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.
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