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Reflections
Chapter
1
1. Must I use an inquiry-based learning approach in my classroom
to use computers as a tool?
No, it is not necessary. Using computer is an integral part of
learning as well as a learning tool. No matter what approach we use, the
importance lies on the way we conduct the teaching process. The best approaches
with computer are a student-centered approach and open-ended learning
environment.
2. Can I still use tutorials and drill-and-practice software?
Yes, teacher should always use tutorial practice and practice
software as that help in the educational process. It is also necessary for
teacher to give the right directions for students In order to show them the right
way of searching and exploring the objective information.
3. Won’t I have to spend a great deal of time to develop these
units of instruction?
Yes, it is going to take time and effort in the beginning but it
will be easier each time I repeat the process. For example: I can use those
three with minor changes; Lesson plan templates, Math games, and Real life
stories videos.
4. Won’t every student need a computer to use it as a tool?
It is an ideal if every student has a computer but it is not
necessary. I can divide my students into groups and then change their roles
repeatedly. Because the teacher is the class manager who will “handle student
problems as they arise … also ensure that the lesson can be completed” (p.19).
Chapter
3:
1. Why is it important to learn about different technology tools
when they are constantly changing?
It is necessary to learn about new technology tools to keep up
with the current world, and students need to stay ahead with cutting-edge
technology, as stated in the book, this will be essential for students to
“build research and information fluency, to gain a sound understanding of
technology operations and concepts, and to develop critical thinking,
problem-solving, and decision-making capabilities” (p. 88).
2. Most desktop computers do the same things as mobile devices, so
why do teachers need to use both?
Because there are things one can do that the other can’t.
According to the book, Desktop computer has two pros: - individual components
are easily replaced or upgraded. – Monitors are often large enough for easy
group sharing (p. 67). While mobile devices have many advantages such as: -
portable for field use; review at home, files are easily transfer to other
digital devices; files can be copied indefinitely without degradation;
inexpensive all-in-one models; light weight - easy to carry; multifunction;
uses less power…etc. (p. 75).
3. How can the cost of digital devices be justified when the
functions they perform are often limited in number and scope?
It is inevitable to use technology in today’s classrooms and
beyond. The price we pay for such devices is incomparable to the results we
hope to accomplish. One thing to do is that before purchasing any digital
device we need to make sure that it will be useful with other devices and serve
for multiple purposes. The book asserts that “as technology becomes more
ubiquitous and mobile, it is critical for teachers and students to take full
advantage of the enhanced learning opportunities provided by digital tools”
(p.59).
Chapter
2:
1. How do I plan an integrated lesson that will work with my
students?
The NTeQ model provides ten steps to help the educator planning an
integrated lesson. The first five steps involve the planning of the content:
specifying the objectives, identifying a match with the computer functions,
specifying the problem the students will seek to answer, planning how they will
conduct research and analyze the information and date. And finally, planning
how they will present the results of their research. The next three steps
require the teacher to plan how his/her students will use the computers in the
classroom. The ninth step is the planning of supporting activities that can
include support for objectives. Last is the planning of assessment of student
learning (Morrison & Lowther, 2010, p.54).
2. Why do I need objectives to help with my planning and lesson
development?
Objectives support the goals and standards of the lesson.
Basically they should cover all the instructions for the lesson (Morrison &
Lowther, 2010, p.30). Moreover, in order to create a successful integrated lesson
I must link my objectives with computer functions.
3. How can I encourage my students to engage in the processing of
information?
I can encourage my students to engage in the processing of
information in many ways. First I can present a certain problem that would be
interesting to solve. Then, the students would try to specify the problem by
using a Thinking Sheet. I have to be sure that they have clear understanding of
the instructions. Using technology in the classroom is a great way of engaging
students in the learning process.
4. Do I have to use a different lesson plan when I want my
students to use computers?
No, I do not have to use a different lesson plan when I want my
students to use computers. Using the NTeQ model will help me integrate
technology into my lesson plan; of course modifying is necessary. Also, I must
specify the resources used.
5. What is the relationship between objectives and computer
functions?
Objectives and computer functions are very interrelated. In order
for a teacher to create a successful integrated lesson, he/she should match
between the objectives and computer functions through careful planning and
thinking (p. 33). The computer functions are the tools that can help obtaining
the objectives.
6. Can you use a computer for every objective or lesson?
You can use a computer for every objective or lesson, but that is
neither necessary nor helpful. There are other resources to use. Computers
should be used when most productive for the teacher’s objectives. Some
objectives require other resources such as newspapers, dictionaries, books, etc
(p. 29). Besides, computers are not available all the time.
Chapter
5:
1. How can I get my students to ask questions about the research
they are conducting?
First students need to be interested in the subject of the
research. I can get their attention by providing an interesting material; this
will drive the students to ask questions as they want to know more. Using Think
Sheets can help inquiry and questions to be shaped.
