Reflections

New Insights on Technology Adoption in Schools, found at http://thejournal.com/articles/2000/02/01/new-insights-on-technology-adoption-in-schools.aspx

Where do you perceive yourself on the Technology Adoption Scale and briefly describe what this means to you as a future educator.

Regardless of which stage the article says I am at today, I am always going to be learning new advances in technology. I will have professional development which will keep me learning these new technologies. However, according to my understanding of the article, I think I am at the  "co-learners/co explorers with their students in the classroom" stage. I feel comfortable with many of the programs and software, but am still exploring others.

 

How do you see yourself in 5 years in 10 and how will you achieve this?

Wow, five years from now and even at 10 years from now, I see myself pretty comfortable with technology. I still will be learning new technologies and both having professional development as well as my own explorations to keep me learning. I probably will have moved up one knotch to the "reaffirmation/rejection decision" stage.

Chapter 12 Reflections

What can I do to “get ready” for a lesson in which my students use computers?

First I'd need to check with the technology person to make sure there are no scheduled downtimes with the computers. I would need to make sure that the computers are turned on and working properly. I also would need to make sure I opened any and all applications and software programs. A valuable lesson for any teacher is to make sure he/she knows the lesson and software prior to the lesson. Try out any new technology! Lastly, I'd need to anticipate any questions that the students might have regarding the computers and software, and be prepared with answers.

 

When I'm teaching a lesson, the computer part comes in where it is most valuable. Is the technology being used as a teaching tool? Are the students doingan activity on the computer? Are they producing their work on the computer? Are they being assessed on the computer? To determine where it fits, the teacher must determine the onjectives for the lesson.

How do you ensure equal access for all students with only three computers?
I completed a kindergarten practicum during the first summer session. I worked with two wonderful teachers. One of the teachers used computers in her centers. Students would rotate through thir assigned centers. This was a terrific way to ensure they all had equal access. She had other opportunities, too, but I thought this one really stood out. Also, teachers can work their students in small groups and rotate them on and off the computers. Whichever method a teacher chooses, he/she must make sure the records are well-maintained n the amount of time spent on the computers to ensure equality.Where does the “computer part” come when I am teaching a lesson?

Chapter 11 Reflections

What are the benefits of using problem-solving or educational software?
Student achievement of basic skills improves when using educational software. It can help teachers identify their students skills compentencies and weaknesses. A great benefit is that students use thinking, planning, learningm and technical skills. Our textbook quotes Kulik (2002) as stating that "tutorials increased studentlearning in mathematics and science and resulted inmore positive attitudes about these subject areas." (Morrison and Lowther, p.284)

How do I choose the correct software?
There are several methods of choosing the correct software. First, teachers should look at software reviews by other teachers and talk with them about their opinions. Teachers should look at reviews of the software by others. Finally, teachers should examine the software themselves. This hand-on approach will give them the satisfaction of knowing it fits their objectives and will be the most beneficial for their lesson plans. When a teacher is evaluating the software him/herself, Mossison and Lowther (2010) suggest the following:

• check for content accuracy
• check for research-based instructional strategies
• decide if it meets your instructional objectives
• decide if the objectives can be assessed
• make sure it's easy to use and appropriate for the intended audience

When I integrate problem-solving or educational software into a lesson, what changes will be needed?
The following are the six NTeQ lesson components that should be used when integrating problem-solving or educational software into a lesson:

• Computer Functions
• Research and Analysis
• Results Presentation
• Activities During Computer Use
• Activities Before Computer Use
• Activities After Computer Use

Teachers need to plan these components into their lesson, paying particular attention to the Activities Before and During Computer Use. Out text tells us that teachers need to know what will be happening during computer use before they can plan what happens before computer use. (Morrison and Lowther p. 297)



Morrison G. and Lowther, D. (2010). Integrating computer technology into the classroom: Skills for the 21st. Century. Boston: Pearson Education.

Don't Forget Plan B

While reading about our final assignments, I came to the part where our instructor reminds us to make sure we're ready with "Plan B". Seriously, what would I do if the technology fails? Computers have been known to crash, or be down for upgrades, or whatever. Mostly, as teachers, we need to be creative and plan for the what-ifs, even those what-ifs that are not computer related. What if it rains the day I've planned an outdoor scavenger hunt? I'd better be ready with Plan B. While thinking this over, I am reminded that sometimes Plan B can be just as useful or creative as Plan A. If it is technology-related, it also might just include a different technology. Tonight my husband, my son, and my visiting nephews watched "The Good, The Bad, and The Ugly". It is a favorite in this household. But, what sticks out for me is the theme song from the movie and what I call its Plan B. The Ukulele Orchestra of Great Britain has created a beautiful rendition of the theme song. It is definitely "lower tech" than the original, but, honestly, much more creative. I like this Plan B.

