1.) What can I do to "get ready" for a lesson in which my students use computers?
Reading the example in the book was tough. Unfortunately the best laid plans....... don't always work out the way you planned. Planning is very important. First a teacher should offer whatever step by step guides, resource guides and assessing tools they feel the students may need to complete an assignment that requires computer usage. When planning a lesson you need to decide what basic functions they will need to be familiar with and provide step by step guides to keep close at hand to refer to them. An example would be: creating a spreadsheet, inserting hyperlinks, basic word processing information, etc. You must really think out what applications they will need to employ to complete the lesson successfully. Create bookmarks or favorites lists to guide internet research. Provide URLs that are relevant to the topic and are kid-friendly and safe. The teacher can also try out the software application (if new) that will be used. It is a good idea for you, as the teacher, to try it out and see it from your age groups' eyes. Will they be able to use it relatively easily? The teacher could also design templates for students to follow and/or choose from. This sets up the final presentation to look the way a teacher would like for it to look. One easy way to "get ready" is to turn on the computers and have them at the software page. It saves time and gives them more time to do the computer work assigned.
2.) Where does the "computer part" come when I am teaching a lesson?
First the teacher has to determine the objectives for the lesson. He or she has to decide what they want the students to learn or "take away" from the lesson. Then the NTeQ lesson plan is followed with activities before, during and after computer use, among others. Once you decide what they will be doing, then you decide where the computer can play a part.
For example, if you had second graders choose a former President to do a report on. You give them each a "think sheet" where you have predetermined questions and requested information. They may have several resources from which to pull information. The internet/web could be one of those research tools. So the "computer part" would help them to answer some of their questions or find some information they need. Their presentation might be a report following their final outline. This presentation could be done on word processing software. The teacher needs to find out where the computer usage is best suited, if at all, in the lesson.
3.) How do you ensure equal access for all students with only three computers?
One key is to have all of the computers on and ready to go when students are set to use them. This saves time and keeps students from having to wait for a computer to "log on." Another option is to offer computer usage before and after school if it fits in the student's schedule. Yet another way to work around a limited number of computers is to break the class into small groups. Each person in the group has their own responsibilities, predetermined before everyone starts the lesson. The same can be done with the "during computer use" stage. That way there can be a "rotation" of the class as part of groups sharing one computer. An example might be taking turns entering information they have compiled into a spreadsheet. Each member gets to put their parts into the spreadsheet. I liked the idea of putting kitchen timers at each computer so that no student receives extra time on the computer while another gets less time. There also could be assignments of a particular computer, say computer #1 and so on.
Monday, July 23, 2012
EDTC 5010 - Chapter 10 Questions (Reflecting On What I Know)
1) How do you know that students understand a concept?
If they choose correct information in relation to the main topic. Graphic organizers are active products to use. Students research, organize, read, analyze, etc. to show their understanding of the main topic.
I like the examples of delving deeper into the political environment, since it is an election year. I would like to see younger children get to know what kinds of things make up the two parties (democrats and republicans) and decide what they stand for. Most kids go with what their parents say because that is all they know. Maybe a graphic organizer showing the heirarchy of our government would be informational to younger grades (2nd - 5th). Showing the chain of command might show them all of the structure of the way a government works and how important it is to choose the right candidate. If anything it will show how their government works on a simple level.
2.) How can you depict student misconceptions of key information?
I believe the best use of a graphic organizer would be a K-W-L chart when searching for student misconceptions. Students might think they know the correct information about a certain topic and could include it in their "What I Know" portion of the chart. Even though the teacher or other students might question that information, the teacher could redirect the student into doing research into the information to verify that it is correct. The student could then, at a later date, present their findings to the class to address any misconceptions. This teaches students to research subjects, even though they may think they know the information well enough. Finally, this corrected and verified information could then be placed in the "What I Learned" column of the chart.
3.) How can students capture and transfer brainstorming ideas into written thoughts?
The graphic organizer has a "brainstorming tool" included. How it works is to allow each student with a brainstormed idea to to add their information to a created link for the class or group. Using the computer to enter information keeps the creative flow going steady and allows them to put thoughts down almost immediately so they are not forgotten. Once the brainstorming session is over students can go back and arrange the information into an outline or into main and subtopics. A good organizer to use is the "Web Cluster." It is not linear and shows many parts of one or more topics. Once the topics and information are organized better, correct information can be chosen to create the graphic organizer that will be used.
If they choose correct information in relation to the main topic. Graphic organizers are active products to use. Students research, organize, read, analyze, etc. to show their understanding of the main topic.
I like the examples of delving deeper into the political environment, since it is an election year. I would like to see younger children get to know what kinds of things make up the two parties (democrats and republicans) and decide what they stand for. Most kids go with what their parents say because that is all they know. Maybe a graphic organizer showing the heirarchy of our government would be informational to younger grades (2nd - 5th). Showing the chain of command might show them all of the structure of the way a government works and how important it is to choose the right candidate. If anything it will show how their government works on a simple level.
