How to Thrive -- Not Just Survive -- in a One-Computer Classroom
When I read the title of this article, I immediately felt a tinge of excitement. I have the one-computer classroom that I feel really limits me in my teaching with technology. I agree with Chaika (2003) in that “In many classrooms, the single computer is relegated to the back wall.” My desktop computer has always been there as well, limited only to my use for grades, attendance, lesson plans, word documents, and research. The students don’t get to use this computer for those reasons. Chaika (2003) offers strategies to remedy this situation, such as moving the computer to a more accessible place within the classroom which would allow for computer use by students during the day.
Using the computer in this manner requires careful student monitoring and a well-working schedule to avoid the bottlenecking effect at the computer. Chaika (2003) offers some traffic strategies to aid this effect: posting a schedule for computer use for certain times, drawing popsicle sticks for taking turns, and establishing groups that are color coded for clarity. In my opinion, any of the three would work well, but I am leaning more toward having a schedule and time limit for the single student or pairs. I currently allow students who need extra time on the computer to come back at another time to finish. It seems to work well for those students who don’t have computer access at home.
I recently wrote a grant to buy a laptop and projector for my classroom. This technically means I have two computers now, but I still only allow student use on the laptop due to the sensitive nature of grades and other material on the desktop computer. I have found that the students know more about technology than I. They help me with suggestions to use it in lessons and help with technological difficulties that inevitably happen.
Some lessons do not lend themselves to single computer use. Word processing on one computer with twenty-five students isn’t feasible. However, allowing a group to type or prepare something is doable. Students can record and present data on the computer for the class. They can locate youtube video clips to further explain a concept. Students can research a new topic as an introduction or to complete the “What I want to Learn” portion of a reading strategy.
References
Chaika, G.(2003). How to Thrive -- Not Just Survive -- in a One-Computer Classroom.
Education World, Retrieved from http://www.educationworld.com/a_tech/tech092.shtml.
Saturday, April 17, 2010
Opinion Paper 2
How to Teach with Technology: Science and Math
When I read the title of this article, I immediately noticed the grouping of science and math. I teach eighth grade physical science which consists of physics and chemistry. These two areas incorporate much math, from formulas to word problems. Students in my advanced classes must be in the advanced math to be placed in my class due to the overwhelming amount of math included. Of course I am used to the age-old student response of “but this is science, not math.” I routinely have to remind them of the correlation between the two core subjects. I mention this to point out how I will not only use the science information from this article in my classes but also the math.
I liked this article because it opened my eyes to some technological ideas that I have yet to try. In the first couple of paragraphs two concerns were addressed with one science teacher’s project. In Bernard (2009) T. J. Fletcher had his students “conduct video interviews of local experts on a research topic of their choosing.” He addressed the issue of students not having video editing expertise, so he had others create tutorials for them. He also addressed the issue of available and sturdy cameras for his classroom. I liked the idea of having students do this video with two of my current projects that I do in my classroom…solar ovens and the Rube Goldberg project. Students could benefit from experts in these fields who use similar information in their everyday jobs.
I also found the article useful because when I visited some of the linked sites within the article, I found some interesting and useable material. I plan to use the Java Gaming site as a review at the end of chapters or units. The current movie idea for Newton’s laws of motion is also something I can work with in my science class when we study this. If I had an interactive whiteboard, such as a Smart Board, I would use that when teaching the math areas within my science units.
References
Bernard, S.(2009). How to Teach with Technology: Science and Math. Edutopia, Retrieved from http://www.edutopia.org/digital-generation-lesson-ideas.
When I read the title of this article, I immediately noticed the grouping of science and math. I teach eighth grade physical science which consists of physics and chemistry. These two areas incorporate much math, from formulas to word problems. Students in my advanced classes must be in the advanced math to be placed in my class due to the overwhelming amount of math included. Of course I am used to the age-old student response of “but this is science, not math.” I routinely have to remind them of the correlation between the two core subjects. I mention this to point out how I will not only use the science information from this article in my classes but also the math.
I liked this article because it opened my eyes to some technological ideas that I have yet to try. In the first couple of paragraphs two concerns were addressed with one science teacher’s project. In Bernard (2009) T. J. Fletcher had his students “conduct video interviews of local experts on a research topic of their choosing.” He addressed the issue of students not having video editing expertise, so he had others create tutorials for them. He also addressed the issue of available and sturdy cameras for his classroom. I liked the idea of having students do this video with two of my current projects that I do in my classroom…solar ovens and the Rube Goldberg project. Students could benefit from experts in these fields who use similar information in their everyday jobs.
I also found the article useful because when I visited some of the linked sites within the article, I found some interesting and useable material. I plan to use the Java Gaming site as a review at the end of chapters or units. The current movie idea for Newton’s laws of motion is also something I can work with in my science class when we study this. If I had an interactive whiteboard, such as a Smart Board, I would use that when teaching the math areas within my science units.