Google Docs to the rescue

OK, so I haven't been enjoying using Google to create my documents. It crashes often enough to make it more than frustrating. BUT, as I keep using it I am finding that it isn't that bad. Really. I like how it gives me a URL to work with. I like how it allows me to integrate links more easily into my projects. Pcmag.com (http://www.pcmag.com/article2/0,2817,2363957,00.asp) evaluated it and gave this review:

Pros:

Free. Deep collaboration features. Automatic file saving with easy access to earlier versions. Nifty form-creating application. Exports and imports most standard formats.

Cons

Export/import unreliable with heavily-formatted documents and graphics. Feature depth can't match desktop suites. Painfully slow editing with multiple Docs tabs open.

Bottom Line

Google Docs is good enough for uncomplicated documents and worksheets, especially when a group of people need to make changes in a document, but not so much for serious work. It also has the built-in security and reliability risks of all cloud-based services.

I still prefer to use Microsoft PowerPoint and Microsoft Word. Maybe I'm just more comfortable with them, but I'm finding myself thinking that Google has saved me more than once.

Chapter 8 Reflections

Can you identify two types of data your students could collect as part of a lesson?
Elementary students are collecting a lot of data for their lessons. One would be weather data. Students would track the temperatures of various cities across a week-lond period. They then could analyze the temperatures to determine the trends or which cities are hottest. If the class was comparing different hemispheres or coastal regions versus land-locked regions, they could also compare this data. Another type of data my students could collect would be favorites of the classroom. Younger students could collect favorite ice cream flavors or favoite food. They could create different types of carts to see the comparisons of the data.

How could students manipulate the data to discover relationships or trends?
As I mentioned above, students could collect weather data from cities across the world. They could identify the humidity and temperature, and sort that against whether the city is coastal or landlocked, or which hemisphere, and more. They could make sound judgments about temperatures and weather trends in the different regions.
Can you identify three graphs or charts your students could make that would help them develop a better understanding of the content?
Students could create pie charts. They would see the ratios of items to a whole. Students could also create bar graphs. Bar graphs use rectangular bars to represent the data. Students ould use this to show their favorite colors in the classroom. Also, students could create a line graph. This is a wonderful graph to use for comparing weather data. The plotted peaks and dips on the grid allow stdents to monitor and compare highs and lows.

Is it possible to create an interactive simulation or model with a spreadsheet?
Absolutely. One of the great features of using spreadsheets is that students can create an interactive simulations using it, but without the expense of purhasing extra technology materials. Our book gives an example of student learning about weights as they would be on the different planets and the moon (Morrison and Lowther, p.215). Students would weight themselve or different object and imput the data using the different formulas to change that weight to that of the planets.

Morrison G. and Lowther, D. (2010). Integrating computer technology into the classroom: Skills for the 21st. Century. Boston: Pearson Education.

Chapter 7 Reflections

Doesn't word processing make the writing process too easy? Absolutely not! Editing might be easier with word processing, but the writer still needs to plan,organize, and develop the essay. Also, grammar check and spell check do not have all the answers. A student needs to be able to review his/her work to determine of the essay is written correctly. Students with disabilities could be helped  with word processing. For instance, if a student cannot grip a pencil, he/she can possible type into a computer. If that skill is still not possible, then the student can use the speaking software, such as Dragon Naturally Speaking. This could build the confidence of that student tremendously. For me, it is easier to write. It is difficult to type because of a wrist that is in neutral, an MCP replacement, and elbows with contractures.