2.) How can you depict student misconceptions of key information?
I believe the best use of a graphic organizer would be a K-W-L chart when searching for student misconceptions. Students might think they know the correct information about a certain topic and could include it in their "What I Know" portion of the chart. Even though the teacher or other students might question that information, the teacher could redirect the student into doing research into the information to verify that it is correct. The student could then, at a later date, present their findings to the class to address any misconceptions. This teaches students to research subjects, even though they may think they know the information well enough. Finally, this corrected and verified information could then be placed in the "What I Learned" column of the chart.
3.) How can students capture and transfer brainstorming ideas into written thoughts?
The graphic organizer has a "brainstorming tool" included. How it works is to allow each student with a brainstormed idea to to add their information to a created link for the class or group. Using the computer to enter information keeps the creative flow going steady and allows them to put thoughts down almost immediately so they are not forgotten. Once the brainstorming session is over students can go back and arrange the information into an outline or into main and subtopics. A good organizer to use is the "Web Cluster." It is not linear and shows many parts of one or more topics. Once the topics and information are organized better, correct information can be chosen to create the graphic organizer that will be used.
Thursday, July 19, 2012
EDTC 5010 - Chapter 11 Questions (Reflecting On What I Know)
Chapter 11 - Questions
1. What are the benefits of using problem-solving or educational software?
Problem solving software "hooks" young students with active games and simulations. However, it is not all fun and games. These games reinforce knowledge and abilities required to "win" the game. Simulation software offers students the chance to manipulate different components in order to learn in a simulated environment. Students are encouraged to experiment with these programs. One example I've witnessed is a roller coaster program. in it you have to design a track where the car gets up enough speed to get to the end without getting stuck. Educational software tends to be more of an informational nature. The benefits of this type of software are the chance for students to drill on basic skills and to receive quicker feedback. Most of these programs are in alignment with state standards and can have very favorable results. Increased performance has been shown in math but not so much in reading.
2. How do I choose the correct software?
Education City, for example, has a math game that allows competition with other schools and has immediate results with first, second and third place. It depends on what your objectives for learning are. It also greatly depends on how the software is rated and who has used it in an educational environment successfully. You can find teacher and other educator reviews that have been done to better determine if it is good for the use and objective you have chosen. There is also the school rules for types of software allowed in their system. You as the teacher need to get a preview of the functions of the software and see if it matches the objectives and what you want your students to learn.
3. When I integrate problem-solving or educational software into a lesson, what changes will be needed?
You will have to make sure that the software is easily navigable by your students at their learning and technology levels. If it is too hard to navigate, more time will be spent on how to operate the software rather than gaining the knowledge about the objective that you want them to learn. Make sure that there is fairly quick feedback as well. Students like to feel like they are progressing and generally like the internal competition to do better.
1. What are the benefits of using problem-solving or educational software?
Problem solving software "hooks" young students with active games and simulations. However, it is not all fun and games. These games reinforce knowledge and abilities required to "win" the game. Simulation software offers students the chance to manipulate different components in order to learn in a simulated environment. Students are encouraged to experiment with these programs. One example I've witnessed is a roller coaster program. in it you have to design a track where the car gets up enough speed to get to the end without getting stuck. Educational software tends to be more of an informational nature. The benefits of this type of software are the chance for students to drill on basic skills and to receive quicker feedback. Most of these programs are in alignment with state standards and can have very favorable results. Increased performance has been shown in math but not so much in reading.
2. How do I choose the correct software?
Education City, for example, has a math game that allows competition with other schools and has immediate results with first, second and third place. It depends on what your objectives for learning are. It also greatly depends on how the software is rated and who has used it in an educational environment successfully. You can find teacher and other educator reviews that have been done to better determine if it is good for the use and objective you have chosen. There is also the school rules for types of software allowed in their system. You as the teacher need to get a preview of the functions of the software and see if it matches the objectives and what you want your students to learn.
3. When I integrate problem-solving or educational software into a lesson, what changes will be needed?
You will have to make sure that the software is easily navigable by your students at their learning and technology levels. If it is too hard to navigate, more time will be spent on how to operate the software rather than gaining the knowledge about the objective that you want them to learn. Make sure that there is fairly quick feedback as well. Students like to feel like they are progressing and generally like the internal competition to do better.
Monday, July 16, 2012
EDTC 5010 - Chapter 9 Questions (Reflecting On What I Know)
CHAPTER 9 - REFLECTING ON WHAT I KNOW.....
1) How can my students use multimedia for their projects?
