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.
Saturday, March 27, 2010
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.
Friday, February 5, 2010
Online Exercise 7: Standards
Locate a state standard(s) for the grade you are teaching. Identify a standard that can be addressed through a short unit (one to five days).
1.) Demonstrate reading vocabulary knowledge, including recognition of multiple-meaning words
Now visit the ISTE NETS standards to see whether one or more of those is appropriate for helping you meet the content standard(s) you have selected. Yes
If so, identify the tools, such as software or websites that you will be using or have used in a past lesson. Now that you have the standards in mind and have selected your technology, think about how you might assess or did assess whether your students have met the standard(s).
I would use theElmo, Microsoft Powerpoint, and a digital camera.
Will you use quizzes? Tests?
No! The students will be evaluated by their presentation of their final project.
A performance-based task?
I will use a rubric for the presentation and the final project.
Next, think about the learning activities. How will each activity address the standard(s) you have selected?
The activities that the students will be involved with in class will help them to prepare for their final project. The students will be given several examples and models of what they will be expected to do.
How will the activities help your students succeed on the assessment?
The activities will prepare them for the final project because they will be practice of what is expected from them.
Locate a state standard(s) for the grade you are teaching. Identify a standard that can be addressed through a short unit (one to five days).
1.) Demonstrate reading vocabulary knowledge, including recognition of multiple-meaning words
Now visit the ISTE NETS standards to see whether one or more of those is appropriate for helping you meet the content standard(s) you have selected. Yes
If so, identify the tools, such as software or websites that you will be using or have used in a past lesson. Now that you have the standards in mind and have selected your technology, think about how you might assess or did assess whether your students have met the standard(s).
I would use theElmo, Microsoft Powerpoint, and a digital camera.
Will you use quizzes? Tests?
No! The students will be evaluated by their presentation of their final project.
A performance-based task?
I will use a rubric for the presentation and the final project.
Next, think about the learning activities. How will each activity address the standard(s) you have selected?
The activities that the students will be involved with in class will help them to prepare for their final project. The students will be given several examples and models of what they will be expected to do.
How will the activities help your students succeed on the assessment?
The activities will prepare them for the final project because they will be practice of what is expected from them.
Saturday, January 23, 2010
Online Exercise 5
Online Exercise 5: Technology in the Classroom
Think about your classroom. In your mind, where do you see the technology in that room? (Think of all the possible technologies—computers, LCD projectors, handhelds, laptop carts, and more.) How will you set up the classroom to support students in working both with technology and with each other? Ask yourself the following questions:
Will the kinds of technologies you have envisioned support all of your students regardless of their learning strengths and weaknesses?
Yes! I feel that we have a sufficient amount of technology in the classrooms to meet the needs of the entire student population. We have technology that can be used by students regardless of their weakness. In addition, we have technology to change our advanced students. This equipment ranges from educational games to Elmos.
Will these technologies support your students in working together?
Yes! These technologies support group work as well as individual work. Most of our teachers use technology when conducting small group instruction. Educational games are used for small group instruction to decrease disciplinary problems.
Will students have enough access to technologies to meet their learning needs?
Yes ! Some form of technology is available in each classroom. Students are exposed to technology in all classrooms.
Now think about teaching in that classroom:
How will you know students are learning what you intend them to learn?
I will use a variety of methods to monitor the effectiveness of technology.
Some of these methods will include walkthrough tools, progress monitoring forms, and monthly teacher reports.
How will you identify their preferred learning style and differentiate instruction in the classroom for them?
Teachers will administer a learning style assessment tool to identify students' preferred learning styles.
If they are not learning what you intend, how will you address that?
I will suggest redoing our technology plan.
My students
Think about your classroom. In your mind, where do you see the technology in that room? (Think of all the possible technologies—computers, LCD projectors, handhelds, laptop carts, and more.) How will you set up the classroom to support students in working both with technology and with each other? Ask yourself the following questions:
Will the kinds of technologies you have envisioned support all of your students regardless of their learning strengths and weaknesses?
Yes! I feel that we have a sufficient amount of technology in the classrooms to meet the needs of the entire student population. We have technology that can be used by students regardless of their weakness. In addition, we have technology to change our advanced students. This equipment ranges from educational games to Elmos.
Will these technologies support your students in working together?
Yes! These technologies support group work as well as individual work. Most of our teachers use technology when conducting small group instruction. Educational games are used for small group instruction to decrease disciplinary problems.
Will students have enough access to technologies to meet their learning needs?
Yes ! Some form of technology is available in each classroom. Students are exposed to technology in all classrooms.
Now think about teaching in that classroom:
How will you know students are learning what you intend them to learn?
I will use a variety of methods to monitor the effectiveness of technology.
Some of these methods will include walkthrough tools, progress monitoring forms, and monthly teacher reports.
How will you identify their preferred learning style and differentiate instruction in the classroom for them?
Teachers will administer a learning style assessment tool to identify students' preferred learning styles.
If they are not learning what you intend, how will you address that?
I will suggest redoing our technology plan.
My students
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