Three new things I have learned...
1. There are a few issues in education; which include legal and policy directives; implications of the NCLB Act for special education; need for trained personnel and a universal design for learning.
2. Teachers can use web accessibility checkers like Wave, to ensure that all pages are accessible to students with sensory and physical disabilities.
3. Teachers have to constantly be on guard for new solutions for academic performance problems. Teachers can use resources such as Closing the Gap's Solutions database, which provides an excellent means of locating new tools for students with disabilities.
Two connections to my teaching...
1. Electronic communities are available for students to communicate with different cultures and languages, which can encourage and provide new avenues of expression for talented and gifted students.
2. Students can develop presentations based on their research, which allows students to display their discoveries in ways that make them more independent learners.
One questions I have...
1. Why are talented and gifted students lumped into the same category as students with learning disabilities? It seems that these are two very different problems.
Sunday, November 28, 2010
Sunday, November 21, 2010
Chaper 4 Reading Reflections
Three new things I have learned...
1. There are three software tools that are considered basic educational resources; which are word processing, spread sheets and databases.
2. For word processing, there are many productivity applications, which include creating handouts or other instructional materials, lesson plans, reports, forms, letters to parents or students, newsletters and fliers.
3. Databases are programs that allow users to store, organize, and manipulate information, including both text and manipulate information, including both text and numerical data. A benefit of using databases is saving time locating data or updating important information.
Two connections to my learning...
1. I can use spreadsheets to keep classroom budgets in order, prepare performance checklists and keeping grade books. This is a great way to keep information and data organized.
2. I can use databases for inventorying and locating instructional resources, data mining for planning and reporting, using information on students to respond to questions or perform required tasks and sending letters.
One question I have...
1. Are all computers usually equipped with these basic resources?
1. There are three software tools that are considered basic educational resources; which are word processing, spread sheets and databases.
2. For word processing, there are many productivity applications, which include creating handouts or other instructional materials, lesson plans, reports, forms, letters to parents or students, newsletters and fliers.
3. Databases are programs that allow users to store, organize, and manipulate information, including both text and manipulate information, including both text and numerical data. A benefit of using databases is saving time locating data or updating important information.
Two connections to my learning...
1. I can use spreadsheets to keep classroom budgets in order, prepare performance checklists and keeping grade books. This is a great way to keep information and data organized.
2. I can use databases for inventorying and locating instructional resources, data mining for planning and reporting, using information on students to respond to questions or perform required tasks and sending letters.
One question I have...
1. Are all computers usually equipped with these basic resources?
Sunday, November 14, 2010
Chapter 13 Reading Reflections
Three new things I have learned...
1. There are four parts of the rationale for teaching arts in the school curriculum. Expanding modes of expression, literacies for an Information Age, creative approaches to modern problems and arts as aesthetic balance.
2. There are four main issues and problems in music instruction. These are redefining music literacy; training teachers to meet music standards; the intersection of popular music, technology and music education and the music director as a small business administrator.
3. There are four main issues and problems in art instruction. These are funding for art education; ethical issues with using images; accessing images used in art education and the challenge of meeting standards in arts education.
Two connections to my teaching...
1. Students can create short digital movies with software that comes with the computer. This allows students to be creative and productive and the school does not have to fund another technology.
2. School districts can save money and time by allowing students to take virtual field trips to art museums. These virtual trips allow students to expand their knowledge base and view exhibits without ever leaving the classroom.
One question I have...
1. It seems that taking a virtual field trip would be good for teachers and the school, but I am not convinced that this should replace actual field trips. Do a lot of schools choose to use virtual field trips?
1. There are four parts of the rationale for teaching arts in the school curriculum. Expanding modes of expression, literacies for an Information Age, creative approaches to modern problems and arts as aesthetic balance.
2. There are four main issues and problems in music instruction. These are redefining music literacy; training teachers to meet music standards; the intersection of popular music, technology and music education and the music director as a small business administrator.
3. There are four main issues and problems in art instruction. These are funding for art education; ethical issues with using images; accessing images used in art education and the challenge of meeting standards in arts education.
Two connections to my teaching...
