Chapter 12 Reflections

1. What can I do to "get ready'' for a lesson in which my students use computers?
     In order to ''get ready'' for a lesson using computers, you have to make sure that you know what you are doing. If you don't know what to do, then the students sure won't know what to do! You need to have guides, resources, step-by-step instructions, anything that will help you. In addition, you need to have software, bookmarks and other applications that you will need. If you do this, than you will be have more time for the lesson and more time to fix any issue you have. 

2. Where does the ''computer part'' come when I am teaching a lesson?
     Well, the ''computer part'' in a lesson depends on when you will need to use the computer. You have to decide when the students will need the lesson and have activities that will involve the computer. Also, both the teacher and the students will need to be comfortable using the computers before teaching. 


3. How do you ensure access for all students with only three computers?
      If you only have three computers for all the students, there are some things you can do. First, you can have the students get into groups and assign certain computer tasks to do. Another thing you can do is create a schedule. Using a schedule, you can assign independent or groups to use the computer at a time. All in all, make sure that the computer activities are relevant to the lesson being taught. 

References 

Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills forthe 21st Century. Pearson Education, Inc. Boston, MA. USA.  

Chapter 10 Reflections

1. How do you know that students understand a concept?
     

     Graphic Organizers are a god way to make sure that students understand a concept.  Because there are so many types of graphic organizers, it is important to pick one that will help show the topic and reinforce students understanding of that topic. Graphic Organizers can help students go beyond memorization to deeper understanding and learning. 

2. How can you depict student misconceptions of key information
     Graphic organizers help students see the difference in the truth and their idea of the topic. Graphic organizers help the students gain a deeper understanding of the topic they are studying. Misconceptions can be found and fixed by leading students down the right path using graphic organizers. 

3. How can students capture and transfer brainstorming ideas into written thoughts?
     Graphic organizers are a creative way to show brainstorming ideas. There are some organizers that can transfer their written ideas and then arrange them anyway that helps them. 


References 

Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills forthe 21st Century. Pearson Education, Inc. Boston, MA. USA.  

Chapter 11 Reflections

1) What are the benefits of using problem-solving or educational software?
They can both be used for additional learning. There are schools that use both programs. The benefits are that they are taking a break from using the book  and it saves on pencil and paper. Many of the programs have old-fashioned techniques that are just right for students. One important benefit is that it increase  a students attention and increases their learning and their technical skills.

2) How do I choose the correct software?
you have to think about this one. The software a teacher uses is important because it can make or break your lesson plans. Choosing a software involves deciding what you want it to do. Also, you need to make sure that the function of the software matches what you want it to teach overall. Research may be required in choosing a software. Make sure to look at the details and the reviews before choosing. Lastly, the software has to be appropriate for children. So, good luck and choose wisely! 

3) When I integrate problem-solving or educational software into a lesson, what changes will be needed?

Now, when you integrate a problem-solving or educational software into your lesson, you need to make adjustments to your lessons. In order to properly use software, you need to make sure that it meets your educational needs, the computer functions meet your objectives, and it provides content and practice and feedback to the students. It is important to know what you are getting into before bringing a software into your lesson. 

References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.

Chapter 9 Reflections

1) How can my students use multimedia for their projects?

Multimedia is used and seen every day, so it can be a bit tough to incorporate it into educational projects. There are many types of multimedia, so a student should be able to find one they can use. Multimedia can be created from Word to PowerPoint. It is up to the students how creative they want to be. The most commonly used is PowerPoint.

2) What applications are available for creating a multimedia presentation?
There are many applications available to use. Students can use PowerPoint, Flash, Prezi, or Movie Maker. The one that is used the most is PowerPoint because it is pretty easy to use and they can get creative with their presentations. 

3) Should I place limits on how my students use multimedia?


I think that limitations can be helpful when using multimedia. The problem with using PowerPoint is that sometimes the students get too creative and their message gets lost in all of the razzle dazzle. Teachers should tell the students to keep it simple and show the important points. How much they put into the presentation can increase as they get older because they will understand what a good presentation contains. 

References:
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.

Chapter 6 Reflections

Now that I have access to the Web, how can I use it effectively?
     First off, may I say that the Web is just great!! Being able to access it should be the easy part. But the harder part is knowing what to do with it. First, you need to start your search using Google, Yahoo!, or Bing. another way to use the web would be for teachers to start a blog, a homepage or create a class website. On these ideas, you can give your students assignments, fun projects or link educational videos. On an important note, as the teacher, you have to limit and approve which website your students can use. Luckily, there are kid-friendly search engines that they can use. Thank you, internet!
How do I manage students' use of the Web in my class?
     Hmm, good question. On page 162-163 of the text, there is an example of an acceptable use policy. This is a set of rules that the students have to know before being able to use the internet. It usually shows what the students can and can not do, as well as listing the consequences. Luckily, in many schools, the computer have filters on them to prevent students from going to bad websites like YouTube and Facebook. (No offense to those who use it. This is pointed for kids ;)..) 
Which features of the Web do I use?
     Well, there are so many things to choose from, but what you want to do is carefully pick the features that you will need. One feature to use are search engines, because students can use it or research or instructions on how to do something. Google Docs is a good example because you can share documents with your class. You can also use the web for communication such as e-mail, Instant Message, or Skype. There are so many things to do, but remember to choose carefully!


Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.

Chapter 4 Reflections

There are so many types of software; how do I know which ones to include in my lessons?

