The teaching strategies used in this course definitely complimented the integration of technology. Reading about 2.0 tools or studying terms and being tested afterward would have been overwhelming. People who feel that technology is not their thing or over their heads, probably have only heard and read about using certain tools. But once you have step by step instructions, meaningful projects, and fun assignments, it's obvious how easy to use and time saving these tools really are! I had always been intimidated by using Excel formulas. There was no good reason for this. It just remained a mystery to me until last month when we had to create a spreadsheet. This was such a simple assignment but given the same task last year, I would have decided it was easier just to do the math calculations manually and enter them in.
After completing this course I personally define technology integration as the ability to use technology in the classroom to enhance the learning experience and prepare students for future success. Technology integration is not just allowing students to use the computer or other tools. It is creating lessons that use computers, software programs, and the Internet and providing a meaningful learning experience. The goal of technology integration should be teaching students in a way that allows them to save time, enjoy learning, and be ready for careers that involve technology.
Wednesday, May 20, 2009
Thursday, May 14, 2009
Week 7 Effective Technology Integration
“Technology is used as an education tool to support learning goals. It not just a big calculator and is not used primarily to drill students. Instead, effective technology integration teaches students how to problem solve, how to think.” (Dean, 2008)
As I reflect on my learning so far in EDU 554, I’m applying many of the skills we’ve used in the course in my classroom. I’m using a class website now. In just the past seven weeks I have exposed my students to Wordle.net, digital photography, Excel spreadsheets, digital storytelling, and blogs. This class has supplied me with many new instructional ideas in the area of technology. Many of the Expert Reports created by fellow classmates included great recommendations for websites, software, and other multimedia resources. I’m looking into several virtual field trips right now and I’m introducing podcasts to the 5th and 6th grade students next week.
I expect my students will be affected positively by the changes and additions to my computer classes these past two months. The forms of technology I have integrated into our lessons are interactive and have real world relevance. Drill and practice exercises on the computer can be helpful but they are not as engaging as many of these new tools. These forms of technology also promote higher order learning, give students choices, and require more student problem solving. The result is students who come to class excited about technology and eager to learn the next new thing!
As I reflect on my learning so far in EDU 554, I’m applying many of the skills we’ve used in the course in my classroom. I’m using a class website now. In just the past seven weeks I have exposed my students to Wordle.net, digital photography, Excel spreadsheets, digital storytelling, and blogs. This class has supplied me with many new instructional ideas in the area of technology. Many of the Expert Reports created by fellow classmates included great recommendations for websites, software, and other multimedia resources. I’m looking into several virtual field trips right now and I’m introducing podcasts to the 5th and 6th grade students next week.
I expect my students will be affected positively by the changes and additions to my computer classes these past two months. The forms of technology I have integrated into our lessons are interactive and have real world relevance. Drill and practice exercises on the computer can be helpful but they are not as engaging as many of these new tools. These forms of technology also promote higher order learning, give students choices, and require more student problem solving. The result is students who come to class excited about technology and eager to learn the next new thing!
Wednesday, May 6, 2009
Week 6 Multimedia Instructional Materials
Multimedia instruction has the ability to encourage a classroom culture of tolerance, diversity, and freedom of opinion. My goal with using multimedia teaching is that students will learn more deeply from materials involving words, illustrations, narration, and animation. With this learning comes an awareness of people and events outside of our classroom, city, and country.
When I start planning a lesson involving multimedia instructional materials I explore what methods will be most successful in developing this culture of tolerance and awareness. For example, this past week I used www.tumblebooklibrary.com with my kindergarten and first grade students. I began the lesson with a question about summer travel plans. Some students were traveling very far and some had no travel plans at all. Then I asked the class if there were other ways to explore new lands and cultures without getting in a car or on a plane. Many students raised their hands and named books, computers, and movies as a way to experience new places. I then allowed students to go to the travel and culture section in the Tumble Book Library Internet site. The students read and listened to books about Canada, Florida, Mexico, and Australia. The animation really engaged the students and they were eager to take the Tumble quizzes after each story.
There are challenges to using multimedia instructional materials. Proper time and research should go into exploring the validity of programs used in the classroom. Some materials may be expensive or may need to be shared among school staff. But many of these challenges are outweighed by the relative advantage for the teacher, enthusiasm of the students, and the promise of more meaningful learning experience for children.
When I start planning a lesson involving multimedia instructional materials I explore what methods will be most successful in developing this culture of tolerance and awareness. For example, this past week I used www.tumblebooklibrary.com with my kindergarten and first grade students. I began the lesson with a question about summer travel plans. Some students were traveling very far and some had no travel plans at all. Then I asked the class if there were other ways to explore new lands and cultures without getting in a car or on a plane. Many students raised their hands and named books, computers, and movies as a way to experience new places. I then allowed students to go to the travel and culture section in the Tumble Book Library Internet site. The students read and listened to books about Canada, Florida, Mexico, and Australia. The animation really engaged the students and they were eager to take the Tumble quizzes after each story.
There are challenges to using multimedia instructional materials. Proper time and research should go into exploring the validity of programs used in the classroom. Some materials may be expensive or may need to be shared among school staff. But many of these challenges are outweighed by the relative advantage for the teacher, enthusiasm of the students, and the promise of more meaningful learning experience for children.