How can word processing be used to engage students in higher-level thinking?
Word processing can be a wonderful tool to engage students in higher-level thinking skills. One example would be graphic organizers. "Student creation of graphic organizers involves numerous decisions that require higher-order thinking about the new information to be learned” (Morrison & Lowther, p.177).  Additionally, Morrison and Lowther (2010) continue and say, "When students use word provessing software to communicate their understanding of new knowledg as it relates to previously learned subject-area content as defined by curriculum standards, four of the six NETs standards are being met:

• creativity and innovation
• research and information fluency
• critical thinking, problem solving, and decision making
• technology operations and concepts

In what ways are the individual needs of students met when their work is completed with a word processor?
When planning for assessment, students hould be assed on what they should be required to learn. For instance, Morrison and Lowther (p. 195) state, " Criteria for this aspect of performance could include some of the following:

• scope of desciption
• consistency
• clarity of expression
• accuracy of information
• sufficiency of detail
• relevance of information
• logic in organization

Nowhere in this does it account for spelling, for example. Students are assed on the content and development of their essays.

Morrison G. and Lowther, D. (2010). Integrating computer technology into the classroom: Skills for     the 21st. Century. Boston: Pearson Education.

Follow the Drinking Gourd

For a multimedia project, we had to create a video. I recently read a book about Henry "Box" Brown for a review of children's literature class and it left me intrigued. So, I chose to do my video on The Drinking Gourd: Heroes of the Underground Railroad. It was fun, and I'm looking forward to creating another.

Chapter 10 Reflections

How do you know that students understand a concept?
When planning our lesson plans, we use the NCSCOS for goals and objetives, including those for technology.  We also look at the ISTE NETS-S for our planning. Part of our lesson is planning for assessment. Our rubrics should include types of assessment for multimedia aspects a well. Morrison and Lowther (2010), p. 275, state in part, "...emphasis on organization, connections, and visual representation. For ecample, criteria for this aspect of performance could include some of the following:

• relevance of key componants
• meaningful connections
• relevant graphics
• logical organization
• creativity that strengthens understanding

How can you depict student misconceptions of key information?
Teachers can identify problems when students are using graphic organizers. If key concepts are not correct, then the teacher can identify problems with understanding and identify ways to corrects these areas.

How can students capture and transfer brainstorming ideas into written thoughts?
Student can use graphic organizer programs. Graphic organizers engage students into higher-order thinking skills. Morrison and Lowell (2010), p.265, show how graphich organizers support critical thinking with the following ideas (in part):

• brainstorm ideas
• develop vocabulary
• improve reading comprehension skills and strategies
• improve socail interaction between students and facilitate group work
• facilitate recall and rention
• highlight important ideas
• outline for writing process activities

Webspiration is a fun, easy to use application for the classroom. It allows for students to plan and brainstorm their ideas. As you see here with the screen shots, it allows students to express ideas and concepts visually and uses, in part, symbols to organize ideas.

References

Morrison, G.R. and Lowther, D.L. (2010). Integrating technology into the classroom:
       Skills for the 21st century. NY: Pearson.

Fun With VoiceThread

I had a lot of fun brainstorming what I would be using for my VoiceThread project. Ok, not so much fun during the brainstorming, but once I thought of the idea, using the technology was fun and actually quite easy to use. I plan to use it with my students. Here is what I came up with:

Chapter 9 Reflections

How can my students use multimedia for their projects?
Students, even in the elementary grades, have a broad scope of what they can do with multimedia for their projects. The possibilitie are endless and only limited by our imaginations. Examples of multimedia, then, could include:
1. Students using Mocrosoft Excel to record data and produce charts when comparing different cities' temperatures for a unit on weather.
2. A class website that displays digital photos of their artwork.
3. A  group of students creating a digital movie that they wrote and produced together.
4. Students using Microsoft PowerPoint for a presentation about the life cycle of butterflies.
5. 5th grade students using Webspiration Classroom to brainstorm.
6. Students using VoiceThread to share their poetry and artwork.
As seen in the above examples, the various multimedia activities encourage students to work in groups and express their knowledge in multiple ways. It can empower students that might have learning styles or might be shy to shine through their creativity.
Love this video found on youtube:


What applications are available for creating a multimedia presentation?
Like the endless ways to use multimedia, it seems there are endless tools that can be used to create multimedia projects. Glogster seems to be a worthy one to use. It is a free applicationa and is safe. Students can use this in a variety of ways,  including creating multimedia projects within groups, daily journaling, or creating storyboards. Voicethread is another multiuse application. Again, it is free. What fun its it for students to write poems and read them into a microphone, and then put them all together for one class presentation. Students in the early grades can use Microsoft PowerPoint for a variety of presentations, including their presentation on endangered speces. Googledocs is a wonderful way for students to collaborate on papers or presentations. Microstof Excel is a wonderful tool, for young students even, to create craphs and compare data. Teachers can also use all these tools and more for their instruction. Can you imagine students using Microsoft PowerPoint to create something like this (of course with more age approprate content!):