References
Bernard, S.(2009). How to Teach with Technology: Science and Math. Edutopia, Retrieved from http://www.edutopia.org/digital-generation-lesson-ideas.
Opinion Paper 3
Learning with Blogs and Wikis
When I read the title of this article, I caught myself rolling my eyes thinking, I’m not good at these and don’t particularly care for blogs or wikis. However, as I read the article I began to see the point and agree completely with it. It wasn’t so much about us not using them as us not receiving the professional development necessary to use them. We, as teachers, are at a loss when it comes to new and immerging technologies being used in the classroom. We may or may not have even heard of such things as wikis or blogs, but our students most likely have.
To maximize interest in class I feel teachers need to utilize more 21st century skills to reach students. To be able to do this effectively, we need useful professional development to show us how to utilize them. Most often professional development involves the “latest craze sweeping the business world” rather than more doable topics (Ferriter, 2009).
However, this also means we must have the technology, or access to technology, for our students to use. That is becoming harder to do with proration breathing down upon us.
Digital tools can also be helpful to the educator in other ways. Educational blogs from other professionals can be helpful to us on many levels. They are free and allow a place for reflection, questions, and advice all pertinent to teachers and their practice. Ferriter (2009) explains how to lesson the internet searching of blogs by suggesting the use of feed readers that check content and lesson browsing time. Since reading this article, I will visit some of the given websites and search other educational blogs on my topics of interest.
Ferriter (2009) also suggests using wikis which are also easy to use and master. These websites allow the user to add to and edit material as a contribution for others. Wikis also have discussion boards to allow for conversations with others in the same field. I feel slightly more comfortable with blogs and wikis due to our ED 529 class, not so much from this article though.
References
Ferriter, B. (2009). Learning with blogs and wikis. Educational Leadership, 66(5), Retrieved
from http://www.ascd.org/publications/educational_leadership/feb09/vol66/num05/
Learning_with_Blogs_and_Wikis.aspx
When I read the title of this article, I caught myself rolling my eyes thinking, I’m not good at these and don’t particularly care for blogs or wikis. However, as I read the article I began to see the point and agree completely with it. It wasn’t so much about us not using them as us not receiving the professional development necessary to use them. We, as teachers, are at a loss when it comes to new and immerging technologies being used in the classroom. We may or may not have even heard of such things as wikis or blogs, but our students most likely have.
To maximize interest in class I feel teachers need to utilize more 21st century skills to reach students. To be able to do this effectively, we need useful professional development to show us how to utilize them. Most often professional development involves the “latest craze sweeping the business world” rather than more doable topics (Ferriter, 2009).
However, this also means we must have the technology, or access to technology, for our students to use. That is becoming harder to do with proration breathing down upon us.
Digital tools can also be helpful to the educator in other ways. Educational blogs from other professionals can be helpful to us on many levels. They are free and allow a place for reflection, questions, and advice all pertinent to teachers and their practice. Ferriter (2009) explains how to lesson the internet searching of blogs by suggesting the use of feed readers that check content and lesson browsing time. Since reading this article, I will visit some of the given websites and search other educational blogs on my topics of interest.
Ferriter (2009) also suggests using wikis which are also easy to use and master. These websites allow the user to add to and edit material as a contribution for others. Wikis also have discussion boards to allow for conversations with others in the same field. I feel slightly more comfortable with blogs and wikis due to our ED 529 class, not so much from this article though.
References
Ferriter, B. (2009). Learning with blogs and wikis. Educational Leadership, 66(5), Retrieved
from http://www.ascd.org/publications/educational_leadership/feb09/vol66/num05/
Learning_with_Blogs_and_Wikis.aspx
Online Exercise 15- Communication Tools
Online Exercise 15- Communication Tools
1) A number of technologies have been presented this semester to help you reach outside of your immediate surroundings for personal growth and instructional purposes. How could you use these technologies to help yourself create better learning opportunities for your students?
Blogs and wikis have opened up a whole new world for me which will allow me to do the same with my students. Now that I am familiar with such technologies, I feel better and more informed about how to incorporate these into my lesson plans.
2) How could you use them to help yourself continue to develop as a teacher throughout your career?
While researching information on blogs and wikis, I have found professional educator sites that allow me to read others blogs about teaching and professional situations I have already or will possibly encounter at some time. It offers professional development online and current at any time.
3) What are the benefits of using the communications tools?
Blogs allow for access of current topics. Wikis allow for more immediate conversation between all members of the group.
4) What are the dangers?
As with any internet-based tool, blogs and wikis pose the danger of posting too much information to possibly the wrong person with improper intentions.
5) How can technology help you better reach out to all of your students regardless of their race, gender or economic status?
