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. 

Bookmarking on Delicious

Now that I have created my Delicious account . . .  

# How difficult was it to find good sites?
I did not have much difficluty locating good sites to add to my account.  I already had several accounts saved on my Favorites tab, so I just added them to Delicious.  It was a little time consuming sifting through all of the sites.

# Were there many sites claiming to be educational that were only trying to sell a product?
I did find a lot of sites claiming to be educational and trying to convince me to "buy" something.  After taking the time to look throughly at the site, I was able to recognize that it was not what I was looking for at all.

# Did I find many sites that were not valuable as a resource?
I found sites that were probably sites that might be valuable to others but not to me.  Since I have an interest in Special Education, students with disabilities, assistive technology, co-teaching in inclusion classes, math, and english, I am sure that other teachers would be interested in other types of resources specific to what they are teaching.  I also found sites that did not have a lot to offer, so I did not bookmark them.

# What did I think of some of the Web 2.0 sites?
I found a really interesting site called Classroom 20 that looks to be promising.  It covers social networking, blogs, videos, and interactive technologies adaptable for the classroom.  I am not sure how much that I personally will be able to use from this site, but I can share the site with fellow teachers.  My experience with Piazza has been positive, and I think other teachers woul find it a helpful tool as well.  Several teachers at the high school were I work have used Wordle in their classroom.

# Did I choose many of the same sites as my classmatres that I follow on Delicious?
I have chosen a great of the same sites as my fellow classmates.  I did notice that my classmates have selected some sites that are specific to what they teach such as science, elementary grades, and math.  I did choose some sites that cover math because I have been co-teaching inclusion math classes.  Math and English are subjects that I am interested in, so I will be adding more of those types of sites to share with other teachers.

# What did I like about the 15 sites I selected?
I found sites that I found to be interesting and fun for the classroom.  I tried to find sites that provided lesson plans, ideas, games, activities, and other resources that I thought would be adaptable for high school classes that I could use and/or pass to other teachers.  Two sites that I really liked were mr.nussbaum.com and coolmath.com.  These sites are very interactive and include lessons, practice ativities, flash cards, and games. 

. . . I think that I will be able to switch all of my favorite sites over to my Delicious bookmarking account.  I had a hard time figuring out how to tag a site because I was making it harder that it was.  Once I got the hang of it was easy!

References
http://www.coolmath.com/
http://www.delicious.com/
http://www.mrnussbaum.com/index.html
https://piazza.com/

Chapter 2 NTeQ: Designing an Integrated Lesson

Reflecting on What I Know

#1 How do I plan an integrated lesson that will work with my students?
In order to prepare an effective integrated lesson plan that will work, I have to know my group of students and understand their current educational needs.  I have to keep in mind whether or not I have students with disabilities in my classroom and make necessary accomodations and modifications within the lesson plan.  Other teachers are very good resources to collaborate with during lesson planning.  They are often willing to share insight as to what did and what did not work well for them.  Teachers must be willing to "think outside the box" to include the unending possiblities of integrating technology into the classroom. 

#2 Why do I need objectives to help with planning and lesson development?
As teachers we are required to follow NC Common Core and NC Essential Standards for the classroom.  Objectives provide the focus and specifications for each lesson and "should support the goals, standards, or objectives of the [school] district (p. 32)".  Stating an objective and referring back to it helps teachers accomplish their goals for each lesson.  As a co-teacher, I have not had any experience creating lesson plans on my own, but I have worked in conjunction with general educators in carrying out their objectives.  Some of them were gracious enough to allow me to have some input into creating the lesson plans.

#3 How can I encourage my students to engage in the processing of information?
This is a question that all teachers struggle in finding the answer to.  Teachers that teach students on the high school level are always competing for the attention of their students.  Did you see the game last night, who started the fight at lunch, did she really break up with him, and my favorite is my mom just texted me and I have to answer her.  Once we get past all of that "stuff", then we are challenged with gaining their interest and keeping it.  A comment that we constantly receive in our high school math classes is why do we have to know this-we are never going to use it.  Nevertheless, we have to engage them in processing the information that we give to them.  With high schoolers, we have to hook them a soon as they get settled into class.  Our lesson plans must be interesting and challenging on some leel that peaks their need to find answers.  I believe that integrating technology into the lesson plans more will help toward this goal.  Teachers are often willing to share lesson topics and creative ideas with their colleagues.  The internet is another source for topics and ideas.

#4 Do I have to use a different lesson plan when I want my students to use the computer?
Most lesson plans can be adapted to computer use with some tweaking.  Of course there are times that you cannot complete a task using a computer.  It is my experience so far that high school math lesson plans are hard to integrate with computers.  The NTeQ lesson plan can be followed to address issues of adapting lesson plans to computer use (Ch. 2). 

#5 What is the relationship between objectives and computer functions"
As stated in our textbook, in order to create a successful integrated lesson plan, teachers must match their objectives with one or more computer functions (p. 33).  Teachers must analyze which computer function(s) is needed to complete the objective.  Our textbook also provides a table that matches a specific learning task with computer function examples that can adapted for lesson plan development (pp. 334-335). 

#6 Can you use a computer for every objective or lesson?
The computer is only one type of resource that is available to be used in lesson plan development.  Teachers should engage and stimulate the learning environment by combining a variety of instructional strategies and resources to meet their objectives.


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



Chapter 5 Think Sheets: Using Technology for Higher-Order Learning

Reflecting on What I Know

#1 How can I get my students to ask questions about the research they are conducting?
Uitlizing Think Sheets is a good way to get students engaged in their learning.  As students begin writing down their ideas, questions will begin forming regarding their research topic.  In a 10th grade English that I co-taught, the general educator used Think Sheets to help students generate their questions for their research topic.  The students continued to revise their questions and finalized their topic statement wih teacher approval.  The students were able to think critically using the Think Sheets to guide their research which follows the NteQ model (p. 126).

#2 How can I teach my students to solve problems?
Students have to be able to see their connection to a problem before they will be engaged in seeking solutions to the problem.  Providing real-world examples for students that are meaningful can help engage students in the problem-solving process.  Teachers must provide the steps involved in problem-solving for those examples.  Students learn by doing, so they need much practice in solving problems.

#3 I've never used an inquiry-based approach, much less computers - so how is a teacher supposed to do both of them at one time?
As our textbook suggests, teachers can start with small changes to their existing lesson plans on a topic that is most comfortable and make adjustments or modifications as they go (p. 142).  Teachers should collaborate and share knowledge, ideas, resources, and solutions to assist with lesson plan development.


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