlines, and generate ideas (p. 259).  With all of these features, students can capture all of their ideas, rearrange them, add or delete items, and add or change text to create a final product.  Our textbook provides an example of how users of digital graphic organizers can transition between a diagram view and an outline view using Inspiration Software (p. 261) increasing student understanding.

These are examples of different types of graphic organizers.

Retrieved from

 http://www.classinc.net/visual_supports.php







Chapter 12 Teacher, Technology, and the Classroom

# What can I do to "get ready" for a lesson in which students use computer?
Planning ahead is essential for all teachers.  Teachers should determine what activites students will engage in during computer use in preparation of computer time.  Signing up for the computer labs or for the laptop computer sets ahead of time is always neccessary.  Reviewing and adapting the NTeQ model to the lesson plan is important.  Teachers should teach or review (which ever the case may be) the copyright laws and consequesnces for plagarizing their work.  Teachers can provide students with step-by-step guidelines for computer use and laminate them for future use.  Teachers should create a step-by-step handout with detailed instructions for the lesson and go over it before students log into the computers. (Note:  These are ideas that I jotted down while reading these questions at the beginnng of the chapter-I did not get them from the textbook).  Our trextbook suggests that teachers should design a template for students, preload software, and have the computers turned on and open applications (p. 314).  In some instances, teachers may not be able to complete all of these tasks for students. 

# Where does the "computer part" come when I am teaching a lesson?
Each lesson plan is different, so teachers will need to make decisions about when students will utilize the computers acording to their plan.  Some plesson plans may include multiple visits to the computer. 

# How do you ensure equal access for all students with only three computer?
As noted in our textbook, teachers should build NTeQ lessons around available resources which includes computer usage (p. 318).  Four computer groupings include one or two computers per classroom, three to six per classroom, a computer lab with one to two students per computer, and laptops for every students (p. 318).  During the planning stages, teachers need to decide which route they will take.  Some schools have all four groupings making in adaptable for different classroom needs.  If teachers have acess to only three computers for the classroom, decisions regarding rotation of students will need to be made in advance.  Teachers may need to make adjustments to address any issues that arise during computer use.  


Reference
Morrison, G. & Lowther, D. (2010). Integrating Computer Technology ino the Classroom:  Skills for the 21st Century. Pearson Education, Inc. Boston, MA.USA.
 

Reflecting On What I Know

Chapter 11 Integrating Problem-Solving and Educational Software

# What are the benefits of using problem-solving or educational software?
Classroom problem-solving software ususally includes games and simulations and are structured for application of student content knowledge and skills geared toward "wining" the game (p. 284).  These games require quick thinking and response that can increase problem-solving skills and produce a desired interest toward learning rather than passing (p. 284).  Educational software includes practice drills, tutorials, and integrated learning systems (p. 284).  Research cited in our textbook indicates that basic student skills improve after regular usage of educational software (p. 284).  Practice drills provide immedicate feedback for student and teacher review.  In a Kulik study cited in our textbook,  student learning in math and science increased with the use of tutorials (p. 285).  Integrated learning systems "provide instructional content, mastery-type practice, feedback, and assessments that are aligned to state standards" (p. 285). 

# How do I choose the correct software?
Teachers need to choose software whose end result will accomplish the intended goal.  Our texbook suggests the following critieria for selecting software:  content accuracy; research-based instructional strategies; alignment with istructinal objectives; assessment of learning; and ease of use (p. 286).  In choosing a software, teachers can read all of the reviews regarding the software, collect information and form their own review, collect student performance data and their attitude toward the use of the software, design their own database along with other teachers, and check online blogs for expressed opinions and suggestions (pp. 288, 290, 300).

# When I integrate problem-solving or educational software into a lesson, what changes will be needed?
 Teachers should review the NTeQ lesson planning and the standard and objective components when integrating software into their lesson plans to decide what changes they need to make.  Teachers need to review their lesson plan and decide what additional activities or games can be used in conjunction with the software to reach the desired goal (p. 299).

   Reference
Morrison, G. & Lowther, D., (2010). Integraing Computer Technology into the Classroom:  Skills for the 21st Century. Pearson Education, Boston, MA. USA

Reflecting on What I Know

Chapter 9 Integrating Multimedia as a Tool

# How can my students use multimedia for their projects?
In our textbook, Morrison and Lowther provide a table that demonstrates how students can use multimedia to create projects for elementary, middle, and high school students in math, language arts, science, and social studies (pp. 247. 248).  Teachers can select a specific type of multimedia to meet curriculum standards discussed in class.

# What applications are available for creating multimedia presentations?
Technology changes constantly, so there are many types of multimedia that can be incorporated into projects.  Many teachers use PowerPoint presentations and students are pretty comfortable creating them.  As we have learned in our class, Prezi is another type of presentation that students can use to create and present their projects.  Students are into taking pictures with their phones and creating YouTube videos.  That interest could be used for completing projects with Windows Movie Maker or Apple's iMovie (p. 235).  This type of technology makes it easy for students to create more interesting presentations.  Movie Maker allows students to use digital pictures and videos to create movies and provides options for fonts, colors, texts, and animation with the editor (p. 237).  Multimedia can be adapted to meet curriculum standards in all subjects providing various ways to enhance student learning.  Teachers should check with their school computer technician to find out was is available for their students.