Diversity is a way of life and becoming more so every day. Wikis, in and of itself, provide the opportunity for collaborative work among students.
1) A number of technologies have been presented this semester to help you reach outside of your immediate surroundings for personal growth and instructional purposes. How could you use these technologies to help yourself create better learning opportunities for your students?
Blogs and wikis have opened up a whole new world for me which will allow me to do the same with my students. Now that I am familiar with such technologies, I feel better and more informed about how to incorporate these into my lesson plans.
2) How could you use them to help yourself continue to develop as a teacher throughout your career?
While researching information on blogs and wikis, I have found professional educator sites that allow me to read others blogs about teaching and professional situations I have already or will possibly encounter at some time. It offers professional development online and current at any time.
3) What are the benefits of using the communications tools?
Blogs allow for access of current topics. Wikis allow for more immediate conversation between all members of the group.
4) What are the dangers?
As with any internet-based tool, blogs and wikis pose the danger of posting too much information to possibly the wrong person with improper intentions.
5) How can technology help you better reach out to all of your students regardless of their race, gender or economic status?
Diversity is a way of life and becoming more so every day. Wikis, in and of itself, provide the opportunity for collaborative work among students.
Wednesday, March 31, 2010
Online Exercise 14
Online Exercise 14:
1. 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.)
Multimedia tools and web page tools involve creativity and originality that cannot be found in a book. They access many parts of the brain. For these reasons, they require higher order thinking skills to organize and use the tools.
2. How can these tools help students to be more productive?
It helps productivity because students are producing something that involves technology, which is most likely of strong interest to them. They are introduced to things they may or may not have used before or have access to at home.
3. What makes these tools suitable for your classroom?
Having a laptop and LCD projector in my classroom helps make digital tools suitable and useful for my students. This wouldn't be possible if I did not have internet access and the projector capabilities.
1. 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.)
Multimedia tools and web page tools involve creativity and originality that cannot be found in a book. They access many parts of the brain. For these reasons, they require higher order thinking skills to organize and use the tools.
2. How can these tools help students to be more productive?
It helps productivity because students are producing something that involves technology, which is most likely of strong interest to them. They are introduced to things they may or may not have used before or have access to at home.
3. What makes these tools suitable for your classroom?
Having a laptop and LCD projector in my classroom helps make digital tools suitable and useful for my students. This wouldn't be possible if I did not have internet access and the projector capabilities.
Saturday, February 27, 2010
Online Exercise 12
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)
1. How have productivity tools helped you be more creative? More organized? More productive?
I had no idea that some of these tools even existed. Now that I do, I will definitely use them more often and discuss with colleagues as well. I will use garage band for my poscasts...now that I know how.
I have been using word processing, spreadsheets, and presentation software already.
I did not know about the free tools available to me as an educator. I will be using Thinkfinity and showing it to others at a faculty meeting.
2. How can you incorporate the learner-centered principles into your approaches for using these tools?
I will have students create power point slideshows, do computer-based research, and complete concept maps either as groups or independently. It never occurred to me to have them create their own concept maps for discussion and peer teaching with reading strategies.
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)
1. How have productivity tools helped you be more creative? More organized? More productive?
I had no idea that some of these tools even existed. Now that I do, I will definitely use them more often and discuss with colleagues as well. I will use garage band for my poscasts...now that I know how.
I have been using word processing, spreadsheets, and presentation software already.
I did not know about the free tools available to me as an educator. I will be using Thinkfinity and showing it to others at a faculty meeting.
2. How can you incorporate the learner-centered principles into your approaches for using these tools?
I will have students create power point slideshows, do computer-based research, and complete concept maps either as groups or independently. It never occurred to me to have them create their own concept maps for discussion and peer teaching with reading strategies.
Saturday, February 6, 2010
On-line 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).
1. How would you design the initiating activity(s)?
2. How many would there be?
I would use at least one 21st century skill with technology at least 3 times a week.
3. How would you choose to integrate technology into your teaching, students’ learning, and the assessments?
4. What technology would you choose?
Clickers (if possible), laptop, projector, internet, digital thermometers, informative cd's/dvd's for the computer.
5. How would you assist the teacher in understanding 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?
By example. I would model it for them if they could watch me for a class...if not, we could do it before or after school.
6. What resources would you direct him/her towards?
Websites found on the internet and/or offered with the equipment being used. Also, I'd direct him to other experienced teachers.
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).
1. How would you design the initiating activity(s)?
I would advise him to utilize any and all technology available at my school. Hopefully, I am already using this myself and can aid him in integrating it, but if not, I'd direct him to the tech person or tech-experienced teacher for help.
2. How many would there be?
I would use at least one 21st century skill with technology at least 3 times a week.