It all comes down to the final part: the presentation. Multimedia, where appropriate, can help students with their presentations and in relaying whatever message they intend to send to their audience. The possibilities are great. Students can use audio and video to collect visual and/or auditory information and are also able to save or "archive" the information for later use. Thus if they find some good music or videos but are not sure if they will fit into the presentation, they can archive it and look back over the information to see if it fits in somewhere. These innovative approaches to presenting materials on a subject or problem, can be enhanced by using information from many outside sources. They can collect information in spreadsheets and through use of word processing software and then integrate it into presentations such as PowerPoint slide shows. Graphics, audio and even digital movies provide a way to add even more visual illustration for the audience. It is a way to be creative and actively participate in their learning and interpreting. When a teacher is guiding an NTeQ lesson plan he/she needs to make sure that the questions, subjects, and final reports can be effectively supported by the use of computer hardware and software. Since both slideshows and movies require careful planning and storyboards, there is plenty of time and opportunities to manipulate information so that the audience can follow it and remain interested.
2) What applications are available for creating a multimedia presentation?
iMovies for Apple and Windows Movie Maker for Microsoft are two of teh digital video programs available. The two programs help create video presentations based on existing movies found on sites such as YouTube.com. They both can also guide a student in creating their own videos and "movies" for a presentation. The most frequently used presentation application is PowerPoint. PowerPoint allows students to create slide show presentations that get across their point of view or what they've learned about a particular subject or event. These slides are backed by a formulated storyboard and general outline made by a student before using this application. Students learn to manipulate data (pictures, graphics, movies, audio) to enhance and explain their point of view or presentation of the subject. These are generally the applications available to most students at this time. The video/audio options allow for archiving for future use and the PowerPoint application gives students a method for delivering an accurate and interesting presentation through a slide show.
3) Should I place limits on how my students use multimedia?
Limits should be imposed based on the need for computer/internet usage for the intention and content of the information being communicated. It should be used at relevant points that best use it to convey ideas and messages to the audience. Students need to focus on what the presentation is about. Teachers should be responsible for monitoring interjection of computer/internet applications so that it occurs at appropriate levels and times. Teachers should also decide and be aware of how many computers are available for use before asking for too much included from computer usage. As the book points out, there can be overusage of applications, graphics, etc. that turn a good presentation into a "not so good" presentation. It becomes saturated and not interesting. As always, in moderation is always the best way to go. Students should be enhancing their presentations, not weighing them down with too many extras.
1) How can my students use multimedia for their projects?
It all comes down to the final part: the presentation. Multimedia, where appropriate, can help students with their presentations and in relaying whatever message they intend to send to their audience. The possibilities are great. Students can use audio and video to collect visual and/or auditory information and are also able to save or "archive" the information for later use. Thus if they find some good music or videos but are not sure if they will fit into the presentation, they can archive it and look back over the information to see if it fits in somewhere. These innovative approaches to presenting materials on a subject or problem, can be enhanced by using information from many outside sources. They can collect information in spreadsheets and through use of word processing software and then integrate it into presentations such as PowerPoint slide shows. Graphics, audio and even digital movies provide a way to add even more visual illustration for the audience. It is a way to be creative and actively participate in their learning and interpreting. When a teacher is guiding an NTeQ lesson plan he/she needs to make sure that the questions, subjects, and final reports can be effectively supported by the use of computer hardware and software. Since both slideshows and movies require careful planning and storyboards, there is plenty of time and opportunities to manipulate information so that the audience can follow it and remain interested.
2) What applications are available for creating a multimedia presentation?
iMovies for Apple and Windows Movie Maker for Microsoft are two of teh digital video programs available. The two programs help create video presentations based on existing movies found on sites such as YouTube.com. They both can also guide a student in creating their own videos and "movies" for a presentation. The most frequently used presentation application is PowerPoint. PowerPoint allows students to create slide show presentations that get across their point of view or what they've learned about a particular subject or event. These slides are backed by a formulated storyboard and general outline made by a student before using this application. Students learn to manipulate data (pictures, graphics, movies, audio) to enhance and explain their point of view or presentation of the subject. These are generally the applications available to most students at this time. The video/audio options allow for archiving for future use and the PowerPoint application gives students a method for delivering an accurate and interesting presentation through a slide show.
3) Should I place limits on how my students use multimedia?
Limits should be imposed based on the need for computer/internet usage for the intention and content of the information being communicated. It should be used at relevant points that best use it to convey ideas and messages to the audience. Students need to focus on what the presentation is about. Teachers should be responsible for monitoring interjection of computer/internet applications so that it occurs at appropriate levels and times. Teachers should also decide and be aware of how many computers are available for use before asking for too much included from computer usage. As the book points out, there can be overusage of applications, graphics, etc. that turn a good presentation into a "not so good" presentation. It becomes saturated and not interesting. As always, in moderation is always the best way to go. Students should be enhancing their presentations, not weighing them down with too many extras.