Should I place limits on how my students use multimedia?
I do think that studens should have limits placed on their use of multimedia, especially when creating their presentations. Students should not have free reign to add every animation possible within one presentation. It can be distracting to the point of losing the audience from the exercise. Students should also adhere to the rules of the school and copyright when creating their projects. However, as society moves into using more and more technology, students will need to increase their knowledge of technology. Let's not forget that there is still value to the more traditional forms of work, such as handwriting in a journal or drawing a picture with crayons instead of using the computer.

Chapter 4 Reflections

There are so many types of software; how do I know which ones to include in my lessons? What I would decide first, is what NCSCOS goals/objectives am I trying to meet and what can I use to accomplish them. Dare County has a Technology Specialist who coordinates the software. I'd have to check with this person to see what is available for use in the classroom. Also, I'd look at the reviews of the software and check to see what others say. Ultimately,  I'd also look at it and review it for myself. I would not just look at software, I'd also look at websites and videos, such as this one.
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? Students of all ages should be doing age-appropriate activities that fall inline with the ISTE NETs standards. They should not be using excel for complicated tasks, but certainly can create graphs and do some math activities. This school website, at Plymouth, IN gives some good activities teachers can use in their elementary classroom using excel. If students wish to compete as they get older, they need to start young to fully comprehend the technology.

How can student use of different types of software help improve scores on state tests? Students enjoy playing the educational games and using the various software programs. They want to learn which reinforces the skills on the program. Additionally, drill and practice software reinforces a skill. Blogs can help elementary students with their writing skills. Many schools, like ours in Dare County, use the Accelerated Reader (AR) Software to go along with the AR books. Students receive feedback, which ultimately improves testing scores. Any program that reinforces skills can only be helping with state test score, im my opinion.

Capter 3 Reflections

Why is it important to learn about different technology tools when they are constantly changing? It is important to learn the basics before we delve into more advanced technologies. On p. 59 of our book, Morrison and Lowther write, "We begin by grouping digital tools into four categories: computers, mobile devices, peripherals, and data storage." The technologies within each of these tools are changing, but we need to learn how to use the basic fundamental tools to continue to move forward.

Most desktop computers do the same things as mobile devices, so why do teachers need to use both? Both the desktop and mobile devices have pros and cons, but are different in scope. Desktop computers are limited by immobility. They also are bulky and take up a lot of workspace. Mobile devices, such as digital recorders or e-book readers are much smaller. They are portable. But, they have a smaller battery life. They could be more easily dropped and broken. But, they serve some of the same functions that could be done on a desktop computer. So in deciding the best to use it would be best to first determine what your needs and budget are.

How can the cost of digital devices be justified when the functions they perform are often limited in number and scope? David Nagel, THE Journal (2011), writes an interesting article entitled, "Will Smart Phones Eliminate the Digital Divide?" Smart phones are one of the newest digital devices. The can replace a number of other devices, including a digital camera, gps, e-readers, email, and the list goes on. If this article is correct, and I agree with it, soon every child will have access to one. They are relatively inexpensive, portable, and replace most other devices. They don't break as easily as desktop computers and can do just about as much.

Virtual Field Trip Presentation for Project 1

Here is my project 1 presentation:

Chapter 6 Reflections

Now that I have access to the Web, how can I use it effectively?As an informational tool, teachers can use the web to interact with parents of their students opening it up for parents to see what is happening in their child's classroom. Parents could see grades, events, or even skype conferences if necessary. As a collaborative tool, students can create and share information by using resources such as googledocs. As a teaching tool, students can use the web as a large search engine, like google, to find and learn about different subjects. As professional deelopment, teachers have access to various sites to assist in creating lesson pans and also to continue with their learning.

How do I manage students' use of the Web in my class?Students can first establish the rules of computer as they would with the rules fo the classroom. When these rules are broken, consequences need to follow and be the same for each student. Also, limiting the content available for students is another way. Students can be taught which sites are appropriate to use. Districts have blocking software to block access to certain sites, such as facebook. Also, all students in Dare County, even kindergarteners, have to sign an internet policy, which clearly states what is acceptable use of the schools's computers.
 Which features of the Web do I use?With so many resources available, it would be hard to say which features can and cannot be used as a blanket statement. Kindergarteners would not be using the same portions of the web as fifth graders. Teachers will determine which is appropriate for their students. Students can start by using email, blogs, wiki, googledocs, virtual tours, newspapers, to name a few. Also, we cannot forget the vast resources available for preofessional development or sharing of lesson plans.