3. How would you choose to integrate technology into your teaching, students’ learning, and the assessments?
Some things I do:
Laptop and projector can be used to show informative video clips. Digital thermometers can record temps that are put into the computer for variety of uses. Power point slideshows and interactive online games can be used to re-enforce a lesson or introduce a lesson.
4. What technology would you choose?
Clickers (if possible), laptop, projector, internet, digital thermometers, informative cd's/dvd's for the computer.
5. How would you assist the teacher in understanding 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?
By example. I would model it for them if they could watch me for a class...if not, we could do it before or after school.
6. What resources would you direct him/her towards?
Websites found on the internet and/or offered with the equipment being used. Also, I'd direct him to other experienced teachers.
Saturday, January 23, 2010
online exercise 7
1) 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).
2) 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. If so, identify the tools, such as software or websites that you will be using or have used in a past lesson.
3) 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).
4) Will you use quizzes? Tests?
5) A performance-based task?
6) Next, think about the learning activities. How will each activity address the standard(s) you have selected? How will the activities help your students succeed on the assessment?
2) 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. If so, identify the tools, such as software or websites that you will be using or have used in a past lesson.
3) 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).
4) Will you use quizzes? Tests?
5) A performance-based task?
6) Next, think about the learning activities. How will each activity address the standard(s) you have selected? How will the activities help your students succeed on the assessment?
___________________________________________________________________
Answers:
1) COS objective: How photovoltaics work to harness solar energy
2) ISTE NETS standards: Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
Tools: Email; graphing calculators; GPS devices; digital cameras
3) I email parents weekly to keep them up-to-date with my classes. I will ask them for locations of solar panels. Students will use GPS devices to find solar panels in the community and use cameras to take pictures.
3) I email parents weekly to keep them up-to-date with my classes. I will ask them for locations of solar panels. Students will use GPS devices to find solar panels in the community and use cameras to take pictures.
I assess this by grading the solar booklet they produce with pictures and locations of solar panels within our community.
4) This will also be assessed on the unit test for solar energy, which comes at a later time.
5) The performance-based task is the solar energy booklet they produce and present to the class.
6) Some learning activities for this mini-unit include: using the GPS to locate solar panels, using the camera to take pictures, taking in class data and using the graphing calculators to graph; taking the temperature of water in black cans and white cans, and making a solar oven. The hands-on activities and projects will lead to higher achievement when the unit test is given.
Online exercise 5
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:
1) Will the kinds of technologies you have envisioned support all of your students regardless of their learning strengths and weaknesses?
2) Will these technologies support your students in working together?
3) Will students have enough access to technologies to meet their learning needs?
4) How will you know students are learning what you intend them to learn?
5) How will you identify their preferred learning style and differentiate instruction in the classroom for them?
6) If they are not learning what you intend, how will you address that?
Answers:
1) With me utilizing a projector and laptop with my classes, it will reach all students on a visual level and auditory level. They will see things such as internet images and YouTube clips to aid what I'm teaching.
2) If I had a "smart board", I could have the students work in pairs and come to the board to present to the class. If using i pod PDA's, I could have them take pictures of things for a digital scavenger hunt.
3) Some of my students have access to many different types of technologies at home and therefore are used to such things, but others, are not so lucky. I would have to use the technology as classwork as opposed to homework due to this.
4) Frequent questions and careful classroom monitoring during use of this technology.
5) Take a similar test found on the internet or elsewhere to determine learning styles of the students. Then, utilize each of the styles at least once during the lesson.
6) Modification, modification, modification. I would try alternating the groups if that seems to be a problem. If something else is the problem, I could try another method or simply re-teach then try again.
1) Will the kinds of technologies you have envisioned support all of your students regardless of their learning strengths and weaknesses?
2) Will these technologies support your students in working together?
3) Will students have enough access to technologies to meet their learning needs?
4) How will you know students are learning what you intend them to learn?
5) How will you identify their preferred learning style and differentiate instruction in the classroom for them?
6) If they are not learning what you intend, how will you address that?
Answers:
1) With me utilizing a projector and laptop with my classes, it will reach all students on a visual level and auditory level. They will see things such as internet images and YouTube clips to aid what I'm teaching.
2) If I had a "smart board", I could have the students work in pairs and come to the board to present to the class. If using i pod PDA's, I could have them take pictures of things for a digital scavenger hunt.
3) Some of my students have access to many different types of technologies at home and therefore are used to such things, but others, are not so lucky. I would have to use the technology as classwork as opposed to homework due to this.
4) Frequent questions and careful classroom monitoring during use of this technology.
5) Take a similar test found on the internet or elsewhere to determine learning styles of the students. Then, utilize each of the styles at least once during the lesson.
6) Modification, modification, modification. I would try alternating the groups if that seems to be a problem. If something else is the problem, I could try another method or simply re-teach then try again.
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