1. Students can create short digital movies with software that comes with the computer. This allows students to be creative and productive and the school does not have to fund another technology.
2. School districts can save money and time by allowing students to take virtual field trips to art museums. These virtual trips allow students to expand their knowledge base and view exhibits without ever leaving the classroom.
One question I have...
1. It seems that taking a virtual field trip would be good for teachers and the school, but I am not convinced that this should replace actual field trips. Do a lot of schools choose to use virtual field trips?
Sunday, November 7, 2010
Reading Reflections: Classroom Assessment, Minute by Minute, Day by Day
Three new things I have learned:
1. When using assessment while teaching, the previous approach has been teaching given material and, at the end of the marking period, testing for who has and hasn't learned the material. The article refers to the previous approach as quality control.
2. This article is saying that the new approach to assessment and teaching is quality assurance, where assessment for learning is involved when teaching is adjusted as needed while learning is still taking place. The emphasis is on what students are getting out of the teaching, what students are learning, as opposed to focusing on teaching.
3. Five broad strategies can be used for teaching and seem to work well with most teachers from all content areas. These five strategies include: clarifying and sharing learning intentions and criteria for success; engineering effective classroom discussions, questions, and learning tasks; providing feedback that moves learners forward; activating students as the owners of their own learning and activating students as instructional resources for one another.
Two connections to my teaching:
1. I think that teachers should assess as they go and make sure students are learning the material, adjusting as needed. I agree with how the article talks about making sure that the students are learning what they need to learn as the unit progresses, not just assessing at the end or test.
2. I also like how the article talks about clarifying to students what they need to learn and what the teacher expects them to learn. I think that it is important to address goals and let students know what we expect out of them.
One question I have:
1. Why haven't all teachers been using this method of teaching already? It seems as though I have already learned about this is some of my other education classes, and it seems to be the best way to teach students.
1. When using assessment while teaching, the previous approach has been teaching given material and, at the end of the marking period, testing for who has and hasn't learned the material. The article refers to the previous approach as quality control.
2. This article is saying that the new approach to assessment and teaching is quality assurance, where assessment for learning is involved when teaching is adjusted as needed while learning is still taking place. The emphasis is on what students are getting out of the teaching, what students are learning, as opposed to focusing on teaching.
3. Five broad strategies can be used for teaching and seem to work well with most teachers from all content areas. These five strategies include: clarifying and sharing learning intentions and criteria for success; engineering effective classroom discussions, questions, and learning tasks; providing feedback that moves learners forward; activating students as the owners of their own learning and activating students as instructional resources for one another.
Two connections to my teaching:
1. I think that teachers should assess as they go and make sure students are learning the material, adjusting as needed. I agree with how the article talks about making sure that the students are learning what they need to learn as the unit progresses, not just assessing at the end or test.
2. I also like how the article talks about clarifying to students what they need to learn and what the teacher expects them to learn. I think that it is important to address goals and let students know what we expect out of them.
One question I have:
1. Why haven't all teachers been using this method of teaching already? It seems as though I have already learned about this is some of my other education classes, and it seems to be the best way to teach students.
Sunday, October 31, 2010
Reading Reflections Chapter 12
Three new things I learned in this chapter...
1. Virtual Field trips can be utilized for teachers and students to learn about other cultures. Students are able to explore a wealth of images and information about other cultures, lands and ways of life without leaving the classroom.
2. Students can use digital cameras to explore community based history and current issues. Students can use digital photography by allowing students to capture images from their view points and participate in the construction of knowledge.
3. Students can learn economic principals with stock market simulations. Students can learn the complexities of the stock market by playing the role of the stockbroker, investing their "own" money and seeing the return over time.
Two connections to my teaching...
1. Teachers have many dilemmas in teaching social studies effectively, which can be remedied by using different integration strategies. Teachers can use simulated immersion experiences to help students understand different concepts.
2. Teachers have many different integration strategies to help students understand and grasp different concepts and ideas. Teachers can use digital storytelling, virtual trips and graphic representations to help teach concepts.
One questions I have...