2. How can I teach my students to solve problems?
Page 135 introduces the NTeQ problem-solving process. A Think
Sheet helps the students to indentify the problem and to ask necessary
questions to solve it. Then “the students determine the specific data to
collect, they next decide how to analyze the data to solve the problem” (p.
139). Generating several ways to solve the problem and evaluating those ways
comes last. Of course all of this is conducted with the teacher’s instructions
and supervision.
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?
The best start would be to take it step by step. The teacher
should take enough time to familiarize him/her self with different approaches
and computer functions. Research and practice are vital to achieve proficiency.
More importantly, the teacher can ask help from other experienced teachers in
addition to other sources of information.
Delicious:
This was quite an experience! I
enjoyed doing this assignment so much. Although it was not easy to find good
sites as I kept the evaluating tools in mind. I benefited a lot from those
tools to distinguish good sites that are not commercial or inaccurate. There
are quite a number of such sites; but I specified my search for beneficial
resources only and so overlooked irrelevant sites. I was astonished to find out
a huge variety of valuable web2.0 sites out there, I decided to choose only
what I know, though. Some of those were common between me and my following
students such as, Facebook and Twitter. As a whole, my selection of sites was
an interesting informative variety that I definitely would avail myself from in
school and beyond.
Chapter
4:
1. There are so many types of software; how do I know which ones to include
in my lessons?
The five categories of software used in today’s classroom mentioned in p. 93 are all wonderful choices to apply in an integrated lesson; in addition to the eight types of productivity software mentioned in the same page. The suitable type for my use depends on what grade I teach, what subject, and the States standards. Once fully aware of those, I can implement the right software successfully.
2. I understand why students should use educational software and the Internet, but why should my fourth-grade students learn to use spreadsheets, database, or video editing software?
Because they can learn. Children are exposed to many types of technology on a daily basis, this would open intellectual horizons for them. Once I integrate such programs in right lessons, students would interact positively and surely they would be interested to know more.
3. How can student use of different types of software help improve scores on state tests?
As stated in p. 109-110, games can enhance students’ learning. This only one of many different software programs that can help students get better scores on state tests and beyond. Also, simulations are on the same degree of enabling students to acquire needed knowledge to educational growth. Each day, a new kind of technology is developed and introduced into education. We can benefit from other teachers’ experiences in this area in order to use the best software that can enhance students’ learning.
The five categories of software used in today’s classroom mentioned in p. 93 are all wonderful choices to apply in an integrated lesson; in addition to the eight types of productivity software mentioned in the same page. The suitable type for my use depends on what grade I teach, what subject, and the States standards. Once fully aware of those, I can implement the right software successfully.
2. I understand why students should use educational software and the Internet, but why should my fourth-grade students learn to use spreadsheets, database, or video editing software?
Because they can learn. Children are exposed to many types of technology on a daily basis, this would open intellectual horizons for them. Once I integrate such programs in right lessons, students would interact positively and surely they would be interested to know more.
3. How can student use of different types of software help improve scores on state tests?
As stated in p. 109-110, games can enhance students’ learning. This only one of many different software programs that can help students get better scores on state tests and beyond. Also, simulations are on the same degree of enabling students to acquire needed knowledge to educational growth. Each day, a new kind of technology is developed and introduced into education. We can benefit from other teachers’ experiences in this area in order to use the best software that can enhance students’ learning.
Chapter 6:
1. Now that I have access to the Web, how can I use it
effectively?
The internet and World Wide Web provide educators and students with a tool for communication, research, and collaboration, p. 146. Having said that, there are numerous ways to use the web effectively. First, I have to decide the kind of tool that best reflect my needs. For me, Google is the hardcore of any computer work I do. Anything else depends on the aim I am seeking.
2. How do I manage students’ use of the Web in my class?
I can manage students’ use of the Web in my class by applying an access policy. All schools have a certain method of blocking or filtering internet sites in a way that is safe for our children to use. Page 151 of the text book names some of safe search engines used by schools.
3. Which features of the Web do I use?
The features of the Web I use depends on my as well as the class’s needs. Integrating the internet into lessons requires planning and evaluation of materials, p.169. Then, I can choose what best enhances my students learning process.
The internet and World Wide Web provide educators and students with a tool for communication, research, and collaboration, p. 146. Having said that, there are numerous ways to use the web effectively. First, I have to decide the kind of tool that best reflect my needs. For me, Google is the hardcore of any computer work I do. Anything else depends on the aim I am seeking.
2. How do I manage students’ use of the Web in my class?
I can manage students’ use of the Web in my class by applying an access policy. All schools have a certain method of blocking or filtering internet sites in a way that is safe for our children to use. Page 151 of the text book names some of safe search engines used by schools.
3. Which features of the Web do I use?
The features of the Web I use depends on my as well as the class’s needs. Integrating the internet into lessons requires planning and evaluation of materials, p.169. Then, I can choose what best enhances my students learning process.