Thursday, July 12, 2012
MY EXPERIENCE FINDING EDUC WEBSITES
This was a good assignment but one which took tons of time! I looked over several sites, some that I had seen or heard of before. It wasn't very hard to find good sites, at least the first 9 or so. I went to almost all of the evaluation sites listed and found that the "checklist from the UC Berkeley site: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet?evaluation_checklist_2008_spring.pdf
was the most comprehensive. I printed out the evaluation and went by it for all 15 sites that I originally chose. It was VERY time consuming. It did end up trimming my list back to 9 sites, so I did my own search, this time for Web 2.0 sites. I found another blog: cyber-kap.blogspot.com/2011/01/top-25-web-20-sites-for-education.html that listed some interesting Web 2.0 websites. I went on each of the sites that I thought I might like to use and found the remaining 6 sites that I needed to make up my 15 for the "Delicious" account. Several of the sites were not a valuable resource because they repeatedly switched from one to another. Some had the problem of being to hard to navigate, especially for a child. Too many directions also got in the way at times. The sites I selected had a good mix of what was available. There were some that gave good support to educators and ideas for interesting lesson plans. Most were usable by students and had fun activities and games to engage students of all ages. Some had more structured feedback and even awards for good work! Many I found had good information and would help answer most questions students might have about facts, events, etc. "Delicious" was a little tough to navigate and so I am not sure if some of the sites are shared by my classmates, I have tried to bookmark sites and not done very well so far and I am trying to do all of this while managing two (at this point) very aggravating kids who are not working with me on being good so I can do my homework!!!!!! I need to start a whole blog about the stresses of parenthood, I think.
was the most comprehensive. I printed out the evaluation and went by it for all 15 sites that I originally chose. It was VERY time consuming. It did end up trimming my list back to 9 sites, so I did my own search, this time for Web 2.0 sites. I found another blog: cyber-kap.blogspot.com/2011/01/top-25-web-20-sites-for-education.html that listed some interesting Web 2.0 websites. I went on each of the sites that I thought I might like to use and found the remaining 6 sites that I needed to make up my 15 for the "Delicious" account. Several of the sites were not a valuable resource because they repeatedly switched from one to another. Some had the problem of being to hard to navigate, especially for a child. Too many directions also got in the way at times. The sites I selected had a good mix of what was available. There were some that gave good support to educators and ideas for interesting lesson plans. Most were usable by students and had fun activities and games to engage students of all ages. Some had more structured feedback and even awards for good work! Many I found had good information and would help answer most questions students might have about facts, events, etc. "Delicious" was a little tough to navigate and so I am not sure if some of the sites are shared by my classmates, I have tried to bookmark sites and not done very well so far and I am trying to do all of this while managing two (at this point) very aggravating kids who are not working with me on being good so I can do my homework!!!!!! I need to start a whole blog about the stresses of parenthood, I think.
Wednesday, July 11, 2012
EDTC 5010 - Chapter 6 Questions (Reflecting On What I Know)
CHAPTER 6 QUESTIONS;
1) Now that I have access to the Web, how can I use it effectively?
Allow students to research all different kinds of subjects, analyze problems and issues, answer questions, and find information for reports and presentations. They can use tools to collaborate with their classmates or students in other schools. Students can use the Web to deepen their knowledge and creativity, while improving their critical thinking skills. Through applications like Google Docs they can create documents that they share, edit and collaborate on with each other. Teachers may also use email, websites, blogs and wikis to communicate with parents and students at home. Through these technologies teachers can communicate with most or all parents who aren't able to attend meetings or school events every time. It is also a way to let students know about assignments or attach sites for them to look at while completing assignments or projects. It is a great opportunity and tool to connect with everyone just as long as your communications follow school and district guidelines and sites are deemed safe for children to search or look through.
2) How do i manage students' use of the Web in my class?
Surely you will have those students who are bored or don't understand an assignment that requires computer usage and internet searching, etc. In order to assure that no student is going into inappropriate sites or material you as the teacher need to be sure that you can view all of your students' computers easily and quickly. To do this, there are two different desk arrangements suggested. One, is to put students into a "U-shape" where the teacher can walk around a navigable area rather quickly to assure that everyone is on task. The second way is to have the teacher's desk at the back of the room, where all student computer screens can be viewed from his/her desk. At the very beginning and throughout the year in a class that uses computers, there should be a reiteration about the school policies and procedures for computer usage or it should be posted in the room and understood by all students. It should also list any consequences for going onto known inappropriate sites and searching for material that is not necessary to the class. A teacher could also find websites, URLs and search engines that are approved for usage or use one of the programs that lists appropriate sites for children to use.
3) Which features of the Web do I use?