1. Do many teachers use virtual field trips? I fee like this would help save money.
1. Virtual Field trips can be utilized for teachers and students to learn about other cultures. Students are able to explore a wealth of images and information about other cultures, lands and ways of life without leaving the classroom.
2. Students can use digital cameras to explore community based history and current issues. Students can use digital photography by allowing students to capture images from their view points and participate in the construction of knowledge.
3. Students can learn economic principals with stock market simulations. Students can learn the complexities of the stock market by playing the role of the stockbroker, investing their "own" money and seeing the return over time.
Two connections to my teaching...
1. Teachers have many dilemmas in teaching social studies effectively, which can be remedied by using different integration strategies. Teachers can use simulated immersion experiences to help students understand different concepts.
2. Teachers have many different integration strategies to help students understand and grasp different concepts and ideas. Teachers can use digital storytelling, virtual trips and graphic representations to help teach concepts.
One questions I have...
1. Do many teachers use virtual field trips? I fee like this would help save money.
Reading Reflections Chapter 11
Three new things I learned in this chapter....
1. Graphic calculators give students a hands on practice in solving mathematical problems. Graphing calculators can help students do mathematical calculations and visualize algebraic concepts in a manner that enhances understanding and problem-solving skills.
2. Students can use the internet to obtain useful math-related information. Students can use the internet sites are rich sources of data sets and mathematical information to answer questions. These sites can help students see real world applications of mathematical principals.
3. NASA internet sites can help keep students in touch with scientific events. Through web based activities, students participate in events, such as the landing of the Mars Rover.
Two connections to my teaching...
1. There are many strategies that can be utilized when integrating mathematical and scientific instruction. Teachers can use virtual manipulatives and support science concept learning.
2. Teachers can utilize Math Problems of the Week website to try current problems and receive help with questions. Teachers and students can discuss online problems of the week and use in class.
One question I have is...
1. Are these integration methods commonly utilized by teachers?
1. Graphic calculators give students a hands on practice in solving mathematical problems. Graphing calculators can help students do mathematical calculations and visualize algebraic concepts in a manner that enhances understanding and problem-solving skills.
2. Students can use the internet to obtain useful math-related information. Students can use the internet sites are rich sources of data sets and mathematical information to answer questions. These sites can help students see real world applications of mathematical principals.
3. NASA internet sites can help keep students in touch with scientific events. Through web based activities, students participate in events, such as the landing of the Mars Rover.
Two connections to my teaching...
1. There are many strategies that can be utilized when integrating mathematical and scientific instruction. Teachers can use virtual manipulatives and support science concept learning.
2. Teachers can utilize Math Problems of the Week website to try current problems and receive help with questions. Teachers and students can discuss online problems of the week and use in class.
One question I have is...
1. Are these integration methods commonly utilized by teachers?
Sunday, October 24, 2010
Chapter 10 Reading Reflections
Three new things I have learned in this chapter....
1. Issues with English Second Learners and foreign language instruction include developing academic language and background knowledge to succeed in mainstream classes and differentiating instruction across proficiency levels for students.
2. Other issues include integrating students native languages and authentic material and perspectives of native speakers of the target languages. Developing an audience and purpose for the assignments students produce can also be an issue for teachers and students.
3. Some integration strategies for ESL and foreign language instruction are support for authentic oral and written practice, presentation aids and virtual field trips for modified language immersion experiences.
Two connections to my teaching...
1. To help integrate ESL and foreign language instruction to students who are having trouble or need motivation, I can have students use virtual collaborations and virtual field trips to help students learn.
2. I can also make use of web based, authentic content to help students experience their native language. These web sites are designed for native speakers of the target language can offer students written and oral text on topics that students are interested in.
One question I have about the text is...
1. How commonly used are these language labs and virtual field trips? I don't remember learning/ using anything like this when I was in school.
1. Issues with English Second Learners and foreign language instruction include developing academic language and background knowledge to succeed in mainstream classes and differentiating instruction across proficiency levels for students.
2. Other issues include integrating students native languages and authentic material and perspectives of native speakers of the target languages. Developing an audience and purpose for the assignments students produce can also be an issue for teachers and students.
