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.