     Trying to figure out which software to use can be challenging. You need to decide which type of software will help you in your lessons. There are five categories of software that are used in today's classrooms: Productivity, Research, Communication, Problem-Solving, and Educational Software. It is important for teachers to refer to the technology standards for North Carolina. They explain each grade level and what the students should master according to the subject. 

I understand why students should use educational software and the Internet, but why should my fourth-grade students learn to use spreadsheet, database, or video editing software?

     Well, the answer to that is simple. We live in a world where technology is changing and our education is different as well. It is important or teachers to stay up to date with technology in the classroom. In the fourth grade, students learn to use more advanced tools like spreadsheets, databases, and video-editing software.

How can student use of different types of software help improve scores on state tests?

     Because there are so many different programs that can help improve test scores, it is important to test each one in order to see if it can be useful for students. One type of software program is the type that drills foreknown knowledge. A second type of program i the type that tests what the students already know. Lastly is the program that can reinforce what they know and add onto what they know. It is important to use all three types of programs or one that combines in order for students to improve on state test. 
                                                       
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Pearson Education. Inc. Boston, MA, USA.

Delicious!

Today, I created a Delicious account. I added 15 websites to my links. All of them were educational websites that will help me once I start teaching. It wasn't that hard to look up educational websites. The harder part was looking through each site to make sure it was good enough to use. I did visit a few sites that wanted to sell something, but I skipped over those. Some of the sites I added were valuable, while some I looked at seemed short and couldn't be used in the classroom. I mean, there were sites with a few games and printouts, but I just couldn't do it. The Web 2.0 sites were very creative and 'techy'. Those sites will definitely come in handy for future use. I looked at a few of my classmates that I am following. I did select a few sites that they chose like Scholastic, Crayola, and Popplet. What I likes about the sites I chose were their future usefulness, their many resources and printables. Some sites had really cool videos and games that my students can play. My favorite website that I added was the interactive storytelling with Cinderella. I look forward to using these websites for my future class!

Chapter 5 Reflections

1) How can I get my students to ask questions about the research they are conducting?
     Teachers can get students to ask questions by using Think Sheets. Think Sheets help students understand the material by using the right inquiry skills.  A good example would be the use of KWL charts. On the research they are doing, The K will be what they know, The W will be that they want to know, and The L will be that they learned.  
2) How can I teach my students to solve problems?
     The teacher can help their students solve a problem by teaching them how to identify the problem. An example of this would be to use "curiosity builders", ways of dropping hints before the lesson starts like "I wonder...". After the students define the problem, next they identify what they already know in order to solve it. They can achieve this by making predictions and brainstorming. Once they have all they need, than they can come up with possible solutions. This can be achieved by using a very reliable Think Sheet once again: the KWL chart.
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?
     Good question. I think a good way to do this would be to get to know the equipment you are using and figure out a way to use it in your lesson plans. The way to approach an inquiry-based lesson would be to figure out the problem and then decide which computer functions will help you reach your objective. 

References
Lowther, D., and Morrison, G., (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston, MA. Pearson Education, Inc. USA

Chapter 2 Reflections

How do I plan an integrated lesson that will work with my students?
     Using the NTeQ model helps teachers get off to a great start in creating lesson plans that are integrated and creative. In order to create an integrated lesson, a teacher must first decide what subject to teach. If it is a subject that has already been covered, than the use of computers will help. Secondly, the teacher must decide how long the lesson should be, keeping in mind the attention-span of their students. You have to decide if it will last a few days or a week. The text states that "you should plan a lesson that is appropriate for your students and your objectives or intentions" (Morrison & Lowther, 2010, p.29). Lastly, a teacher should not expect to use a computer for every objective in their lesson plan and accept that. A computer is just a tool, but the teacher is the real deal. 


Why do I need objectives to help with my planning and lesson development?
     In short, Yes. Objectives help give teachers a goal in what they want to teach. They make sure that everything the teacher is covering has been covered. Recently, districts have created objectives for teachers to use in order to make teachers' responsible for student learning. Also, objectives help teachers stay on the right path to creating a true learning environment.


How can I encourage my students to engage in the processing of information?
      Teachers can keep their students encouraged by being involved with the process themselves. An effective way to teach the students is to be a role model. When they see the teacher having fun, then they will be less reluctant and become more engaging. In addition, teachers can create other ways to process information. A simple worksheet can turn into group work, with everyone participating and helping each other. When teachers get creative with assignments, the students seem excited and more engaging with the lesson.


Do I have to use a different lesson plan when I want my students to use computers?
     Teachers do not have to use a different lesson plan when they want students to use the computer. They can include computers and other technology with the lessons they have. Regular computer features can come in handy for the students, when it is necessary. When a teacher uses the NTeQ model, they are able to blend using computers and technology in their lessons. 


What is the relationship between objectives and computer functions?
     Objectives are goals that the teacher will try to reach throughout the year. Computer functions are "tasks that computer software can assist with or perform" (Morrison & Lowther, 2010, p.33). In order or a teacher to create a successful integrated lesson, there should be a match between their objectives and at least one computer function. A way to do this would be to become the student and think about how you would achieve your objective. Think about whether  you would need to collect data, calculate, graph. Afterwards, pick one or two computer functions or the student to use.

Can you use a computer for every objective or lesson?
     Well, you CAN, but Click here for my response.. Are you really that advanced that you need a computer for everything? The answer is NO! Computers are meant to be a TOOL, not the teacher or instructor. Keep it simple and only use the computer for the objectives you need. 




References
Lowther, D., and Morrison, G., (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston, MA. Pearson Education, Inc. USA