Here are three new things I learned from reading Chapter 6 in our textbook:
1. I learned the difference between multimedia, which is a combination of media, and hypermedia, which is linked media.
2. I learned what supplies are necessary to design and develop hypermedia: computer with keyboard, mouse, and monitor; digital cameras; scanners; video digitizers; and camcorders or other video input.
3. I learned more about Web 2.0 technologies that have potential to be used in the classroom. Some examples of these types of technologies are blogs, wikis, podcasts, e-Portfoloios, social networking sites, and photo/video sharing communities.
Ways I can apply this chapter to my future classroom:
1. In this chapter I learned more about how Power Point or Keynote could be used in my classroom, and not just by me as the teacher. I learned that these two types of presentation software have more uses than I thought. One obvious use is that I can use them to support my lessons, but in an elementary classroom, this simply may not be practical. Another use for this type of software is to have practice screens where students' eyes are drawn to the screen because there is a presentation of spelling or vocabulary words with pictures running on the screen. This use of Power Point or Keynote would hopefully capture the students' attention well.
2. I also learned that it may be beneficial to my students if they could figure out how to use reference materials, but in a way that integrates technology. Therefore, showing my future students how to access atlases (like Google Earth), almanacs (such as The Time Almanac), or encyclopedias (such as Encarta), would benefit their knowledge of technology and the topics that these tools would help them learn about.
One question I have from the chapter is:
What are the drawbacks (if there are any) to using Web 2.0 technologies in the classroom?
Sunday, February 20, 2011
Saturday, February 5, 2011
Where's the Beef?
Three new things that I learned from reading this article are:
1) The technology that I will use in my future classroom needs to have some sort of substance or else the students will not take anything from it. Again, technology can never replace a good teacher.
2) Transitioning from a text-based form of teaching to a form of teaching that integrates technology involves teachers understanding and being able to demonstrate the skills necessary to be able to effectively teach with multimedia products.
3) According to this article, being a master of technology tools in the classroom is no longer enough. They must be used to help students demonstrate what they know, understand, or what they do not understand.
Two connections I made to teaching are:
1) As a teacher, I must be able to use effective elements of communication, design information and media planning, collaborate with students, as well as manage projects in order to become an effective user of technology in my future classroom.
2) Using Bloom's Taxonomy will actually be fairly beneficial in my future classroom because the students that I will have will need to analyze, evaluate, and create knowledge beyond existing facts. I was not really sure how Bloom's Taxonomy would be included in my future classroom environment, but now I know that it can be applied in a technology sense. I also now understand that my students will need to be able to acquire these things in order to be successful learners.
One question I had from this article was:
How does the type of assessment discussed in the article assist in increasing student learning?
1) The technology that I will use in my future classroom needs to have some sort of substance or else the students will not take anything from it. Again, technology can never replace a good teacher.
2) Transitioning from a text-based form of teaching to a form of teaching that integrates technology involves teachers understanding and being able to demonstrate the skills necessary to be able to effectively teach with multimedia products.
3) According to this article, being a master of technology tools in the classroom is no longer enough. They must be used to help students demonstrate what they know, understand, or what they do not understand.
Two connections I made to teaching are:
1) As a teacher, I must be able to use effective elements of communication, design information and media planning, collaborate with students, as well as manage projects in order to become an effective user of technology in my future classroom.
2) Using Bloom's Taxonomy will actually be fairly beneficial in my future classroom because the students that I will have will need to analyze, evaluate, and create knowledge beyond existing facts. I was not really sure how Bloom's Taxonomy would be included in my future classroom environment, but now I know that it can be applied in a technology sense. I also now understand that my students will need to be able to acquire these things in order to be successful learners.
One question I had from this article was:
How does the type of assessment discussed in the article assist in increasing student learning?
Sunday, January 30, 2011
Chapter 3
A few things that I learned from Chapter 3 of our text are......
1) The benefits of drill and practice are immediate feedback, motivation for students to do the practice they need, and the conservation of teacher time because teachers do not present or grade student drill and practice.
2) Simulations can very easily be misused if the concept could be just as easily demonstrated with paper and pencil. In this case, technology is not being used at its fullest potential and is therefore not as effective as it should be.
3) Instructional games can and should be used in the classroom if and only if they are used appropriately. They should not be used just to take up time or just to fulfill a lesson. They should be used to enhance the students' learning and to create motivation for the students to participate.
One connection that I made between the chapter and teaching is that tutorial software can and should be used in the classroom but only if I assign them to students individually. I learned that it would be extremely difficult to assign one tutorial to an entire group of students because they all learn so differently. Another connection that I made is that the five instuctional roles for software (drill and practice, tutorial, simulation, instructional game, and problem solving) can all be used in the classroom, only if a teacher uses them with discretion. Technology in the classroom can never replace a good teacher and also cannot be used to cover up bad teaching. Therefore, instructional software should only be used to enhance learning and not to cover up a potential lack of a plan on the teacher's part.
