Technology is being used by millions of students and teachers on a daily basis. Ideas are blazing in schools and homes from simple techniques to huge projects. In this article kids share their ideas about technology. The article covers topics ranging from language arts to science and math. The article provides links to several resources that supports the use of technology by kids. These resources are creative ideas that can be used by anyone.
There are many ways to integrate technology into language arts. The article suggests the making of videos, snapshots, and more. It also shares ideas for chat tools, Skype, photo editing software, and online slide shows. Teachers and students have been using these ideas to make learning more creative. Students and teachers have become more accustom to blogs and chat room. The more interesting lessons are the more students will learn.
In addition, social studies has become more interesting in many classrooms and in homes. One reason is the integration of technology. Students and teachers have been blogging, using wikis, and much more to make this happen. This article has resources that provide information on social networking, filmmaking, and online games. This is one way to make history come to life.
According to Bernard (2009) teachers can make science and math learning feel real to students by letting them employ video and computer games, video cameras and disposable cameras, and interactive whiteboards. These are just a few of the ways that teachers and students have been using technology to bring math and science alive.
I feel that this is an excellent article. All students should be exposed to technology. Teachers are integrating technology into the classrooms just as students are learning more about technology on their own. Technology is one way of making learning exciting for our students.
References
Bernard, S. (2009). Kids talk tech. Edutopia: What Works in in Public Education.
Saturday, April 17, 2010
Opinion Paper 1
Many teachers aspire to have classrooms that are technological rich, but lack the skills or resources. Some teachers only have one computer and struggle to meet the needs of each student. Others have the needed resources, but can’t find ways to integrate technology into their daily lessons. There are tons of technology resources that can be used. In this article Chaika (2003) highlights management strategies, the effectiveness of planning and organizing, and classroom activities that can be used to effectively integrate technology into a one computer classroom. (Position Statement)
Several management strategies are mentioned in the article. Some teachers that have only one computer aren’t using that one computer effectively. Some are placed in the back of the room or next to the teacher’s desk. The article suggest placing the computer in an easily accessible location and making sure that it’s away from things such as sunlight. Stations can be created as well. If the computer is used as a station, a strategy for moving students through that station is necessary (Chaika, 2003).
Teachers should plan carefully and remain very organized in this type of an environment (Chaika, 2003). Teachers should check to see that each student has a clear understanding of what’s expected of him or her. Some teachers seek additional assistance from outside sources. Teachers must be very explicit in a one computer classroom. This will ensure a smooth transition to and from the computer. Several activities and resources were mentioned in the article to support the facts.
To sum it up, teachers can use one computer to effectively integrate technology into the classroom. There are resources and strategies available to assist teachers with this task.
References
Chaika, G. (2003). How to thrive—not just survive—in a one computer classroom? Education World.
Several management strategies are mentioned in the article. Some teachers that have only one computer aren’t using that one computer effectively. Some are placed in the back of the room or next to the teacher’s desk. The article suggest placing the computer in an easily accessible location and making sure that it’s away from things such as sunlight. Stations can be created as well. If the computer is used as a station, a strategy for moving students through that station is necessary (Chaika, 2003).
Teachers should plan carefully and remain very organized in this type of an environment (Chaika, 2003). Teachers should check to see that each student has a clear understanding of what’s expected of him or her. Some teachers seek additional assistance from outside sources. Teachers must be very explicit in a one computer classroom. This will ensure a smooth transition to and from the computer. Several activities and resources were mentioned in the article to support the facts.
To sum it up, teachers can use one computer to effectively integrate technology into the classroom. There are resources and strategies available to assist teachers with this task.
References
Chaika, G. (2003). How to thrive—not just survive—in a one computer classroom? Education World.
Sunday, April 4, 2010
Online Exercise 16
Online Exercise 16: Post one tip or trick dealing with technology that you have used in your classroom, read about, or seen in use. Be sure to include your name with the post!
One trick that I have learned with technology is to save and save often. This will prevent losing any information.
Sharon Jennings
One trick that I have learned with technology is to save and save often. This will prevent losing any information.
Sharon Jennings
Online Exercise 14
How can development tools help you to develop students’ higher order skills and creativity?
(Development tools: Imaging/Editing Software, drawing tools, web page development tools, multimedia tools, etc.)
These tools can help students to enhance reports, projects, and assigned activities. They can use these tools to be creative when completing these assignments. Drawing tools can be used to create student made pictures and other items. Web pages will allow students to share their work and their creativity. The use of any multimedia tools can make learning fun and interesting.
How can these tools help students to be more productive? What makes these tools suitable for your classroom?
Any of these tools can help students to be creative when producing student work. They will make the creation of the work fun as well. All of these tools can assist me with creating fun lessons. I would use the web page to share information with parents as well as students.
(Development tools: Imaging/Editing Software, drawing tools, web page development tools, multimedia tools, etc.)