3. Some integration strategies for ESL and foreign language instruction are support for authentic oral and written practice, presentation aids and virtual field trips for modified language immersion experiences.
Two connections to my teaching...
1. To help integrate ESL and foreign language instruction to students who are having trouble or need motivation, I can have students use virtual collaborations and virtual field trips to help students learn.
2. I can also make use of web based, authentic content to help students experience their native language. These web sites are designed for native speakers of the target language can offer students written and oral text on topics that students are interested in.
One question I have about the text is...
1. How commonly used are these language labs and virtual field trips? I don't remember learning/ using anything like this when I was in school.
Chapter 9 Reading Reflections
1. Three things I learned in this chapter...
1. Electronic publishing projects can be used to encourage student writing. Students can spend time writing when they writing when they know their work will be displayed on a website or somewhere where others will see.
2. Students can use inspiration concept maps to understand texts and novels. Students can use these maps to understand concepts, connect themes and show ideas in literature and texts.
3. Issues in the English and language arts instruction include expanding the definition of literacy and exploring new instructional practices. Other issues include making decisions on keyboard instruction and creating social learning environments for students.
Two connections for my teaching...
1. As a future English and language arts teacher, I can use electronic outliners to generate headines and subheadings. Students can use outliners to outline main concepts and ideas of literature, or for help writing a paper.
2. I can also use talking books to help pique students interests and engage them in non traditional learning. Interactive storybooks and electronic books can scaffold students and help draw them into reading activities.
One question I have about the reading is...
1. How easy are these resources for teachers to obtain for teaching classes? If the school only has one computer, these resources would be very hard to use.
1. Electronic publishing projects can be used to encourage student writing. Students can spend time writing when they writing when they know their work will be displayed on a website or somewhere where others will see.
2. Students can use inspiration concept maps to understand texts and novels. Students can use these maps to understand concepts, connect themes and show ideas in literature and texts.
3. Issues in the English and language arts instruction include expanding the definition of literacy and exploring new instructional practices. Other issues include making decisions on keyboard instruction and creating social learning environments for students.
Two connections for my teaching...
1. As a future English and language arts teacher, I can use electronic outliners to generate headines and subheadings. Students can use outliners to outline main concepts and ideas of literature, or for help writing a paper.
2. I can also use talking books to help pique students interests and engage them in non traditional learning. Interactive storybooks and electronic books can scaffold students and help draw them into reading activities.
One question I have about the reading is...
1. How easy are these resources for teachers to obtain for teaching classes? If the school only has one computer, these resources would be very hard to use.
Sunday, October 17, 2010
Chapter 8 Reading Reflections
Three new things I have learned...
1. I learned that electronic mentoring is a web based activity. Electronic Mentoring means that students are linked with experts to answer questions and support learning. A site where students can be linked with experts is the NASA website, where students can chat with NASA personnel.
2. I have also learned that Google docs is technically called electronic publishing. Students can use Google docs to submit writing and artistic products to be shared with other students. Students can easily share and publish works in Google docs and visitors can easily view the works.
3. I also learned that there are many web-based learning activities available for both students and teachers. Students can access tutorial instruction easily on a website called CalTech's Cool Cosmos. Here students can learn about astronomy and can actually observe celestial objects.
Two links to my teaching...
1. I can integrate the internet into my classroom by allowing students to use websites like KidPub to display their past and present works. Students can use these websites to show parents and friends what they have been learning and working on in class.
2. I can also use the rubric provided to assess and evaluate websites I would like to use in my classroom. This is a way to evaluate and make sure that the sites are appropriate and useful to the content that I will be teaching.
One question I have is...
1. Will the school district have websites that they use already? Will we as teachers be allowed to pick certain sites that we want to use?
1. I learned that electronic mentoring is a web based activity. Electronic Mentoring means that students are linked with experts to answer questions and support learning. A site where students can be linked with experts is the NASA website, where students can chat with NASA personnel.
2. I have also learned that Google docs is technically called electronic publishing. Students can use Google docs to submit writing and artistic products to be shared with other students. Students can easily share and publish works in Google docs and visitors can easily view the works.
