1. What can I do to "get ready" for a lesson in which my students use computers?
To speed set up time for the lesson you can make sure that all of the computers are on and the program in which you are using is open. You can also have a list of favorite sites, or bookmark some sites, and resources ready to use if the students will be doing research. Make sure that the students know what they are supposed to be doing by preparing a step-by-step handout and give them a rubric to allow them to know how they will be graded. The students should be able to come in, sit down at the computer, and begin working right away if you prepare your class for computer use.
2. Where does the "computer part" come when I am teaching a lesson?
The "computer part" can come anytime in your lesson depending on your plan of action and the number of computers available to your class. Introduce the class to the lesson, then students can break into groups if you do not have enough computers for everyone. You should always prepare material that the students can work on while they are not at a computer so that no one is sitting with their head on the desk and nothing to do.
3. How do you ensure equal access for all students with only three computers?
You can prepare a lesson in which the entire class works on one project together at the same computer, or if you would prefer to break up into groups, you can use timers to make sure that groups get the same amount of time. Prepare several stations around the classroom so that each group can move from station to station working on a little bit of the project at a time while they are waiting for their turn at the computer.
Tuesday, July 24, 2012
Chapter Ten Reflections
1. How do you know that students understand a concept?
As a teacher, you can use graphic organizers to allow students to present their understanding before creating a project or paper. This will assist the teacher in determining if the students are masters of the concept or if they need a little more practice before they are given anything that you will grade.
2. How can you depict student misconceptions of key information?
If your class is working with graphic organizers, you can easily find misconceptions and misunderstandings by looking closely at the work that they have already done, and even see where the misconception lies. For example, if the student does not understand a concept that they are making a flow chart for, you can see which step they missed and redirect them.
3. How can students capture and transfer brainstorming ideas into written thought?
While brainstorming, it can be easy for a student to get jumbled and forget where their thoughts were supposed to be headed. If you introduce a good graphic organizer for the topic they are studying, it will be easier for them to jot down their ideas in an organized way, making it easier for them to simply look at their brainstorming page and begin writing. I like a main topic chart for writing papers because it allows the student to write in their main topic and supporting ideas, keeping the paper organized and to the point.
As a teacher, you can use graphic organizers to allow students to present their understanding before creating a project or paper. This will assist the teacher in determining if the students are masters of the concept or if they need a little more practice before they are given anything that you will grade.
2. How can you depict student misconceptions of key information?
If your class is working with graphic organizers, you can easily find misconceptions and misunderstandings by looking closely at the work that they have already done, and even see where the misconception lies. For example, if the student does not understand a concept that they are making a flow chart for, you can see which step they missed and redirect them.
3. How can students capture and transfer brainstorming ideas into written thought?
While brainstorming, it can be easy for a student to get jumbled and forget where their thoughts were supposed to be headed. If you introduce a good graphic organizer for the topic they are studying, it will be easier for them to jot down their ideas in an organized way, making it easier for them to simply look at their brainstorming page and begin writing. I like a main topic chart for writing papers because it allows the student to write in their main topic and supporting ideas, keeping the paper organized and to the point.
Monday, July 16, 2012
Here's a link to some great video about the solar system to save for later use in my own classroom!
http://www.youtube.com/watch?v=D2PtPoloR1g
http://www.youtube.com/watch?v=D2PtPoloR1g
Reviewing this semester
This semester has been great for learning to use technology! I have found out about so many sites that I never knew could help me find information so quickly! My favorite tool that we have used in class might have to be SugarSync. It is always frustrating to find out at the last minute that you forgot your flash drive or didn't email your paper to yourself to print out, now, with SugarSync, I can access the documents on my computer from ANY computer! I also have a Kindle Fire and I was able to download a SugarSync app to it so that I can see my documents and pictures from my Kindle too! I'm really liking this technology thing, and I didn't think that I would before!
Chapter Eleven Reflections
1. What are the benefits of using problem-solving or educational software?
Problem-solving software can be a valuable tool because the games and simulations that it provides can increase student attention and motivation. Learning becomes about winning the game instead of just passing a boring exam or writing a paper. Many of these software programs also provide immediate feedback to correct wrong answers. Educational software also keeps learning interesting my using animation and videos that are suitable to the students' grade level. Another benefit to using these programs is that it makes lesson planning easier because the programs provides the information and assessment.
2. How do I choose the correct software?
As a teacher, you will want to review the software before allowing your students to use it. You can look on the internet for evaluations that other teachers and professionals have already completed and see how it benefitted them in their classrooms. Sometimes, the company that created the software will have a review copy that you can look at before you decide to purchase the software. Use a set list of criteria when evaluating any educational software to ensure that what you are purchasing will be helpful to use and to your students.