These tools can help students to enhance reports, projects, and assigned activities. They can use these tools to be creative when completing these assignments. Drawing tools can be used to create student made pictures and other items. Web pages will allow students to share their work and their creativity. The use of any multimedia tools can make learning fun and interesting.
How can these tools help students to be more productive? What makes these tools suitable for your classroom?
Any of these tools can help students to be creative when producing student work. They will make the creation of the work fun as well. All of these tools can assist me with creating fun lessons. I would use the web page to share information with parents as well as students.
Saturday, March 27, 2010
Online Exercise 12
Online Exercise 12- Productivity Tools
Think of the productivity tools discussed in class and ways you have used them. (Word processing, spreadsheets, databases, presentation software, concept mapping tools, free productivity tools)
How have productivity tools helped you be more creative?
I have shared my knowledge of some of these tools with my teachers. I have used concept mapping tools to demonstrate lessons for my reading teachers. I have used presentation software (power point) to present new information to the faculty/staff.
More organized?
I have used databases to store information. I have been able to store discipline referrals, teacher absentees, student absentees, and other information. Spreadsheets have been used to store and organize information as well.
More productive?
Word processing has been used to develop many documents for multiple purposes. These documents have been used to inform parents, faculty/staff, students, and community members of events and important information relevant to the school.
How can you incorporate the learner-centered principles into your approaches for using these tools?
I can incorporate the learner-centered principles into my approaches by focusing on each individual child. I can allow the teacher to be the facilitator while the child participates in hands on activities.
Think of the productivity tools discussed in class and ways you have used them. (Word processing, spreadsheets, databases, presentation software, concept mapping tools, free productivity tools)
How have productivity tools helped you be more creative?
I have shared my knowledge of some of these tools with my teachers. I have used concept mapping tools to demonstrate lessons for my reading teachers. I have used presentation software (power point) to present new information to the faculty/staff.
More organized?
I have used databases to store information. I have been able to store discipline referrals, teacher absentees, student absentees, and other information. Spreadsheets have been used to store and organize information as well.
More productive?
Word processing has been used to develop many documents for multiple purposes. These documents have been used to inform parents, faculty/staff, students, and community members of events and important information relevant to the school.
How can you incorporate the learner-centered principles into your approaches for using these tools?
I can incorporate the learner-centered principles into my approaches by focusing on each individual child. I can allow the teacher to be the facilitator while the child participates in hands on activities.
Saturday, March 6, 2010
Online Exercise 10
Online Exercise 10- Planning an Initiating/Introduction Activity
A teacher you work with has asked for your help in designing technology-related activities capitalizing on the wide variety of technology resources available in the room (assume the kind of technology you choose will be in the room).
How would you design the initiating activity(s)?
I would design the activity as a group assignment.
Students would be assigned a partner. I would use the Alabama Course of Study to pick standards and objectives. The students would work with their partner to create a powerpoint on the assigned lesson. They will be required to take pictures with a digital camera to insert into their powerpoint.
How many would there be? 2
How would you choose to integrate technology into your teaching, students’ learning, and the assessments?
I would demostrate to the students how to create a powerpoint. I would show them how to integrate their powerpoint into the lesson. I would show them how to use the digital camera as well. They would be given practice using both forms of technology prior to completing their own assignment.
What technology would you choose?
Powerpoint and Digital Cameras
How would you assist the teacher in u
nderstanding how the technology you use in the initiating activities could be used again in the guided learning and culminating performance – for instruction, learning, and assessment?
I would explain to her that explicit instruction is taking place when she demonstrates the powerpoint to the students. It is also taking place when she shows them how to use the digital camera.
The final product of the students powerpoint will be used for assessment purposes.
What resources would you direct him/her towards?
I would direct her to several websites. I would also show her sample powerpoints that have been created by previous students.
A teacher you work with has asked for your help in designing technology-related activities capitalizing on the wide variety of technology resources available in the room (assume the kind of technology you choose will be in the room).
How would you design the initiating activity(s)?
I would design the activity as a group assignment.
Students would be assigned a partner. I would use the Alabama Course of Study to pick standards and objectives. The students would work with their partner to create a powerpoint on the assigned lesson. They will be required to take pictures with a digital camera to insert into their powerpoint.
How many would there be? 2
How would you choose to integrate technology into your teaching, students’ learning, and the assessments?
I would demostrate to the students how to create a powerpoint. I would show them how to integrate their powerpoint into the lesson. I would show them how to use the digital camera as well. They would be given practice using both forms of technology prior to completing their own assignment.
What technology would you choose?
Powerpoint and Digital Cameras
How would you assist the teacher in u
nderstanding how the technology you use in the initiating activities could be used again in the guided learning and culminating performance – for instruction, learning, and assessment?
I would explain to her that explicit instruction is taking place when she demonstrates the powerpoint to the students. It is also taking place when she shows them how to use the digital camera.
The final product of the students powerpoint will be used for assessment purposes.
What resources would you direct him/her towards?
I would direct her to several websites. I would also show her sample powerpoints that have been created by previous students.
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