Chapter 9
Students can use multimedia for their projects in many ways. For example, the use of Power point is quite preferable by most students. According to the book, “students can easily incorporate a variety of media into a single presentation” (p. 235). Multimedia incorporates graphics, pictures, video, and animated objects. All of these engage students actively in creating projects that implement useful multimedia technologies.
2. What applications are available for creating a multimedia presentation?
For creating a multimedia presentation, we can use: PowerPoint, Prezi, Movie Maker, and Adobe Flash among many other applications. Those are fun to use which makes them more appealing to students.
3. Should I place limits on how my students use multimedia?
Yes, I believe the teacher has to place limits on how students use multimedia applications. The most important thing is to determine the best software to use for a certain educational objective and to plan carefully the time of use of such software. Proper use of multimedia applications and proper use of the classroom time are significant for better integrated lessons. The teacher must set a guideline or a rubric for students to follow and also the teacher has to monitor the whole procedure.
Chapter 11
The textbook states the
benefits of applying problem-solving software in p. 248. A key benefit of
problem-solving software is to increase students’ attention and motivation.
Well-designed educational games are one of the most applied problem-solving
software. Also, simulations are widely used. These software programs help in
providing a better educational environment where students are actively engaged
in critical thinking activities.
In order to know what software
to use, I have to evaluate my goal of using the software and the best
application to meet the required benefit. All of the following must be
considered to evaluate the educational software: “content accuracy,
research-based instructional strategies, alignment with instructional
objectives, assessment of learning, and ease of use” (p. 287).
According to p. 292, six components
are addressed when integrating problem-solving software: computer functions,
research and analysis, results presentation, activities during computer use,
activities before computer use, and activities after computer use. The
point is to evaluate the best trusted software before using it.
Chapter 10
1. How do you know that students understand a concept?
Graphic organizers can help students understand concepts probably more than any other tool. That is why teachers rely on graphic organizer with their different types in the teaching process. "Graphic organizers assist students to find meaningful ways to visualize their knowledge and organize information into new and meaningful patterns that lead to a greater depth of understanding" (Morrison & Lowther, 2010, p.257).
As a teacher, I can depict student misconceptions of key information through the use of graphic organizers. When students work on the subject discussed through a graphic organizer, the teacher can easily locate when they go wrong. As it is the essence of a graphic organizer to show a meaningful link of information. Once a mistake is revealed, the teacher can correct it immediately.
3. How can students capture and transfer brainstorming ideas into written thoughts?
The best tool to capture and transfer brainstorming ideas into written thoughts is a graphic organizer. I can engage all students in an interesting activity. Students can bring new ideas and then review all of these ideas to find the most relevant to a topic.
1. What can I do to "get ready" for a lesson in which my students use computers?
To get ready for an integrated lesson, I can start by providing preparing handouts which includes “technical step-by-step guides, resource guides, and assessment tools” (p. 308). In addition, I have to prepare the technology needed, that is to get the computer up and running before class or generate digital templates, among some other preparations.
2. Where does the "computer part" come when I am teaching a lesson?
The "computer part" comes when I decide it best serves the goal and objective of my lesson. In my lesson plan I would decide when students should use the computer, and that can be at the beginning, middle, or end of a lesson.
3. How do you ensure equal access for all students with only three computers?
If I only have three computers, I can divide my students into groups and give them different task. Also I have to rotate some of the tasks in order to make sure that all of my students have understood the task performed on the computer.
References:
Lowther, D., and Morrison, G. (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston: Pearson Education.
2. How can you depict student misconceptions of key information?
As a teacher, I can depict student misconceptions of key information through the use of graphic organizers. When students work on the subject discussed through a graphic organizer, the teacher can easily locate when they go wrong. As it is the essence of a graphic organizer to show a meaningful link of information. Once a mistake is revealed, the teacher can correct it immediately.
3. How can students capture and transfer brainstorming ideas into written thoughts?
The best tool to capture and transfer brainstorming ideas into written thoughts is a graphic organizer. I can engage all students in an interesting activity. Students can bring new ideas and then review all of these ideas to find the most relevant to a topic.
Chapter 12
1. What can I do to "get ready" for a lesson in which my students use computers?
To get ready for an integrated lesson, I can start by providing preparing handouts which includes “technical step-by-step guides, resource guides, and assessment tools” (p. 308). In addition, I have to prepare the technology needed, that is to get the computer up and running before class or generate digital templates, among some other preparations.
2. Where does the "computer part" come when I am teaching a lesson?
The "computer part" comes when I decide it best serves the goal and objective of my lesson. In my lesson plan I would decide when students should use the computer, and that can be at the beginning, middle, or end of a lesson.
3. How do you ensure equal access for all students with only three computers?
If I only have three computers, I can divide my students into groups and give them different task. Also I have to rotate some of the tasks in order to make sure that all of my students have understood the task performed on the computer.
References:
Lowther, D., and Morrison, G. (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston: Pearson Education.