Wednesday, April 29, 2009
Week 5 Questioning Toolkit
I use a combination of question types during my teaching. Reflecting on my classes, I tend to use more telling and hypothetical questions with the younger students. Where as I use planning and organizing questions with the older students.
I feel planning and organizing questions lead students to think more critically and at higher levels. For example, in my religion class we are currently studying the Jesuit missionaries that worked in Japan. We have studies Francis Xavier and Fr. Miki and I expect the seventh graders to know the basic facts about this time period and these people. But the really interesting part of this unit is way it ties into to so many other subject areas. We have discussed the relationship between Japan and the rest of the world during that time. It is helpful for students to be able to answer questions such as, “What year was Fr. Miki murdered?” But I prefer our class discussions that involve questions about the reason Japanese leaders feared the power of the missionaries during that time. “How would we react if our government suddenly made laws forbidding us to practice Catholicism? Would we hide our faith or would be continue to practice?” These are the questions that force students to evaluate their beliefs and think more critically.
When integrating technology into my classroom I think planning questions are very helpful. In my computer classes, I use webquests. I begin the class by asking planning questions. Even if I have assigned one or two sites to be used during class time, it’s important for students to structure their search and look at what areas of the site will be most helpful. I encourage students answer questions about what tasks need to be completed first and how much time will be needed to complete this project. Sometimes I allow students to decide the amount of class periods they think it the project will require. Other times I allow students to work together to decide the best strategy of maneuvering the site. I want to give my students practice forming and answering planning questions so that they find a place to begin, no matter what task is before them.
I feel planning and organizing questions lead students to think more critically and at higher levels. For example, in my religion class we are currently studying the Jesuit missionaries that worked in Japan. We have studies Francis Xavier and Fr. Miki and I expect the seventh graders to know the basic facts about this time period and these people. But the really interesting part of this unit is way it ties into to so many other subject areas. We have discussed the relationship between Japan and the rest of the world during that time. It is helpful for students to be able to answer questions such as, “What year was Fr. Miki murdered?” But I prefer our class discussions that involve questions about the reason Japanese leaders feared the power of the missionaries during that time. “How would we react if our government suddenly made laws forbidding us to practice Catholicism? Would we hide our faith or would be continue to practice?” These are the questions that force students to evaluate their beliefs and think more critically.
When integrating technology into my classroom I think planning questions are very helpful. In my computer classes, I use webquests. I begin the class by asking planning questions. Even if I have assigned one or two sites to be used during class time, it’s important for students to structure their search and look at what areas of the site will be most helpful. I encourage students answer questions about what tasks need to be completed first and how much time will be needed to complete this project. Sometimes I allow students to decide the amount of class periods they think it the project will require. Other times I allow students to work together to decide the best strategy of maneuvering the site. I want to give my students practice forming and answering planning questions so that they find a place to begin, no matter what task is before them.
Thursday, April 23, 2009
Week 4 Post (Part II)
In addition to the the learning experiences I've had in the first weeks of this course, I have used tools that can help me in my professional development and in becoming a world changer. My favorite example of this is using Excel. I have played around with Excel and made charts with my students before, but for some reason I never learned how to use formulas. That part just seemed complicated to me. But after I completed the "Action Research" assignment, I realized how simple using Excel formulas can be. I showed my fifth and sixth grade students how to find sum, average, mode, and standard deviation today. We used it to average their quiz and test grades. They thought this was a great time saving device and had a lot of fun changing the scores and watching their sums and and averages change with each grade change. I intend to use this as a way of showing patterns in student progress.
Wednesday, April 22, 2009
The last four weeks have been really useful and fun for me. Even though I teach computer classes and have been forced into a more technological role this year, I still have a lot to learn. Two weeks ago I used Wordle with my fifth and sixth grade students and it turned into such a fun afternoon. They were excited about the tool and motivated to write their biographies. I immediately took pictures of their work, uploaded them, and posted one on my blog. It was such a fun and capable feeling to use new tools and share them with my students. I started thinking about the many ways I could use blogs in my classroom and how I could incorporate podcasts and my own web page. Tomorrow I'm using introducing podcasts to my junior high students. I already know they will be eager to participate and that makes the lesson more fun for me too. The learning experience I have had is that, in the world of technology, there will always be something new and different to use. And these are great tools to reach every learner.
Wednesday, April 15, 2009
Week 3
Podcasts could be a great way to distribute lessons. I could use the software, Audacity, for free recording. If I wanted to incorporate music I would need additional software. I would want to generate student interest by advertising on the school web page and I would try to keep the podcast under 10 minutes for younger users. I think students would be very receptive to podcasts as a way of learning more about a topic or assignment. They would like the technology element and would be very interested in creating their own podcasts.
I would need to consider the affective outcomes as well. Some students would feel very empowered by the flexibility of having podcasts available to them as resource for school. But for some students use of podcasts may produce anxiety. There is a wide range of economic backgrounds at my school. While some students have iPods, MP3 Players, and home computers, others are without these tools. In order for this to be a positive addition to the curriculum, I would need to allow for computer lab time for all students.
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