I believe a good tool to begin using is email. Although it is strictly governed by schools and local districts, it could be a way to ask pertinent questions of various individuals in order to do accurate reports and presentations. For example, if you are doing a project on voting and the political process, it might be interesting to formulate some questions to ask a senator or member of the house of representatives. You could email their office or if possible them directly and get some answers to real questions. Video conferencing might be helpful for professional development seminars and "webinars" that you can't physically participate in. You might get useful information that might otherwise have eluded you until you had the time and the money to go to them. Email and websites are also good ideas for teaching students to communicate at school, home and later in the business world. Taking care to go over the ups and downs and precautions for use, students are more technologically advanced than ever before and need to be comfortable communicating through email, skype, etc. I also like the idea of content management systems. Being able to send class materials to a student electronically and being able to get feedback. I know of one first grade teacher that gives her students a choice of homework in written form or going online and completing their assignment there and sending it to her through email or another outlet. I also have seen where "summer packets" are operated under the same option. That way if a student doesn't have a computer to use outside of school they have the choice.
1) Now that I have access to the Web, how can I use it effectively?
Allow students to research all different kinds of subjects, analyze problems and issues, answer questions, and find information for reports and presentations. They can use tools to collaborate with their classmates or students in other schools. Students can use the Web to deepen their knowledge and creativity, while improving their critical thinking skills. Through applications like Google Docs they can create documents that they share, edit and collaborate on with each other. Teachers may also use email, websites, blogs and wikis to communicate with parents and students at home. Through these technologies teachers can communicate with most or all parents who aren't able to attend meetings or school events every time. It is also a way to let students know about assignments or attach sites for them to look at while completing assignments or projects. It is a great opportunity and tool to connect with everyone just as long as your communications follow school and district guidelines and sites are deemed safe for children to search or look through.
2) How do i manage students' use of the Web in my class?
Surely you will have those students who are bored or don't understand an assignment that requires computer usage and internet searching, etc. In order to assure that no student is going into inappropriate sites or material you as the teacher need to be sure that you can view all of your students' computers easily and quickly. To do this, there are two different desk arrangements suggested. One, is to put students into a "U-shape" where the teacher can walk around a navigable area rather quickly to assure that everyone is on task. The second way is to have the teacher's desk at the back of the room, where all student computer screens can be viewed from his/her desk. At the very beginning and throughout the year in a class that uses computers, there should be a reiteration about the school policies and procedures for computer usage or it should be posted in the room and understood by all students. It should also list any consequences for going onto known inappropriate sites and searching for material that is not necessary to the class. A teacher could also find websites, URLs and search engines that are approved for usage or use one of the programs that lists appropriate sites for children to use.
3) Which features of the Web do I use?
I believe a good tool to begin using is email. Although it is strictly governed by schools and local districts, it could be a way to ask pertinent questions of various individuals in order to do accurate reports and presentations. For example, if you are doing a project on voting and the political process, it might be interesting to formulate some questions to ask a senator or member of the house of representatives. You could email their office or if possible them directly and get some answers to real questions. Video conferencing might be helpful for professional development seminars and "webinars" that you can't physically participate in. You might get useful information that might otherwise have eluded you until you had the time and the money to go to them. Email and websites are also good ideas for teaching students to communicate at school, home and later in the business world. Taking care to go over the ups and downs and precautions for use, students are more technologically advanced than ever before and need to be comfortable communicating through email, skype, etc. I also like the idea of content management systems. Being able to send class materials to a student electronically and being able to get feedback. I know of one first grade teacher that gives her students a choice of homework in written form or going online and completing their assignment there and sending it to her through email or another outlet. I also have seen where "summer packets" are operated under the same option. That way if a student doesn't have a computer to use outside of school they have the choice.
EDTC 5010 - Chapter 4 Questions (Reflecting On What I Know)
CHAPTER 4 QUESTIONS:
1) There are so many types of software; how do I know which ones to include in my lessons?
It all depends on what you are trying to do or teach. If your students are writing a report or say a story, they can use word processing software like MS Word. If your students are doing a project where they have to compare, make lists or do mathematical formulas or equations they could use spreadsheets like MS Excel. they can also enter data into spreadsheets and use it to create graphs or charts. Finally, there is presentation software like PowerPoint where students can further amplify their subject and presentation using slides, interesting backgrounds, and links to other sites. The great thing about PowerPoint is the ability to be creative and the ease of use with simple slide presentations possible by even very young children (Kindergarten). The last two software applications are databases and graphic organizers. Databases can be used to pull data to put into other programs like spreadsheets. It allows students to inquire and search for information. Graphic organizers can be used in groups or independently. Students can use graphic images and text to incorporate into organized layouts. The great part about them is the ease in which they can be updated or changed when new information is found. This is one nice part of computerized versus using paper.
2) I understand why students should use educational software and the internet, but why should my 4th grade students learn to use a spreadsheet, database, or video editing software?
