“A review of literature indicates that a skills-based approach to teaching technology and its integration into the classroom has not had the desired outcome: it has not adequately prepared teachers to integrate computer technology into instruction. Many of the pre-service teachers in the study had either limited or no exposure to constructivist experiences or to planning and creating constructivist learning activities supported by technology. Thus their mental models of both were limited by their prior experiences. These initial responses required learners to reflect upon, manipulate, self-regulate, and adjust their construct of teaching, learning, and the role of technology in their future teaching practices. As students actively worked through this process, their confidence significantly increased. They became self-directed, self-regulated, and motivated. They felt valued and important. And most importantly, they were encouraged to be creative and imaginative, to explore, discover, and “go beyond.” In short, they wanted to learn.
Saturday, February 18, 2012
Sunday, February 12, 2012
The State of Technology
According to the Intel website, the technology skills needed to meet 21st Century standards can be introduced to students in the middle school by following the points below:
- Embed technology literacy in the core curriculum for students ages 11-15
- Create opportunities for authentic research, writing, and communication
- Encourage critical thinking, decision making, and problem solving
I agree with the need to teach these skills early and to make the lessons applicable to real world situations. I teach 7th grade and we are currently working on a poetry project. I did away with poetry notebooks this year. Every student is required to turn in their work in a digital format. I had to give many computer lessons from how to save a file to a flashdrive to what online service can convert files. However, I believe computer skills are a necessity for our students to be competitive in the world.
Friday, February 3, 2012
Web Authoring in a K-12 Educational Setting
Multimedia/Presentation Tools in a K-12 Educational Setting
Spreadsheets in a K-12 Educational Setting
In math classes, spreadsheets can be utilized easily. In my language arts classes, however, I do not use them as often. As the teacher, I use spreadsheets for rubrics and grades. On occasion, I require my students to use them in projects when they are keeping a log. As a highly qualified educator in my school district, I will use this information to educate myself. In turn, this will enable me to become a better teacher and communicate these lessons with my students. I will also share what I have learned with my colleagues and administrators.
Databases in a K-12 Educational Setting
Diagrams, Maps, and Webs in a K-12 Educational Setting
Diagrams and maps have been used even before the computer age. It is the digital use of diagrams and maps that have changed the way students evaluate information. Digital diagrams and maps can now be collaborated on through web based programs. This opens up a new method of differentiated instruction. As a highly qualified educator in my school district, I will use this information to educate myself. In turn, this will enable me to become a better teacher and communicate these lessons with my students. I will also share what I have learned with my colleagues and administrators.
Digital Images in a K-12 Educational Setting
Word Processing in a K-12 Educational Setting
The Internet in a K-12 Educational Setting
I do not think most schools can even function “normally” if the internet is not functioning. Our school is setup on a network that controls not only the internet, but the telephones and bells. Many teachers plan using the internet as a source of information included into their lessons. It is expected as part of our walk-throughs to be utilizing technology. For many teachers, that means the internet. As a highly qualified educator in my school district, I will use this information to educate myself. In turn, this will enable me to become a better teacher and communicate these lessons with my students. I will also share what I have learned with my colleagues and administrators.
Portfolios in a K-12 Educational Setting
Portfolios have been traditionally used for professionals and college level work. It has recently begun to be used in high schools. I have not found much evidence of its use in middle or elementary levels. However, as a highly qualified educator in my school district, I will use this information to educate myself. In turn, this will enable me to become a better teacher and communicate these lessons with my students. I will also share what I have learned with my colleagues and administrators.
Software Basics in a K-12 Educational Setting
Hardware Basics in a K-12 Educational Setting
Being educated with the old monster sized computers with green screen and bag phones, I can appreciate the new smaller and faster computers today. It is still important to be familiar with the basic hardware devices. As a highly qualified educator in my school district, I will use this information to educate myself. In turn, this will enable me to become a better teacher and communicate these lessons with my students. I will also share what I have learned with my colleagues and administrators.
Preparing to Use Technology in a K-12 Educational Setting
It is important that we prepare ourselves to educate our students to make them competitive as a future employee or to give them the skills to become their own boss successfully. Educators must strive to implement the latest technology as part of their curriculum. As a highly qualified educator in my school district, I will use this information to educate myself. In turn, this will enable me to become a better teacher and communicate these lessons with my students. I will also share what I have learned with my colleagues and administrators.
Chapter 6- Types of Online Classroom Summary
This chapter gives a summary of information on the most common platform for online classes also known as learning management systems or LMSs. The top four are eCollege, Moodle, Blackboard, and ANGEL. They all usually have the same basic areas which include announcements, discussions, course content, assignments, assessments, chat room, and resources related to the course.