3. I also learned that there are many web-based learning activities available for both students and teachers. Students can access tutorial instruction easily on a website called CalTech's Cool Cosmos. Here students can learn about astronomy and can actually observe celestial objects.
Two links to my teaching...
1. I can integrate the internet into my classroom by allowing students to use websites like KidPub to display their past and present works. Students can use these websites to show parents and friends what they have been learning and working on in class.
2. I can also use the rubric provided to assess and evaluate websites I would like to use in my classroom. This is a way to evaluate and make sure that the sites are appropriate and useful to the content that I will be teaching.
One question I have is...
1. Will the school district have websites that they use already? Will we as teachers be allowed to pick certain sites that we want to use?
Sunday, October 10, 2010
Chapter 7 Reading Reflections
Three new things I've learned...
1. The internet was first invented by the U.S. Department of Justice in the 1970's to allow quick communication between researchers in over 30 locations. The Department of Justice saw the internet as a valuable tool to communicate with the different defense locations to prevent nuclear attack. Because the internet was funded by the Department of Justice's Advanced Research Projects Agency, the original name was ARPAnet.
2. Internet addresses are called Uniform Resource Locators, or URL's. The last three letters entered in the URL's address line are the domain designator, which indicates the type of content found at the site. The most common designators used are ".com", which is for a commercial site, ".gov", which is for a government site, ".net", which is for networks or internet service providers, ".edu", which is for higher education institutions and ".org", which is for non-commercial organizations.
3. Distance Learning, as classified by the United States Distance Learning Association, is the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance. Distance Learning provides fast access to information, fast communication for group work, access to learning materials, access to courses not available locally, access to education for students who learn from home and can increase interaction among students and between students and teachers.
Two connections to my teaching..
1. Distance Learning is a great tool available for students who have choose to complete school from home or have to complete school from home because of disabilities or discipline. Distance Learning makes home schooling easier for students. Distance Learning allows us as teachers to have another route to reach students who are unable to complete normal schooling.
2. As teachers, we can have the option to design Distance Learning courses for students and may be able to instruct online courses. We will be able to use activities like online research, online materials, web based lessons and virtual courses and programs to reach students who need to utilize Distance Learning to complete high school.
On question I have about the reading...
1. How lenient are most school districts as far as allowing teachers to participate and design online courses and programs for the students?
1. The internet was first invented by the U.S. Department of Justice in the 1970's to allow quick communication between researchers in over 30 locations. The Department of Justice saw the internet as a valuable tool to communicate with the different defense locations to prevent nuclear attack. Because the internet was funded by the Department of Justice's Advanced Research Projects Agency, the original name was ARPAnet.
2. Internet addresses are called Uniform Resource Locators, or URL's. The last three letters entered in the URL's address line are the domain designator, which indicates the type of content found at the site. The most common designators used are ".com", which is for a commercial site, ".gov", which is for a government site, ".net", which is for networks or internet service providers, ".edu", which is for higher education institutions and ".org", which is for non-commercial organizations.
3. Distance Learning, as classified by the United States Distance Learning Association, is the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance. Distance Learning provides fast access to information, fast communication for group work, access to learning materials, access to courses not available locally, access to education for students who learn from home and can increase interaction among students and between students and teachers.
Two connections to my teaching..
1. Distance Learning is a great tool available for students who have choose to complete school from home or have to complete school from home because of disabilities or discipline. Distance Learning makes home schooling easier for students. Distance Learning allows us as teachers to have another route to reach students who are unable to complete normal schooling.
2. As teachers, we can have the option to design Distance Learning courses for students and may be able to instruct online courses. We will be able to use activities like online research, online materials, web based lessons and virtual courses and programs to reach students who need to utilize Distance Learning to complete high school.
On question I have about the reading...
1. How lenient are most school districts as far as allowing teachers to participate and design online courses and programs for the students?
Sunday, September 26, 2010
Chapter 5 Reading Reflection
Three new things I've learned...
1. A software suite is software tools that are packaged and combined together for easier use. One of the most popular software suites is desktop publishing software, which is being packaged with graphic software. An example of this is Adobe's Creative Suite.
