Wednesday, July 4, 2012
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
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
Sunday, June 24, 2012
New to Blogging
Chapter One Reflections
1. Must I use a inquiry-based learning approach in my classroom to use computers as a tool?
There are other ways computers can be used in the classroom as a tool. Teachers use computers in many ways that help students gain new knowledge or enhance new or old skills. When used, students are encouraged to gain a deeper understanding by using computers. According to Lowther and Morrison (2010), "Technology does have the potential to transform education if teacher reform their instructional practices and engage students in meaningful learning and use of 21st-century knowledge ans skills" (Pg.4). Overall, Inquiry-based learning seems to be a good way to incorporate the technology of today in order to secure students learning in the future.
2. Can I still use tutorials and drill-and-practice software?
It is important to know that they can still be used, but should not be the only software. These kinds of teaching approaches can help students learn skills or practice new or old skills. Tutorial can still be used in order for students to learn how to approach the skill that will be taught. However, drill-and-practice exercise should be taught with caution because students should be able to truly understand what is taught, not just memorize what they have seen numerous times.
3. Won't I have to spend a great deal of time to develop these units of instruction?
Most teachers spend a lot of their time developing lesson plans and units that are meaningful for their students. Even though it takes a bit longer to incorporate various problem solving and technology, I think it is worth the extra time if students are learning and reaching their goals of learning.
4. Won't every student need a computer to use it as a tool?
No, not every student will need to use the computer as a tool. According to Lowther and Morrison (2010), "The learners are empowered as they acquire new skills, and the students serving as coaches become empowered through the opportunity to educate others" (p.14). Teachers can make the other students helpers or give then certain jobs while the class completes their tasks. However, teachers should switch the jobs every now and then, so the helpers can learn new skills to teach to the others.
References
Lowther, D., and Morrison, G., (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston, MA. Pearson Education, Inc. USA
There are other ways computers can be used in the classroom as a tool. Teachers use computers in many ways that help students gain new knowledge or enhance new or old skills. When used, students are encouraged to gain a deeper understanding by using computers. According to Lowther and Morrison (2010), "Technology does have the potential to transform education if teacher reform their instructional practices and engage students in meaningful learning and use of 21st-century knowledge ans skills" (Pg.4). Overall, Inquiry-based learning seems to be a good way to incorporate the technology of today in order to secure students learning in the future.
2. Can I still use tutorials and drill-and-practice software?
It is important to know that they can still be used, but should not be the only software. These kinds of teaching approaches can help students learn skills or practice new or old skills. Tutorial can still be used in order for students to learn how to approach the skill that will be taught. However, drill-and-practice exercise should be taught with caution because students should be able to truly understand what is taught, not just memorize what they have seen numerous times.
3. Won't I have to spend a great deal of time to develop these units of instruction?
Most teachers spend a lot of their time developing lesson plans and units that are meaningful for their students. Even though it takes a bit longer to incorporate various problem solving and technology, I think it is worth the extra time if students are learning and reaching their goals of learning.
4. Won't every student need a computer to use it as a tool?
No, not every student will need to use the computer as a tool. According to Lowther and Morrison (2010), "The learners are empowered as they acquire new skills, and the students serving as coaches become empowered through the opportunity to educate others" (p.14). Teachers can make the other students helpers or give then certain jobs while the class completes their tasks. However, teachers should switch the jobs every now and then, so the helpers can learn new skills to teach to the others.
References
Lowther, D., and Morrison, G., (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston, MA. Pearson Education, Inc. USA
Chapter Three Reflections
1. Why is it important to learn about different technology tools when they are constantly changing?
It is important to learn about different technology because it changes constantly, and with so many being developed, the more you know, the more you can teach your students growing up in a technological world. According figure 3.1 on Pg.60, the four categories of digital tools are computers, peripherals, mobile devices, and data storage. With so many of them being outdated, it is important for students to stay up to date.
2. Most desktop computers do the same things as mobile players, so why do teachers need to use both?
Teachers need both desktop and mobile computers, because even though a mobile device is just as capable as a desktop, there are things one can do that the other can't. In addition, seeing as desktops computers seem to be fading away, students should learn both ways of handling computers. An interesting quote from Pg. 66 explains that "the mobility of the laptop increases the likelihood that it will be dropped by a student during transport" (Lowther and Morrison, 2010). Also, page 67 has a table that explains the Pros and Cons of the three types of computers. It is important for teachers to view this in order to make a decision. So, think hard and keep an eye open!! Teachers should be wary of smaller devices, like laptops, cameras, mp3 players, and flash drives, because they can easily be lost or dropped.
3. How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?
Hmm... This seems like a universal question. Is it really worth the price if it only does a couple of tricks? I think that despite how limited digital devices can seem, it is still worth buying. On page 75, Table 3.3 shows the Pros and Cons of mobile devices, which can really make or break a teachers' decision to feature one. Nowadays, more mobile devices are featuring more additions that make it truly worth the money. Technology today is truly interesting!
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skillsfor the 21st Century. Pearson Education, Inc. Boston, MA. USA.
It is important to learn about different technology because it changes constantly, and with so many being developed, the more you know, the more you can teach your students growing up in a technological world. According figure 3.1 on Pg.60, the four categories of digital tools are computers, peripherals, mobile devices, and data storage. With so many of them being outdated, it is important for students to stay up to date.
2. Most desktop computers do the same things as mobile players, so why do teachers need to use both?
Teachers need both desktop and mobile computers, because even though a mobile device is just as capable as a desktop, there are things one can do that the other can't. In addition, seeing as desktops computers seem to be fading away, students should learn both ways of handling computers. An interesting quote from Pg. 66 explains that "the mobility of the laptop increases the likelihood that it will be dropped by a student during transport" (Lowther and Morrison, 2010). Also, page 67 has a table that explains the Pros and Cons of the three types of computers. It is important for teachers to view this in order to make a decision. So, think hard and keep an eye open!! Teachers should be wary of smaller devices, like laptops, cameras, mp3 players, and flash drives, because they can easily be lost or dropped.
3. How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?
Hmm... This seems like a universal question. Is it really worth the price if it only does a couple of tricks? I think that despite how limited digital devices can seem, it is still worth buying. On page 75, Table 3.3 shows the Pros and Cons of mobile devices, which can really make or break a teachers' decision to feature one. Nowadays, more mobile devices are featuring more additions that make it truly worth the money. Technology today is truly interesting!
References
Lowther, D. & Morrison, G. (2010). Integrating Computer Technology into the Classroom: Skillsfor the 21st Century. Pearson Education, Inc. Boston, MA. USA.
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