The first LMS discussed in chapter six is Moodle. Among the standard features, it is distributed as an “open source” software. It provides three options for setup. Posts may be peer-reviewed and includes a text editor.
ANGEL is the second LMS and has many of the same standard features. This program offers offline work and students have the option of downloading it. Students and instructors have their own personal folders to store their work in. Folders can be shared with instructors or other students.
The third LMS is eCollege. This program includes the same standard features. It also includes an internal email option and chat tool for private messages. The hardware equipment required for eCollege is a basic personal computer running Windows or MacIntosh.
The final top four LMS is Blackboard. It also includes the same standard features of the other top LMSs. The layout is uniform across courses and educational institutions. The hardware requirements to run Blackboard include a personal computer with Windows or MacIntosh operating system.
Chapter six website links give information on the various LMSs as well as ways to find help on your local LMS.
http://www.gavilan.edu/tlc/ic/online-classroom.html
Chapter 5- The Online Classroom and Community Summary
Chapter five defines what exactly is the online classroom and community. Besides you, the instructor, and other students, the online classroom and community may include teaching assistants, advisors, program chairs, librarians, and more.
The instructor is the person who will lead you through the course. It is often appropriate to contact your instructor with any questions regarding the course. The response time varies according to instructor. Often, the venue also determines the amount of time the instructor needs to respond. Office hours should be the most appropriate time to expect responses.
Your classmates are also another important resource for information. Often, another classmate may have figured the same thing you now need help with. Do not be intimidated by classmates. The different learning styles of your classmates can lead to new insights. Read the postings and discussion boards to find those you might be compatible with. These are the same people that make up project teams.
Communication is vital to working with your classmates. Be sure to make contact early when assigned a group project. Divide the responsibilities and maintain communication. Set up a timeline and smaller goals. Work progressively toward the final due date.
The advisor is available to assist with issues relevant to schedules, financial aide, and program requirements. Tech support is responsible for the computer system. Other resources can be found by exploring the school website. Chapter five concludes with websites that offer information on virtual work teams and building successful teams.
http://www.education.com/reference/article/online-classroom-community/
Chapter 4- The Commitments of an Online Student: Managing Your Priorities Summary
The primary focus of chapter four is time management and avoiding procrastination. The first part of the introduction explains the meaning of time management as knowing how much time you have, knowing how much time a task will take to complete, and knowing how to fit all your obligations into the time you have. The second part of the introduction explains the different meanings of procrastination. It is not just waiting until the last minute, it is also not knowing the amount of time you will need to do it. Some helpful tips on how to avoid procrastination include planning ahead and being aware of the time you spend on a project.
Managing your time successfully takes evaluating your situation and figuring out what works. First you will need to answer all of your commitments. One technique that may help is using a personal calendar to keep track of your responsibilities and doing them.
Another time management technique is to say no to requests that are not important and can demand more time than you have to give. Judging the right time to say no depends on your situation. The direct and apologetic approach is best, even offering alternative solutions. Always be honest and forthright.
Asking for help from the online instructor may be needed at times. First, attempt to work through the obstacle on your own. However, know when to ask for help and then use that assistance to achieve your goal. Be polite and direct, confident and helpful in your own way.
The final topic addressed in the chapter discusses stress management. First, you must take responsibility for the stress by recognizing what causes your stress, how you respond to it, and the best ways you can manage unavoidable stress. It helps to surround yourself with supportive people and treating yourself as a priority. Another section of helpful websites on time and stress management concludes chapter four.
http://faculty.bucks.edu/specpop/time-manage.htm
Chapter 3- Motivation and Goal Setting: Overcoming Obstacle Summary
The primary topic of this chapter is overcoming challenges to the online learner. Some of the obstacles that are discussed include financial concerns, conflicts with family and friends, and reaching goals. A useful journaling tool is explained at the end of the chapter.
One of the primary obstacles to online learning is financial concerns. This section in chapter three begins by offering suggestions for ways to save money to help pay for education costs. Next, reminders about financial aid and scholarships, but warn about accumulating too much debt. The results often outweigh the costs.
Another conflict of online learning is with family, friends, and self. There may be a lack of support when loved ones do not understand the need for continuing education. The student may find himself being spread too thin. It is important to set schedules and priorities. Keeping a positive attitude, setting goals, and managing stress will lead to success.
The next section of chapter three supports goal setting. After giving a few statistics on people who set goals and had success, the section gives steps in setting goals following the SMART model. The acronym stands for specific measurable attainable realistic and timely.