2. Test Generators and Rubric Generators software tools are available for teachers. These tools help generate test questions and answer keys for testing, ensuring that every test is original and also helps with proofreading.
3. Data collection and analysis tools are available to help teachers find class averages, assess where they need to be teaching and spending more time on concepts and ideas.
Two connections to my own teaching...
1. There are many software tools available for me to use when planning lessons, grading and creating tests. The Electronic Gradebook software will be a valuable resource for me as a teacher, helping me to stay organized and look at average grades.
2. As a future English teacher, reading software is available for my students as a supplemental tool. This software supports many levels of understand, from the students who need more help, to the students who are ready for more advanced reading.
One question I have..
1. Are these types of software readily available for most teachers as far as funding? Or does it depend on the school district?
1. A software suite is software tools that are packaged and combined together for easier use. One of the most popular software suites is desktop publishing software, which is being packaged with graphic software. An example of this is Adobe's Creative Suite.
2. Test Generators and Rubric Generators software tools are available for teachers. These tools help generate test questions and answer keys for testing, ensuring that every test is original and also helps with proofreading.
3. Data collection and analysis tools are available to help teachers find class averages, assess where they need to be teaching and spending more time on concepts and ideas.
Two connections to my own teaching...
1. There are many software tools available for me to use when planning lessons, grading and creating tests. The Electronic Gradebook software will be a valuable resource for me as a teacher, helping me to stay organized and look at average grades.
2. As a future English teacher, reading software is available for my students as a supplemental tool. This software supports many levels of understand, from the students who need more help, to the students who are ready for more advanced reading.
One question I have..
1. Are these types of software readily available for most teachers as far as funding? Or does it depend on the school district?
Sunday, September 19, 2010
Where's The Beef?
Three things I have learned....
1. It is not enough for teachers to ask students to write a book report or research paper on a topic using different media, as this only shows the teacher that the student is proficient at collecting data and reporting back. Students need to be more involved and demonstrate understanding of existing facts and media, by instead creating a soundtrack which represents the emotional journey of the characters in the book.
2. A research based scoring guide has been developed to help teachers and students evaluate the importance of certain digital products. This system evaluates both content communication and craftsmanship of communication.
3. Students can easily become distracted by the media devices they are using to present information, straying from the topics and concepts they are supposed to be learning about. Students can easily present media projects with more flair than content or information.
Two things i can connect to my teaching...
1. I really like the idea of developing digital portfolios for the students. These portfolios can include important projects which can be assessed easily and show the student's progress in all areas. The digital portfolio can also be used towards a final project, showcasing the students strengths and building confidence.
2. I also like the idea of helping students using media projects to understand the information they are learning, not just repackaging it. I think digital devices can be an interesting way to allow students to better understand concepts and a good way to grab their attention with something less traditional.
One question I have..
1. Are schools and communities usually open to the idea of teachers using new technology and non traditional ways of teaching?
1. It is not enough for teachers to ask students to write a book report or research paper on a topic using different media, as this only shows the teacher that the student is proficient at collecting data and reporting back. Students need to be more involved and demonstrate understanding of existing facts and media, by instead creating a soundtrack which represents the emotional journey of the characters in the book.
2. A research based scoring guide has been developed to help teachers and students evaluate the importance of certain digital products. This system evaluates both content communication and craftsmanship of communication.
3. Students can easily become distracted by the media devices they are using to present information, straying from the topics and concepts they are supposed to be learning about. Students can easily present media projects with more flair than content or information.
Two things i can connect to my teaching...
1. I really like the idea of developing digital portfolios for the students. These portfolios can include important projects which can be assessed easily and show the student's progress in all areas. The digital portfolio can also be used towards a final project, showcasing the students strengths and building confidence.
2. I also like the idea of helping students using media projects to understand the information they are learning, not just repackaging it. I think digital devices can be an interesting way to allow students to better understand concepts and a good way to grab their attention with something less traditional.
One question I have..
1. Are schools and communities usually open to the idea of teachers using new technology and non traditional ways of teaching?
Sunday, September 12, 2010
Chapter 3 Reading Reflection
Three things I have learned....