A spreadsheet would allow them to organize information in columns and perform any calculations they might need. I was an EC assistant in 4th grade math for a year and I saw firsthand how some students struggled with organizing word problems and the steps to figure them out. A spreadsheet might help with some of them. It might put the information in a more readable format or order where students could see the problem split out. Databases are helpful when they are searching for information and can't think of a lot of descriptions or words related to their topic. Video editing software can be used to create and edit demonstrations made by students performing experiments, tasks, etc. These videos can be used at a later date if remediation is necessary. This might also be a way to help struggling students who are visual learners.
3) How can students use of different types of software help improve scores on state tests?
There are a lot of software programs that mimic questions on the end of grade tests. Students can work on mastering concepts in math and reading while getting used to answering questions in a testing format. At the school where I have worked, students also take tests on the computer known as "benchmarks". These tests not only show where students are academically but also are evaluated in much the same way as the end of grade tests. There are several software programs in the form of fun games and "projects" which can help increase their knowledge in many areas that are tested on the end of grade tests.
1) There are so many types of software; how do I know which ones to include in my lessons?
It all depends on what you are trying to do or teach. If your students are writing a report or say a story, they can use word processing software like MS Word. If your students are doing a project where they have to compare, make lists or do mathematical formulas or equations they could use spreadsheets like MS Excel. they can also enter data into spreadsheets and use it to create graphs or charts. Finally, there is presentation software like PowerPoint where students can further amplify their subject and presentation using slides, interesting backgrounds, and links to other sites. The great thing about PowerPoint is the ability to be creative and the ease of use with simple slide presentations possible by even very young children (Kindergarten). The last two software applications are databases and graphic organizers. Databases can be used to pull data to put into other programs like spreadsheets. It allows students to inquire and search for information. Graphic organizers can be used in groups or independently. Students can use graphic images and text to incorporate into organized layouts. The great part about them is the ease in which they can be updated or changed when new information is found. This is one nice part of computerized versus using paper.
2) I understand why students should use educational software and the internet, but why should my 4th grade students learn to use a spreadsheet, database, or video editing software?
A spreadsheet would allow them to organize information in columns and perform any calculations they might need. I was an EC assistant in 4th grade math for a year and I saw firsthand how some students struggled with organizing word problems and the steps to figure them out. A spreadsheet might help with some of them. It might put the information in a more readable format or order where students could see the problem split out. Databases are helpful when they are searching for information and can't think of a lot of descriptions or words related to their topic. Video editing software can be used to create and edit demonstrations made by students performing experiments, tasks, etc. These videos can be used at a later date if remediation is necessary. This might also be a way to help struggling students who are visual learners.
3) How can students use of different types of software help improve scores on state tests?
There are a lot of software programs that mimic questions on the end of grade tests. Students can work on mastering concepts in math and reading while getting used to answering questions in a testing format. At the school where I have worked, students also take tests on the computer known as "benchmarks". These tests not only show where students are academically but also are evaluated in much the same way as the end of grade tests. There are several software programs in the form of fun games and "projects" which can help increase their knowledge in many areas that are tested on the end of grade tests.
Monday, July 2, 2012
EDTC 5010 - Chapter 5 Questions (Reflecting On What I Know)
1. How can I get my students to ask questions about the research they are conducting?
Using the NTeQ model of inquiry-based learning you have presented students with a problem to solve and/or analyze. Self regulation is a learning activity within this model that allows students to use different strategies to understand and help solve the problem. It has them set goals, focus in on the data and the collection of it, and determining whether or not it leads to a solution. This process allows for a change to a different strategy. Teachers can provide "Think Sheets" to students at various stages of the model in order to keep them on the correct path. These think sheets can have questions that will further a student's research techniques. You are trying to spark their interest and create young "scientists" if you will. If they get into the subject matter they will ask questions to make sure they are going in the right direction and to help their information quest. If they have clear goals and know their strategy they will ask questions in order to make sure they are going down the right path. Also, the more information they learn and find, the possibility of questioning increases. They may find out something they either do not understand or is new to them and will ask questions in order to assimilate it into their solution.
2. How can I teach my students to solve problems?
Begin by clearly defining the problem and making it interesting by providing "curiousity builders." Ask pertinent questions to inspire thought, show books, software, newspapers, etc. Have them participate either in small groups or as a class in defining the problem. Have a clear definition of the problem that they all agree on and understand. At this point you might help them fill out a K-W-L think sheet in order to see where they are going with their research. This is a columned sheet (or on the board) that first shows what they know, then what they want to know. What questions or ideas do they think they need or want to learn about. The last column is for later, once their research is done and lends to what they learned while completing the project. You can help them start out by showing applicable information and then information that would be incorrect data. This helps them stay on track and focused. Also it helps to pick a subject or problem that is a "real world" issue or problem. They have to be able to relate to it on some level in order to feel the need to solve the problem.
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?