Chapter three concludes with a detailed section on journaling as a tool for success. Some reasons the text gives for journaling include recording experiences for later reference, a problem solving tool, and a stress-management strategy. Freewriting is another form of journaling often used to help de-stress and find inspiration for problems. Another section of websites ends chapter three. These sites offer ways to stay motivated, setting goals, and personal budget planning.
Chapter 2-Know Thyself: Self-Discovery for the Online Learner Summary
The main focus of chapter two is self-assessment. Students must gauge their strengths and weaknesses. Some tools for self- assessment include knowing your own personality, multiple intelligence levels, peak and valley times, and learning styles.
The results of these tests result in self- discovery. Learning new strengths or weaknesses helps students use the information for their advantage and be aware of the impact they can have on learning. Even discovering the most and least productive times of the day can help student to become the “best learner possible and thus the most successful student”.
The idea of learning styles has been around for many years and applies to online learning as well. Visual, auditory, and tactile-kinesthetic learning have various approaches and results in the online environment, but are all adaptable to be successful in their own way. Stringer and grouper learning is a new concept, but one that may fit most learners. Seeing the big picture first, groupers, versus seeing the details first, stringers, exemplify the various learning styles.
Chapter two concludes with more encouragement for the student to find ways that will enable success. More websites are listed that the student help the student learn personality types, learning styles, and other self-assessment styles. http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0135029333.pdf
Power Up Chapter 1 -Becoming an Online Learner Summary
This chapter of the book basically introduced online learning and addressed the pros and cons. The beginning chapter compared hybrid learning versus all online learning. Some of the areas discussed included what is expected from the student and myths about online learning. The student will be expected to commit a good deal of time toward the course as well as being open-minded toward the differences in coursework. Self-motivation is very critical to online learning. The myths about online learning outlined in the chapter included less-rigorous coursework, aloof instructors, higher course costs, difficult interaction strategies, and more.
The next section of chapter one questioned the student’s readiness to be an online learner. The online learner must have time available, the technical equipment, the technical skills, and the correct motives in order to succeed online. There is also a READI assessment that the student can take to gauge readiness for online learning. It measures individual attributes, learning styles, technical competency, as well as online reading and typing speed and accuracy.
The final section of the chapter offers encouragement to continue online learning. Often students will face challenges when learning and online learning is no different. Several websites that help prepare students for online learning is listed as a conclusion to chapter one.
Citation Machine
The college student’s answered prayer for help typing the bibliography for a research paper. “Citation machine helps students and professional researchers to properly credit the information that they use. Its primary goal is to make it so easy for student researchers to cite their information sources, that there is virtually no reason not to.”
However, the new version of Word has a Reference tab that is awesome! It actually manages your sources and puts your resource information in the correct format. It will also help you make parenthetical citations or footnotes.
I do believe that citation machine would be great for middle and high school students who are just learning how to cite their sources. It will help the student look for information like the date of publication. This information will help them to realize if they are using are using outdated sources.
Netiquette for Using the Computer
The video was useful to anyone who has not chatted online, and gave a few pointers to help anyone confused by abbreviations. However, I think the video should have covered much more information besides discouraging chatters from screaming or starting arguments online. This video could be used for my students before they utilize any chat rooms I may set up for them.
Technology Skills Assessment
I took the technology skills inventory assessment again and scored very high. I am comfortable using technology. I am even eager to learn the newest programs. However, my ability to not get “lost” in these programs often finds me spending hours trying to figure it out. I become fascinated with the program and have to see what all it can do in just one sitting instead of just browsing the site for a few minutes.
I realize now that I must limit what I am attempting to do. With so many new programs and applications being introduced every day, I cannot possibly learn them all. I must concentrate on a select few that best fit my needs and the needs of my students. Then I can spend time mastering those programs.
Technology is changing at a rate that most people will not be able to keep up with. The everyday person waits for news about the best website, app, or program to use. We rely on the expertise of friends, educators, and even the younger generation to advise us of the best and easiest to use.
Slideshare
This website is not accessible from my school. However, I was able to view it from home. I found that it contains a vast amount of pre-made powerpoint presentations that you can search and find for most any topic.
This would be useful to teachers who need a to find a lesson for students. It would also be beneficial for students who may need to find some information or who may be working on a project. The ability to download and share powerpoints would save time for everyone.
LiveBinders
Class Projects and Research: “LiveBinders makes it easier to quickly collect information and keep them together. Students create as many livebinders on a subject as they need and add any number of web pages within a livebinder.” Right now my students are researching poetry. Using a livebinder would help them keep up with the various websites they found. When they are home, they do not have to search for those sites all over again.
Class Assignments: “Teachers put livebinders on their school websites so students can access them from home. Teachers easily update livebinders from their own computers at anytime and from anywhere.” Another resource for students to be able to access information from home.
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