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.
Tuesday, July 10, 2012
Finding Educational Websites
For this assignment, we had to find 15 educational websites of the four different categories (tutorial, instructional, primary, and Web 2.0) and bookmark them on Delicious.com. When I first read this assignment, I thought that it was going to take me forever to complete. I had to do it, though, and so I started by going to Google.com. I typed in "educational websites" and a ton of stuff came up! There were even some sites that were listed in the top ten that had links to other popular educational sites!
After finding a few educational games and lesson plans, I began to look for primary sources by typing "government sites for kids" into Google and again, a ton of sites came up that also listed many other sites. I really loved http://nationalzoo.si.edu/Animals/WebCams/ where students can actually watch videos of the animals in the Smithsonian Zoo!
I typed in "educational Web 2.0 sites" into Google to help find Web 2.0 sites, and I suddenly realized that this assignment was probably too easy. I could have found about 100 sites to complete this assignment, and all in minutes! Whew!
After finding a few educational games and lesson plans, I began to look for primary sources by typing "government sites for kids" into Google and again, a ton of sites came up that also listed many other sites. I really loved http://nationalzoo.si.edu/Animals/WebCams/ where students can actually watch videos of the animals in the Smithsonian Zoo!
I typed in "educational Web 2.0 sites" into Google to help find Web 2.0 sites, and I suddenly realized that this assignment was probably too easy. I could have found about 100 sites to complete this assignment, and all in minutes! Whew!
Monday, July 9, 2012
Chapter Six Reflections
1. Now that I have access to the Web, how can I use it effectively?
As a teacher, I can use the Web to help my students learn to conduct meaningful research and evaluate the material to determine it's usefulness to the assignment. Students can use the Web to communicate with experts or other students from anywhere around the world, allowing them to have the most accurate and up-to-date information. The Web is an incredible information tool that students can learn to use to find any bit of data and even post their own understandings and products.
2. How do I manage students' use of the Web in my class?
The first thing you can do to manage student use of the Web is to create restrictions to what sites that they can visit. This can be fallible, however, and so, as a teacher, you can create a list or database of sites that you have seen and approve of to give to your students. You can also arrange for them to only use child-friendly search engines, such as www.yahooligans.com. To keep an eye on any student that may stray from the task at hand, a teacher can put her or his desk behind the students' desks so that it is easy to see all of the screens and what sites they are visiting.
3. Which features of the Web do I use?
The main features that will probably be in use in a classroom will be email for communicating with students and their parents; and the internet for searching and using search engines to conduct research. You can also use the Web to share documents with colleagues, parents, and students in other classes anywhere in the world. Video conferencing is a good tool to allow students to discuss their research and lessons with other students or experts in that field of study. Using your school's website to post information about what is going on in your classroom in another good way of making sure that parents are informed and involved in their child's education.
As a teacher, I can use the Web to help my students learn to conduct meaningful research and evaluate the material to determine it's usefulness to the assignment. Students can use the Web to communicate with experts or other students from anywhere around the world, allowing them to have the most accurate and up-to-date information. The Web is an incredible information tool that students can learn to use to find any bit of data and even post their own understandings and products.
2. How do I manage students' use of the Web in my class?
The first thing you can do to manage student use of the Web is to create restrictions to what sites that they can visit. This can be fallible, however, and so, as a teacher, you can create a list or database of sites that you have seen and approve of to give to your students. You can also arrange for them to only use child-friendly search engines, such as www.yahooligans.com. To keep an eye on any student that may stray from the task at hand, a teacher can put her or his desk behind the students' desks so that it is easy to see all of the screens and what sites they are visiting.
3. Which features of the Web do I use?
The main features that will probably be in use in a classroom will be email for communicating with students and their parents; and the internet for searching and using search engines to conduct research. You can also use the Web to share documents with colleagues, parents, and students in other classes anywhere in the world. Video conferencing is a good tool to allow students to discuss their research and lessons with other students or experts in that field of study. Using your school's website to post information about what is going on in your classroom in another good way of making sure that parents are informed and involved in their child's education.