Use the computers as a research tool and a presentation tool. The great thing about computers, especially the internet, is the "wealth of knowledge" at their fingertips. You want them to find answers for themselves while guiding them to stay focused on what types of information they need to solve the problem. It also introduces other software such as: Word, Powerpoint, Access, etc. In the real world they will be using computers at work, home and to communicate. You implement different guides, usually think sheets, and ask questions, give them outline ideas to follow and generally assist and guide them through the lesson to reach their goal of a solution.
Using the NTeQ model of inquiry-based learning you have presented students with a problem to solve and/or analyze. Self regulation is a learning activity within this model that allows students to use different strategies to understand and help solve the problem. It has them set goals, focus in on the data and the collection of it, and determining whether or not it leads to a solution. This process allows for a change to a different strategy. Teachers can provide "Think Sheets" to students at various stages of the model in order to keep them on the correct path. These think sheets can have questions that will further a student's research techniques. You are trying to spark their interest and create young "scientists" if you will. If they get into the subject matter they will ask questions to make sure they are going in the right direction and to help their information quest. If they have clear goals and know their strategy they will ask questions in order to make sure they are going down the right path. Also, the more information they learn and find, the possibility of questioning increases. They may find out something they either do not understand or is new to them and will ask questions in order to assimilate it into their solution.
2. How can I teach my students to solve problems?
Begin by clearly defining the problem and making it interesting by providing "curiousity builders." Ask pertinent questions to inspire thought, show books, software, newspapers, etc. Have them participate either in small groups or as a class in defining the problem. Have a clear definition of the problem that they all agree on and understand. At this point you might help them fill out a K-W-L think sheet in order to see where they are going with their research. This is a columned sheet (or on the board) that first shows what they know, then what they want to know. What questions or ideas do they think they need or want to learn about. The last column is for later, once their research is done and lends to what they learned while completing the project. You can help them start out by showing applicable information and then information that would be incorrect data. This helps them stay on track and focused. Also it helps to pick a subject or problem that is a "real world" issue or problem. They have to be able to relate to it on some level in order to feel the need to solve the problem.
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?
Use the computers as a research tool and a presentation tool. The great thing about computers, especially the internet, is the "wealth of knowledge" at their fingertips. You want them to find answers for themselves while guiding them to stay focused on what types of information they need to solve the problem. It also introduces other software such as: Word, Powerpoint, Access, etc. In the real world they will be using computers at work, home and to communicate. You implement different guides, usually think sheets, and ask questions, give them outline ideas to follow and generally assist and guide them through the lesson to reach their goal of a solution.
EDTC 5010 - Chapter 2 Questions (Reflecting On What I Know)
1. How do I plan an integrated lesson that will work with my students?
I believe that first you have to have some idea of the learning and knowledge level of your class. Next you have to select a topic that interests them or that you can get them interested in as a group. It is also important to know how much computer knowledge they have. If you are splitting them up into small groups to work on solving the problem then you will know to put the stronger computer students in with those who are not so knowledgeable. If there is anything I know about kids its that they like the responsibility of teaching their classmates and helping them achieve the goals of an assignment. Generally the computer in a lesson is used primarily as a tool. Thus, students will be using it to do some of their research and more than likely to create the finished product that contains their position and any facts and information to back up their solution. Always make clear what the problem they will be solving is and direct them to research the correct types of information to get to the solution.
2. Why do I need objectives to help with my planning and lesson development?
You need to decide what you want the students to learn and the stategies they will use to obtain that knowledge. The question should be "what do you want your students to take away with them from the assignment?" If you use a behavioral objective then it is a more simple lesson plan. It requires students to use behaviors such as: recall, identify, calculate and select. Another approach is that of cognitive objectives. These objectives are harder to define and more loosely sought. You begin with an instructional objective that is general in nature. In the second step you will define more specific performance requirements that lead to mastering the general objective. The objective is the chief building block of the entire lesson. The other components of the NTeQ model depend on having an objective to build on. The direction of the lesson depends on the objective in order to set learning goals, decide on what research to conduct, questions to be asked and integration of computer use and where it fits into the lesson plan.
3. How can I encourage my students to engage in the processing of information?
Start them out by choosing a problem that they can relate to. The example in the book about Mr. Anista's class researching a local issue about water pollution and the relation to the political election was familiar to the students who had heard their parents and others voicing opinions on the subject. A good way to start, and one that I have frequently seen myself, is the K-W-L think sheet. It offers students the chance to let the teacher and other students know what information they are familiar with in regards to the problem presented. It also give students the chance to ask questions and make a list of what they want to learn (by the way this part may change as they get into their research). Asking questions and getting feedback from students in the best way to start their interest and have them start to find information that is applicable to the subject. The teacher can also provide "think sheets" that direct students on how to present and analyze the information that they have compiled. It can also outline the order of content you expect. Introduce them to spreadsheets, report formats, etc.