3. When I integrate problem-solving or educational software into a lesson, what changes will be needed?
When creating a lesson plan using problem-solving or educational software, you will use a similar outline as used when creating any lesson. The main change is that you should always make sure that the software you will be using is relevant to your lesson and your students. You should also check to make sure that the computer functions provided in the software meet your objective and provide content, practice, and feedback. When evaluating the research and analysis portion of your lesson plan, you should make sure that the software reflects what you need it to reflect and if the programs itself will provide you with the appropriate tools to do so. Also if the software will provide enough information for the student to present to you for their results. Activities before, during, and after computer use may also change depending of the type of software and whether or not it will provide review or feedback.
Problem-solving software can be a valuable tool because the games and simulations that it provides can increase student attention and motivation. Learning becomes about winning the game instead of just passing a boring exam or writing a paper. Many of these software programs also provide immediate feedback to correct wrong answers. Educational software also keeps learning interesting my using animation and videos that are suitable to the students' grade level. Another benefit to using these programs is that it makes lesson planning easier because the programs provides the information and assessment.
2. How do I choose the correct software?
As a teacher, you will want to review the software before allowing your students to use it. You can look on the internet for evaluations that other teachers and professionals have already completed and see how it benefitted them in their classrooms. Sometimes, the company that created the software will have a review copy that you can look at before you decide to purchase the software. Use a set list of criteria when evaluating any educational software to ensure that what you are purchasing will be helpful to use and to your students.
3. When I integrate problem-solving or educational software into a lesson, what changes will be needed?
When creating a lesson plan using problem-solving or educational software, you will use a similar outline as used when creating any lesson. The main change is that you should always make sure that the software you will be using is relevant to your lesson and your students. You should also check to make sure that the computer functions provided in the software meet your objective and provide content, practice, and feedback. When evaluating the research and analysis portion of your lesson plan, you should make sure that the software reflects what you need it to reflect and if the programs itself will provide you with the appropriate tools to do so. Also if the software will provide enough information for the student to present to you for their results. Activities before, during, and after computer use may also change depending of the type of software and whether or not it will provide review or feedback.
Chapter Nine Reflections
1. How can my students use multimedia for their projects?
Students can use a variety of multimedia tools to enhance their school projects, including audio clips, videos, and presentation tools such as PowerPoint. Multimedia can really make a boring project interesting and fun by adding visual elements such as color, motion, video, and pictures. On the other hand, however, putting too many "bells and whistles" in a presentation can take away from the message that the student is trying to present. Finding a happy medium can take a presentation to the next level.
2. What applications are available for creating a multimedia presentation?
One of the most popular applications for creating multimedia presentations is the program called PowerPoint. PowerPoint allows the presenter to add color, pictures, and motion to an otherwise uninteresting project. A student can also use Windows Movie Maker, Microsoft's iMovie, or Adobe's Flash to create movies and videos. Whichever application your students may wish to use, be sure that they are not wasting time by having them complete an outline or storyboard before beginning the project.
3. Should I place limits on how my students use multimedia?
A good presentation should have color and picture, but not too much on every page. As a teacher, you should put limits on your students so that they may create a good presentation without going over the top and creating a mess. Try having them place only one picture on each slide or every other slide and have them choose a color-theme instead of having a rainbow of colors on every page. You can assist them in making sure their projects are good by requiring them to create a storyboard with the pictures and text that they wish to use, and checking it before they begin.
Students can use a variety of multimedia tools to enhance their school projects, including audio clips, videos, and presentation tools such as PowerPoint. Multimedia can really make a boring project interesting and fun by adding visual elements such as color, motion, video, and pictures. On the other hand, however, putting too many "bells and whistles" in a presentation can take away from the message that the student is trying to present. Finding a happy medium can take a presentation to the next level.
2. What applications are available for creating a multimedia presentation?
One of the most popular applications for creating multimedia presentations is the program called PowerPoint. PowerPoint allows the presenter to add color, pictures, and motion to an otherwise uninteresting project. A student can also use Windows Movie Maker, Microsoft's iMovie, or Adobe's Flash to create movies and videos. Whichever application your students may wish to use, be sure that they are not wasting time by having them complete an outline or storyboard before beginning the project.
3. Should I place limits on how my students use multimedia?
A good presentation should have color and picture, but not too much on every page. As a teacher, you should put limits on your students so that they may create a good presentation without going over the top and creating a mess. Try having them place only one picture on each slide or every other slide and have them choose a color-theme instead of having a rainbow of colors on every page. You can assist them in making sure their projects are good by requiring them to create a storyboard with the pictures and text that they wish to use, and checking it before they begin.
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