Chapter Four Reflections
1. There are so many types of software; how do I know which ones to include in my lessons?
There are five main categories of software used in today's classrooms. Productivity software is used to create a variety of products, such as papers, graphs, and drawings. Research software includes browsers, search engines, and plug-ins used to conduct research. Communication software comes in asynchronous and synchronous forms and is used to communicate with colleagues, students, parents, and other experts. Problem-solving software can include games to help students practice lessons or simulations intended to educate students without the need of expensive lab equipment. Finally, education software is created to teach users new material or to practice. It includes drill and practice software, tutorials, integrated learning systems, and processing tools. The type of software you decide to use in your classroom should also depend on your district's technology standards!
2. 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?
Fourth-grade students could really be assisted in their math assignments if they know how to use a spreadsheet. Learning to search a database for particular information is another skill that they could benefit from, especially when conducting research in a higher level class. And most fourth-grade students probably already know how to use video editing software better than I do! Any of these tools can greatly increase the student's value of education and possibly make learning easier and more fun!
3. How can students use of different types of software help improve scores on state tests?
Using different types of software can often make learning easier for students and help them understand the material. To improve state test scores in reading, for example, students can learn to highlight important parts in text or to add notes. To help with math scores, students can practice using spreadsheets and graphs, increasing their understanding of the relationships between numbers.
There are five main categories of software used in today's classrooms. Productivity software is used to create a variety of products, such as papers, graphs, and drawings. Research software includes browsers, search engines, and plug-ins used to conduct research. Communication software comes in asynchronous and synchronous forms and is used to communicate with colleagues, students, parents, and other experts. Problem-solving software can include games to help students practice lessons or simulations intended to educate students without the need of expensive lab equipment. Finally, education software is created to teach users new material or to practice. It includes drill and practice software, tutorials, integrated learning systems, and processing tools. The type of software you decide to use in your classroom should also depend on your district's technology standards!
2. 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?
Fourth-grade students could really be assisted in their math assignments if they know how to use a spreadsheet. Learning to search a database for particular information is another skill that they could benefit from, especially when conducting research in a higher level class. And most fourth-grade students probably already know how to use video editing software better than I do! Any of these tools can greatly increase the student's value of education and possibly make learning easier and more fun!
3. How can students use of different types of software help improve scores on state tests?
Using different types of software can often make learning easier for students and help them understand the material. To improve state test scores in reading, for example, students can learn to highlight important parts in text or to add notes. To help with math scores, students can practice using spreadsheets and graphs, increasing their understanding of the relationships between numbers.
Monday, July 2, 2012
Chapter Five Reflections
1. How can I get my students to ask questions about the research they are conducting?
You can ask your students to create or fill out a think-sheet that will help them to create questions of their own. One of the think-sheets that I liked the best is the KWL chart. In this chart, students will make three columns. In the first column, the students will write down what they already know about the problem presented. In the second column, they will list what they want to know; and in the last column, they will write about what they learned after doing the research. Students can share these charts with each other to help generate more questions, or share with the entire classroom so that all of the students share their starting point.
2. How can I teach my students to solve problems?
One of the best ways to help students solve a problem, is to allow them to identify the problem themselves, and then plan how to solve it. You will do no one any favors by handing out answers, if a student gets stuck, help them instead by asking questions that will lead them to find the answer on their own. Allowing them to work together will also help them learn to solve problems on their own.
3. I've never used an inquiry-based approach, much less computers--so how is a teacher supposed to do both of these at one time?
Computers should actually assist the teacher in using an inquiry-based approach to teaching. In an inquiry-based classroom, the teacher will act as the facilitator, allowing the students to ask their own questions, gather data, and analyze that data almost entirely on their own. Computers will help the students will all of these steps, especially during the gathering data and analyzing data steps.
1. How can I get my students to ask questions about the research they are conducting?
You can ask your students to create or fill out a think-sheet that will help them to create questions of their own. One of the think-sheets that I liked the best is the KWL chart. In this chart, students will make three columns. In the first column, the students will write down what they already know about the problem presented. In the second column, they will list what they want to know; and in the last column, they will write about what they learned after doing the research. Students can share these charts with each other to help generate more questions, or share with the entire classroom so that all of the students share their starting point.
2. How can I teach my students to solve problems?
One of the best ways to help students solve a problem, is to allow them to identify the problem themselves, and then plan how to solve it. You will do no one any favors by handing out answers, if a student gets stuck, help them instead by asking questions that will lead them to find the answer on their own. Allowing them to work together will also help them learn to solve problems on their own.