4. Do I have to use a different lesson plan when I want my students to use computers?
No. This chapter repeatedly points out that the easiest way to integrate computer usage into a lesson plan is to use a lesson plan that you already have. Currrent lesson plans can be modified to include computer usage as a tool to conduct research and/or complete the final results analysis and presentation.
5. What is the relationship between objectives and computer functions?
When designing a lesson plan that will include computer usage you need to look at your objectives and try to match them with computer functions. An example in the book is using an objective such as calculate, sort, graph or draw would probably require the use of a spreadsheet. Other objectives might be more vague and you will have to search harder for a match to a computer function. One way to find out what computer function to pair with an objective is to put yourself in the position of the student. Then ask yourself what you would do to complete that part of the assignment. When designing a lesson plan that uses the NTeQ model you have to have activities that fit in with before computer usage and after computer usage as well. That way students are not sitting idle while waiting to use the computer. They can continue on in some other area that is not tied to computer functions.
6. Can you use a computer for every objective or lesson?
You should not rely on a computer to "teach" a lesson. A computer should be a tool to use to research and compile information. Students can even use the computer to manipulate the information so that it is easier to analyze. A teacher should design a plan that utilizes a computer so students can familiarize themselves with techniques for information retrieval and organization. When students get to the point of analyzing the information they have obtained that needs to be done through problem solving and thought processes, something they will not get from the computer.
I believe that first you have to have some idea of the learning and knowledge level of your class. Next you have to select a topic that interests them or that you can get them interested in as a group. It is also important to know how much computer knowledge they have. If you are splitting them up into small groups to work on solving the problem then you will know to put the stronger computer students in with those who are not so knowledgeable. If there is anything I know about kids its that they like the responsibility of teaching their classmates and helping them achieve the goals of an assignment. Generally the computer in a lesson is used primarily as a tool. Thus, students will be using it to do some of their research and more than likely to create the finished product that contains their position and any facts and information to back up their solution. Always make clear what the problem they will be solving is and direct them to research the correct types of information to get to the solution.
2. Why do I need objectives to help with my planning and lesson development?
You need to decide what you want the students to learn and the stategies they will use to obtain that knowledge. The question should be "what do you want your students to take away with them from the assignment?" If you use a behavioral objective then it is a more simple lesson plan. It requires students to use behaviors such as: recall, identify, calculate and select. Another approach is that of cognitive objectives. These objectives are harder to define and more loosely sought. You begin with an instructional objective that is general in nature. In the second step you will define more specific performance requirements that lead to mastering the general objective. The objective is the chief building block of the entire lesson. The other components of the NTeQ model depend on having an objective to build on. The direction of the lesson depends on the objective in order to set learning goals, decide on what research to conduct, questions to be asked and integration of computer use and where it fits into the lesson plan.
3. How can I encourage my students to engage in the processing of information?
Start them out by choosing a problem that they can relate to. The example in the book about Mr. Anista's class researching a local issue about water pollution and the relation to the political election was familiar to the students who had heard their parents and others voicing opinions on the subject. A good way to start, and one that I have frequently seen myself, is the K-W-L think sheet. It offers students the chance to let the teacher and other students know what information they are familiar with in regards to the problem presented. It also give students the chance to ask questions and make a list of what they want to learn (by the way this part may change as they get into their research). Asking questions and getting feedback from students in the best way to start their interest and have them start to find information that is applicable to the subject. The teacher can also provide "think sheets" that direct students on how to present and analyze the information that they have compiled. It can also outline the order of content you expect. Introduce them to spreadsheets, report formats, etc.
4. Do I have to use a different lesson plan when I want my students to use computers?
No. This chapter repeatedly points out that the easiest way to integrate computer usage into a lesson plan is to use a lesson plan that you already have. Currrent lesson plans can be modified to include computer usage as a tool to conduct research and/or complete the final results analysis and presentation.
5. What is the relationship between objectives and computer functions?
When designing a lesson plan that will include computer usage you need to look at your objectives and try to match them with computer functions. An example in the book is using an objective such as calculate, sort, graph or draw would probably require the use of a spreadsheet. Other objectives might be more vague and you will have to search harder for a match to a computer function. One way to find out what computer function to pair with an objective is to put yourself in the position of the student. Then ask yourself what you would do to complete that part of the assignment. When designing a lesson plan that uses the NTeQ model you have to have activities that fit in with before computer usage and after computer usage as well. That way students are not sitting idle while waiting to use the computer. They can continue on in some other area that is not tied to computer functions.
6. Can you use a computer for every objective or lesson?
You should not rely on a computer to "teach" a lesson. A computer should be a tool to use to research and compile information. Students can even use the computer to manipulate the information so that it is easier to analyze. A teacher should design a plan that utilizes a computer so students can familiarize themselves with techniques for information retrieval and organization. When students get to the point of analyzing the information they have obtained that needs to be done through problem solving and thought processes, something they will not get from the computer.
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