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/
Tuesday, July 10, 2012
Sunday, July 1, 2012
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.
#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.
Thursday, June 28, 2012
Chapter 3 Digital Tools in Today's Classrooms
Reflecting on What I Know
#1 Why is it important to learn about different technology tools when they are constantly changing?
It is always important for teachers to stay updated with the ever-changing technologies that are available for their classroom. Technology is constantly in a state of evolving, and teachers need to understand basic uses for tools in their individual classroom in order to use the newer types of tools as assets for student learning. Knowledge is powerful regardless of how it is acquired. Teachers can familiarize themselves with tools that are available to determine what can work best for their group of students.
#2 Most desktop computers do the same things as mobile devices, so why do teachers need to use both?
As discussed in our textbook, desktops work well for group use and are easily replaced and upgraded; however, they are stationary and take up muched needed work space (p. 67). The International Society for Technology Education supports the utilizing mobile devices within the classroom (p. 59). Mobile devices such as graphing calculators are extremely useful in teaching higher math courses by allowing students to solve math problems, create tables, and plot graphs (p. 72). Students can work at their own pace with guided help by their teacher or peers. Digital media players and recorders can be very helpful for students in reviewing the lesson, to practice oral speeches, and transfer and share files with others (p. 68, 69). Mobile devices can be used to address educational barriors for students with special needs which helpful in inclusion classrooms.
#3 How can he cost of digital devices be justified when the functions they perform are limited in number and scope?
The purchasing of mobile devices can be justified by observing student performance in the classroom and results of required assessments. Technology is used all around us, therefore school systems should embrace the learning opportuities that are available by intergrating digital devices into the classrooms. From a financial standpoint it can be costly, but devices can be purchased in chuncks. At the school where I work, our principal shared that we would be receiving laptops that will be housed in a mobile cart for teachers to check out for their classrooms. Teachers were very happy to recieve this news.
Reference: Integrating Computer Technology into the Classroom 4th edition; Gary R. Morrison & Deborah L. Lowther
#1 Why is it important to learn about different technology tools when they are constantly changing?
It is always important for teachers to stay updated with the ever-changing technologies that are available for their classroom. Technology is constantly in a state of evolving, and teachers need to understand basic uses for tools in their individual classroom in order to use the newer types of tools as assets for student learning. Knowledge is powerful regardless of how it is acquired. Teachers can familiarize themselves with tools that are available to determine what can work best for their group of students.
#2 Most desktop computers do the same things as mobile devices, so why do teachers need to use both?
As discussed in our textbook, desktops work well for group use and are easily replaced and upgraded; however, they are stationary and take up muched needed work space (p. 67). The International Society for Technology Education supports the utilizing mobile devices within the classroom (p. 59). Mobile devices such as graphing calculators are extremely useful in teaching higher math courses by allowing students to solve math problems, create tables, and plot graphs (p. 72). Students can work at their own pace with guided help by their teacher or peers. Digital media players and recorders can be very helpful for students in reviewing the lesson, to practice oral speeches, and transfer and share files with others (p. 68, 69). Mobile devices can be used to address educational barriors for students with special needs which helpful in inclusion classrooms.
#3 How can he cost of digital devices be justified when the functions they perform are limited in number and scope?
The purchasing of mobile devices can be justified by observing student performance in the classroom and results of required assessments. Technology is used all around us, therefore school systems should embrace the learning opportuities that are available by intergrating digital devices into the classrooms. From a financial standpoint it can be costly, but devices can be purchased in chuncks. At the school where I work, our principal shared that we would be receiving laptops that will be housed in a mobile cart for teachers to check out for their classrooms. Teachers were very happy to recieve this news.
Reference: Integrating Computer Technology into the Classroom 4th edition; Gary R. Morrison & Deborah L. Lowther
Wednesday, June 27, 2012
Chapter 1 Rethinking Computers and Instruction
Reflecting on What I Know
# Must I use a inquiry-based learning approach in my classroom to use computers as a tool?Because the goal of educators is to engage students in the learning process, various types of learning approaches should be used. In inquiry-based learning, a teacher's role is to facilitate and provide information to the students (p. 12). Problem-based learning and project-based learning approaches discussed in out textbook offer other means of engaging students in their learning (p. 13). Learning approaches need to be flexible to meet the needs of all the students especially when teaching students with special needs. When I think about different learning approaches, it reminds of a map. There are many roads that lead to your destination, which in this case is learning.
# Can I still use tutorials and drill-and-practice software?
Tutorials and drill-and-practice software can be used successfully along with other types of software programs to assist students in learning classroom objectives.
# Won't I have to spend a great deal of time to develop these units of instruction?
Teachers spend a great amount of time in preparation. Initially, it does take to time to develop something new and different other than what has been used previously. After new units have been developed and used, teachers can make adjusts or additions as needed to accomadate the needs of the current students. This can ultimately be time saving for teachers.
# Won't every student need a computer to use it as a tool?
While it would be ideal if every student had a computer for their own use, students can be assigned to groups with each studnet being responsible for specific components of the assignment. This type of learning builds social skills and peer learning.
Reference: Integrating Computer Technology into the Classroom 4th Edition; Gary R. Morrison and Deborah L. Lowther
Introduction
Hello Everyone! My name is Susan Cooper. This is my first blog and I look forward to engaging in blogging with all of you! I hope to learn a lot as we go on this journey together.
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