3. I've never used an inquiry-based approach, much less computers--so how is a teacher supposed to do both of these at one time?
Computers should actually assist the teacher in using an inquiry-based approach to teaching. In an inquiry-based classroom, the teacher will act as the facilitator, allowing the students to ask their own questions, gather data, and analyze that data almost entirely on their own. Computers will help the students will all of these steps, especially during the gathering data and analyzing data steps.
Chapter Two Reflections
1. How do I plan an integrated lesson that will work with my students?
You can use the ten-step NTeQ model that will guide you through each step and tell you what information you should have in your lesson plan. You first specify the objective of the lesson, then identify the computer functions that students should have mastered. The third step is to specify the problem that the students will need to address. Forth, you will consider the research and analysis activities to use to solve the problem, and fifth, decide how your students will present the information to you or to the classroom. You will then need to describe the activities the students will be doing during, before, and after using the computer. Make sure that you have supporting activities for the students to work on while they are waiting to use the computer. Finally, you should design your assessment, such as a test or presentation. Or, you could just adapt an existing lesson plan to suit your students and objectives.
2. Why do I need objectives to help with my planning and lesson development?
A teacher needs objectives so that the class knows what they are working towards learning. The objective should support the goals, and standards of the school and class, as well as the objectives of the school district. Objectives should state what the students should be doing during the lesson and what they should be learning.
3. How can I encourage my students to engage in the processing of information?
Students often are more excited about learning when the subject is something of interest to them or can affect them. Presenting problems that are relevant and real to the students will greatly help them to want to engage in the lesson and solve the problems.
4. Do I have to use a different lesson plan when I want my students to use computers?
I don't believe that you should have to start a completely new lesson plan from scratch. Many types of lesson plans include some of the same items, and so, you should be able to take an existing lesson plan and modify it to include the use of computers.
5. What is the relationship between objectives and computer functions?
Objective and computer functions must match! For instance, if they objective is to graph the data, what is the computer function to be used? You can easily match the computer function to the objective by thinking to yourself, "how would I complete the task if I were a student?" Any objective can have one or more computer function that it requires for completion.
6. Can you use a computer for every objective or lesson?
You could use a computer for every lesson in class, but for the first year using computers, it would be very difficult. You must build up the computer lessons that you want to use and be willing to make adjustments, but eventually, you could use computers confidently for every lesson if you so wished.
1. How do I plan an integrated lesson that will work with my students?
You can use the ten-step NTeQ model that will guide you through each step and tell you what information you should have in your lesson plan. You first specify the objective of the lesson, then identify the computer functions that students should have mastered. The third step is to specify the problem that the students will need to address. Forth, you will consider the research and analysis activities to use to solve the problem, and fifth, decide how your students will present the information to you or to the classroom. You will then need to describe the activities the students will be doing during, before, and after using the computer. Make sure that you have supporting activities for the students to work on while they are waiting to use the computer. Finally, you should design your assessment, such as a test or presentation. Or, you could just adapt an existing lesson plan to suit your students and objectives.
2. Why do I need objectives to help with my planning and lesson development?
A teacher needs objectives so that the class knows what they are working towards learning. The objective should support the goals, and standards of the school and class, as well as the objectives of the school district. Objectives should state what the students should be doing during the lesson and what they should be learning.
3. How can I encourage my students to engage in the processing of information?
Students often are more excited about learning when the subject is something of interest to them or can affect them. Presenting problems that are relevant and real to the students will greatly help them to want to engage in the lesson and solve the problems.
4. Do I have to use a different lesson plan when I want my students to use computers?
I don't believe that you should have to start a completely new lesson plan from scratch. Many types of lesson plans include some of the same items, and so, you should be able to take an existing lesson plan and modify it to include the use of computers.
5. What is the relationship between objectives and computer functions?
Objective and computer functions must match! For instance, if they objective is to graph the data, what is the computer function to be used? You can easily match the computer function to the objective by thinking to yourself, "how would I complete the task if I were a student?" Any objective can have one or more computer function that it requires for completion.
6. Can you use a computer for every objective or lesson?
You could use a computer for every lesson in class, but for the first year using computers, it would be very difficult. You must build up the computer lessons that you want to use and be willing to make adjustments, but eventually, you could use computers confidently for every lesson if you so wished.
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