The question that I had about this chapter was: Specifically, how can Logo be used in the classroom to enhance a student's learning experience?
1) The benefits of drill and practice are immediate feedback, motivation for students to do the practice they need, and the conservation of teacher time because teachers do not present or grade student drill and practice.
2) Simulations can very easily be misused if the concept could be just as easily demonstrated with paper and pencil. In this case, technology is not being used at its fullest potential and is therefore not as effective as it should be.
3) Instructional games can and should be used in the classroom if and only if they are used appropriately. They should not be used just to take up time or just to fulfill a lesson. They should be used to enhance the students' learning and to create motivation for the students to participate.
One connection that I made between the chapter and teaching is that tutorial software can and should be used in the classroom but only if I assign them to students individually. I learned that it would be extremely difficult to assign one tutorial to an entire group of students because they all learn so differently. Another connection that I made is that the five instuctional roles for software (drill and practice, tutorial, simulation, instructional game, and problem solving) can all be used in the classroom, only if a teacher uses them with discretion. Technology in the classroom can never replace a good teacher and also cannot be used to cover up bad teaching. Therefore, instructional software should only be used to enhance learning and not to cover up a potential lack of a plan on the teacher's part.
The question that I had about this chapter was: Specifically, how can Logo be used in the classroom to enhance a student's learning experience?
Chapter 2
Here are a few new things that I learned from reading Chapter 2 in our text...
1) Objectivism is grounded primarily in behaviorist theories of learning while constructivism comes from other brances of thinking in the cognitive learning theory.
2) For either model of learning (constructivist or objectivist) technology integration should be used to generate a motivation to learn for students.
3) Some assessment practices that those who follow the constructivist approach use are project assignments (web pages), self-report instruments (student-prepared journals), and portfolio entries.
One of the main connections that I made between this chapter and teaching is that it would most likely be best to incorporate elements of both constructivist and objectivist styles instead of just sticking to one. This way, my teaching methods will be better understood by the majority of students instead of just some students. Another connection I made is that it will be essential for me to find funding for sustainable technology integration so that I can put it to good use in my future classroom. Finding funding could determine the success or failure a technology enriched lesson plan.
The main question that I had while reading this chapter was: What would combining constructivist and objectivist approaches realistically look like in a classroom? And how would it affect students?
1) Objectivism is grounded primarily in behaviorist theories of learning while constructivism comes from other brances of thinking in the cognitive learning theory.
2) For either model of learning (constructivist or objectivist) technology integration should be used to generate a motivation to learn for students.
3) Some assessment practices that those who follow the constructivist approach use are project assignments (web pages), self-report instruments (student-prepared journals), and portfolio entries.
One of the main connections that I made between this chapter and teaching is that it would most likely be best to incorporate elements of both constructivist and objectivist styles instead of just sticking to one. This way, my teaching methods will be better understood by the majority of students instead of just some students. Another connection I made is that it will be essential for me to find funding for sustainable technology integration so that I can put it to good use in my future classroom. Finding funding could determine the success or failure a technology enriched lesson plan.
The main question that I had while reading this chapter was: What would combining constructivist and objectivist approaches realistically look like in a classroom? And how would it affect students?
Thursday, January 27, 2011
Chapter 1
Three new things I learned from chapter one of our text are:
1) There are a few different societal changes which affect a teacher's use of technology in the classroom. They include economic conditions, anti-technology positions, and the impact of No Child Left Behind.
2) Technology can be used to illustrate connections between what they are learning in the classroom and some real-world situations.
3) The term digital divide refers to the differences between the availability of technology to students of different socioeconomic statuses. Some students may not have access to a computer at home and I will have to take this into account in my future classroom.
One connection I made between this chapter and teaching are that technology can never replace a teacher. Therefore, bad teaching cannot be covered up with the excessive use of technology in one's classroom. The second connection I made is that I can use technology as a way to engage my students in the classroom. If students can walk away from a lesson encouraged and inspired to do something, then I will certainly try to use technology to do this.
Question: What are some ways that technology can be used ineffectively in the classroom? This chapter of the book mostly focused on the positivity of technology in the classroom. But what are some negative things about it?
1) There are a few different societal changes which affect a teacher's use of technology in the classroom. They include economic conditions, anti-technology positions, and the impact of No Child Left Behind.
2) Technology can be used to illustrate connections between what they are learning in the classroom and some real-world situations.
3) The term digital divide refers to the differences between the availability of technology to students of different socioeconomic statuses. Some students may not have access to a computer at home and I will have to take this into account in my future classroom.
One connection I made between this chapter and teaching are that technology can never replace a teacher. Therefore, bad teaching cannot be covered up with the excessive use of technology in one's classroom. The second connection I made is that I can use technology as a way to engage my students in the classroom. If students can walk away from a lesson encouraged and inspired to do something, then I will certainly try to use technology to do this.
Question: What are some ways that technology can be used ineffectively in the classroom? This chapter of the book mostly focused on the positivity of technology in the classroom. But what are some negative things about it?
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