Chapter 2 Reflections

How do I plan an integrated lesson that will work for my students?

Teachers will do this as they have done for any lesson they are preparing. Teachers need to figure out the objectives/goals that are being met by the lesson, what are they trying to teach with the lesson, how long will it take for the lesson, what type of technology will be used, other teaching methods, assessments used. If we use the NTeQ, we can learn how to do this more effectively. We can also work with other teachers to see what has been working for them.

Why do I need objectives to help with my planning and lesson development?

We need objectives to ensure that students are learning the appropriate material. Objectives help teachers with all areas of the lesson, from planning to assessment. How can we assess student learning without knowing what they are to learning from the lesson? Using the NCSCOS will help me plan all my lessons more efficiently and will enable students to learn more effectively.

How can I encourage my students to engage in the processing of information?

I think we can teach students the role of the computer and its limitations. Processing of good, true information can be a difficult task. We can teach students how to distinguish the difference by using real tasks, not busywork. If we make it relevant to them and not antiquated, students will be more interested. We can also encourage students to used technology combined with other methods of learning. Giving students choices of what to learn is another method of keeping the engaged.

Do I have to use a different lesson plan when I want my students to use computers?

Yes, and no. The lesson can be modified to use computers. For instance. Instead of handwriting a note to a penpal, some schools are using email penpals. Notes can be sent back and forth more quickly and students can still send photos and other materials using this method. But, the goals and objectives are alsmost the same. The only difference would be the addition of the technology goals, including digital camera and email.

What is the relationship between objectives and computer functions?

Teachers should use the best match for using a computer to fill an abjective. They should do this for all the objectives. If a computer is not appropriate, then the teacher should choose another teaching method. If students are required to learn the lifestyles of pandas and do a presentation on this, if would be helpful to link to the virtual tour of pandas in China. Students would be able to watch and observe in addition to learning their lifestyles. Working toward fulfilling 4th grade NCSCOS science goal 1 (The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation) and objective 1.01 (Observe and describe how all living and nonliving things affect the life of a particular animal including), using the computer enhances this learning for students.

Can you use a computer for every objective or lesson?

You can, but you should not have a computer for every objective or lesson. Students have a variety of learning styles. Teachers should use a variety of teaching methods for their lessons. The computer and various technologies are just teaching tools, such a paper, pens, manipulatives, etc. It is one of many tools to aid in instruction.

Chapter 1 Reflections

Must I use a inquiry-based learning approach in my classroom to use computers as a tool?

Inquiry-based learning is just one method to using computers as a tool. It can be effective. There are other mothods to using computers as a tool. These include project based instruction and problem based instruction. Both are also valuable and should be used in the elementary classroom. In my opinion, teachers should used many different approaches to teaching within any lesson plan, so choosing one over the next is dependent upon the lesson being taught.

 

Can I still use tutorials and drill-and-practice software?

Absolutely! These are just as valuable. Students progress at differerent paces. Tutorials should be available for students to reflect and review what is taught. I've developed tutorials in an academic library setting (where I worked) to teach students how to use the library resources. They were highly effective. Students, who either had come to an orientation or even who had not, could sit independently and view these tutorials on how to use the resources as often as necessary.

 

Won’t I have to spend a great deal of time to develop these units of instruction?

The texts states that it will take time and effort. However, I don't believe you will need to spend additional time developing these units. As teachers, we should spend a certain amount of time developing any of our lessons. Technology is just another tool to aid in instruction. Also, as teachers, we will get better over time incorporating such technology into our lessons, and it will be easy to update the lessons as technology improves. Also, these lessons should be a collaborative effort, as with any lesson, thus making our access to technology rich lessons great.

 

Won’t every student need a computer to use it as a tool?

The NTeQ model has chosen the ideal number of computers in the classroom to be four to six. In some districts this is not possible due to budget constraints. In Dare County, the students have access to 4 computers in the elementary classroom along with a computer lab. Students use the ones in the classroom as centers or for extra classwork in groups and go to the computer lab for individualized instruction. Most teachers can work out a student collaboration or schedule for individual use when there is a shortage.