# Should I place limits on how my students use multimedia?
Teachers should review guidelines for using school computers and provide specific guidelines for creating their multimedia project.  It should not be so restrictive that it limits student creativity.  Teachers need to monitor students progression and provide positive and negative feedback. 


Reference
Morrison, G., & Lowther, D. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Inc. Boston, MA. USA

YouTube Movie Maker

Prezi

Copyright and Fair Use Laws

In light of the topic we are covering this week, I decided to share a video that I ran across tonight on YouTube.  I have never heard of the rapper that is being referred to in the video.  It raises questions about censorship and challenges the interpretation of a video posted on YouTube as being deemed "againstthe law" and removed from view.  Feel free to share your thoughts.

Reflecting on What I Know

Chapter 4: Computer Software in Today's Classroom

# There are so many types of software; how do I know which ones to include in my lessons?
Teachers need to check the Information and Technology Essential Standards for their grade level to help determine the types of software that will be used in their classroom.  The school computer technician can be very hepful in sharing what is available in each classroom for the school.  They are good sources for ideas and solutions to computer problems.  Teachers can make a list of possible software for their specific needs in a lesson plan and select one that meets the most needs of the students.  Teachers are learning as well as the students.  Lesson plans can always be revised or scraped and replaced with another type of software for future classes.

# 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?
Although I do not have any experience teaching fourth graders, I am sure that they are as interested in technology as high schoolers.  All students no matter what age need to improve problem-solving skills, critical thinking skills, and their computer skills just to name a few.  Here again, teachers should consult the Information and Technology Essential Standards for fourth grade.  Our textbook lists the following categories of software used in the classroom:  productivity, research, communication, problem-solving, and educational software (p. 93).  Spreadsheet, database, and video editing fall under the productivity category (pp. 95, 97, 100).  Productivity software, as the name implies, produces or creates something.  With spreadsheets, students can learn to perform calculations and create graphs or charts that make sense of what they have learned from their gathered information making it ideal software for a fourth grade math class.  Databases are used to store and retrieve information in files of various forms that can be easily accessed to answer questions.  Video editing software allows users to edit their digital videos to create a final product acceptable to the user.  Of the three, I think this type of software is the least effective for fourth grade use.  I am sure fourth grade teachers would be able to come up with ideas.  However, as noted in our textbook teachers can create digital videos to demonstrate skills and concepts from their lesson content and place them on their website for student review (p. 101).    

# How can student use of different types of software help improve scores on state tests?
Due to the No Child Left Behind mandate, additional pressure was placed on teachers and students to pass state testing.  As a result, teachers are always looking for ways to improve those scores in their classrooms.  Students may be able to improve their test scores by using software to practice concepts taught throughout the school year.  Software that appeals to student interest will increase the likelihood that students would take advantage of the extra practice.  Renaissance Learning's Accelerated Reader and Riverdeep's Destination Success in addition to other online and CD-based testing software are assessible programs that can help improve state test scores (p. 119).

Chapter 6:  Exploring the World Wide Web in the Classroom

# Now that I have access to the Web, how can I use it effectively?
The best way to learn how to use the Web effectively is to maximize its use.  I have to learn and understand the functions of whatever software, tool, or other resources I choose to use and how they connect with the common core and technology standards for my grade level.  Collaborating with other teachers to find out what Web resources worked and did not work for them can improve my effectiveness in the classroom.  Most importantly, I need to be open-minded to the possibilities of what the Web has to offer to education and learn to "think outside the traditional box".  Using the Internet must be a productive component in learning or it is of little to no use for students or teachers.

# How do I manage students' use of the Web in my class?
Teachers must be familiar with and follow the school district policies and acceptable use policy and guidelines for students to have access to the Web at their school.  Each teacher must establish additional classroom policies and make students aware of them.  Students should be made aware of the consequences for abusing computer use and punished accordingly.  Teachers need to be able to monitor student use at all time.  Teachers can plan ahead and have desks and computers in specific locations in the classroom in order to have the best views of the computer screens during student use. 

# Which features of the Web do I use?
Currently, I am co-teaching in high school inclusion classrooms.  I have not incorporated computer technology into the classroom as of yet.  Now that I am taking this class and learning a great deal, I will be able to share information with the teachers that I will be working with in the future.  I have already begun formulating ideas to share with them and hopefully they will be receptive.  Personally, I use Google to search for anything and everything, and I use Microsoft for creating documents and PowerPoint presentations.  Although we are learning to use Google Doc to create documents for this class, I prefer the tools in Microsoft Word.  Now that I have learned to create a blog, I guess I can add that to my list as well.  I have multiple email accounts and when I have time I play a few games.  This class has introduced me to a lot of other possibilities that I may eventually "add to my list".

Reference

Morrison, G. & Lowther, D. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education, Boston, MA.