1. Instructional software can be used for tutorials, drills and practice, simulation of systems to demonstrate models and concepts, instructional games and can help with problem solving.
2. Instructional games help students to learn while adding elements of fun to keep students interested and motivated.
3. Integrated Learning systems offer computer based instruction and summary reports of students progress.
Two connections to my teaching...
1. There are many software options available to teachers to enhance students learning.
2. I can use the software to help students stay focused while learning, add an element of fun while learning and track students progress.
One question I have...
1. These software options seem like great ways to enhance learning, but how many schools actually have the funding to use these programs?
1. Instructional software can be used for tutorials, drills and practice, simulation of systems to demonstrate models and concepts, instructional games and can help with problem solving.
2. Instructional games help students to learn while adding elements of fun to keep students interested and motivated.
3. Integrated Learning systems offer computer based instruction and summary reports of students progress.
Two connections to my teaching...
1. There are many software options available to teachers to enhance students learning.
2. I can use the software to help students stay focused while learning, add an element of fun while learning and track students progress.
One question I have...
1. These software options seem like great ways to enhance learning, but how many schools actually have the funding to use these programs?
Chapter 2 Reading Reflection
Three new things I learned in this chapter....
1. I learned that there are two main theories for technology integration in the classroom, directed instruction and constructivist.
2. Directed instruction, or objectivism, is based on the behaviorist learning theory. Constructivist has evolved from the cognitive learning theory.
3. I also learned that technology integration in the classroom is based on both the directed instruction model and the constructivist model.
Two connections I have made with my own teaching...
1. I like the idea of using the TIP model to help decide how and if the technology I want to integrate will be beneficial to the students.
2. I also like the idea of using the TIP model to think through the process of integrating technology into lesson plans and units.
One question I have about the material...
1. Are school districts normally supportive of teachers who take it upon themselves to find funding for technology for the classrooms?
1. I learned that there are two main theories for technology integration in the classroom, directed instruction and constructivist.
2. Directed instruction, or objectivism, is based on the behaviorist learning theory. Constructivist has evolved from the cognitive learning theory.
3. I also learned that technology integration in the classroom is based on both the directed instruction model and the constructivist model.
Two connections I have made with my own teaching...
1. I like the idea of using the TIP model to help decide how and if the technology I want to integrate will be beneficial to the students.
2. I also like the idea of using the TIP model to think through the process of integrating technology into lesson plans and units.
One question I have about the material...
1. Are school districts normally supportive of teachers who take it upon themselves to find funding for technology for the classrooms?
Thursday, September 9, 2010
Chapter 1 Reading Reflection
Three new things that I learned in this chapter were...
1. That there is no single definition for educational technology, and that the definition has to be a working definition because technology changes so quickly and frequently. Educational technology is defined by the current equiptment used in the classrooms.
2. I also learned that a great way for teachers to demonstrate their skills is through an electronic portfolio, which showcases students progess through their work products.
3. I learned about the Digital Divide, which is when schools with a lower socioeconomic status do not have access to the technology, which creates a gap in learning for the students.
Two connections to my own teaching...
1. I have realized that the type of technology I have available for my students will coincide directly with the socioeconomic status of the area in which I teach.
2. I have also realized that I want to expose my students to as much technology as possible.
One question I have about the material is...
1. Are there outside programs available for teachers in areas with low socioeconomic status to obtain equiptment for teaching?
1. That there is no single definition for educational technology, and that the definition has to be a working definition because technology changes so quickly and frequently. Educational technology is defined by the current equiptment used in the classrooms.
2. I also learned that a great way for teachers to demonstrate their skills is through an electronic portfolio, which showcases students progess through their work products.
3. I learned about the Digital Divide, which is when schools with a lower socioeconomic status do not have access to the technology, which creates a gap in learning for the students.
Two connections to my own teaching...
1. I have realized that the type of technology I have available for my students will coincide directly with the socioeconomic status of the area in which I teach.
2. I have also realized that I want to expose my students to as much technology as possible.
One question I have about the material is...
1. Are there outside programs available for teachers in areas with low socioeconomic status to obtain equiptment for teaching?
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