Overall Reflection

Reflecting on the class..

Overall this technology class has been one of my best classes so far. I thoroughly enjoyed the modules each week, even though some weeks I thought I was going to pull my hair out! I pulled through each week and was able to accomplish all the tasks. I enjoyed the modules when we worked with other classmates on group projects. This is something that was new to me in the online class. I have always been used to meeting face to face for class and working in person with others to complete a project. I learned to like it and as we got further into the semester enjoyed working with others. I also enjoyed learning about lots of new resources that I will one day use in my own classroom. From making lists of useful websites to creating class webpages, these are all things that I was not sure of before this class but now I feel that I can effectively use these tools in my own class one day. I believe this class is one that I will take with me and recall often during my studies to becoming a teacher.

AT Module

My thoughts on the special populations module..

The module that was in week 13 was very helpful and informative. The module focused on the description of the Assisitive Technology lab that is on campus at ECU. I did not get a chance to go over and visit the lab but I did find the module to be very helpful. I enjoyed learning about low, mid, and high tech devices that can be used with students with disabilities. The hyperlink section provided some great resources to research the devices that are out there to help educators. This resource was added to my delicious account where I keep track of helpful websites that I hope to come in handy in the future of my teaching days.

I do hope to be able to get to campus and view the technology lab soon. I believe that it is very important as educators to know about these devices in order to better serve the students that I may come into contact with.

Reflecting on What I Know: Chapter 12

Chapter 12
11/26/12

1. What can I do to "get ready" for a lesson in which my students use computers? The textbook by Morrison and Lowther listed these strategies: create digital folders, design templates, load specialized software, bookmark Internet sites, turn on computers and open applications. These steps will help to maximize the time that is spent on instruction. 
2. Where does the "computer part" come when I am teaching a lesson? The computer use comes in once the information is explained to the students. The objectives are given to the students first and the task is modeled by the teacher before sending the students out to work independently.
3. How do you ensure equal access for all students with only three computers? In order for all students to be able to use the computers you would set up group rotation. The students could work together in small groups and rotate from different centers. The teacher would determine how long each group would stay at each center. The centers would be pertinent to the activity the group was working on. 

Reflecting on What I Know: Chapter 10

Chapter 10
11/26/12

1. How do you know that students understand a concept? To fully know that the students understand the concept that I am teaching them I think it will show in the creation of a graphic organizer. A graphic organizer is something that can be done individually, as a group, or in small groups. The creation of a graphic organizer will show the students what I want them to know and will also allow them to show me what they know.
2. How can you depict student misconceptions of key information? I believe that you can depict their misconceptions of information by seeing whether or not they choose to include them in their organizers. They will help the students to find ways to visualize what information is key in their learning.
3. How can students capture and transfer brainstorming ideas into written thoughts? Students can transfer it into written thoughts by using the graphic organizer as an outline for their writing. The students can use the outline function on the graphic organizer program in order to help them formulate their writing. 

Stop, Drop, & Discuss

I have been in a practicum placement for other classes that I am taking at ECU. I have been working in a first grade classroom. In the school that I am at they are focusing a great deal of time to reading and learning about informational text. Recently, my cooperating teacher provided me a handout that the teachers use in order to get the students thinking about what they are reading so they are able to gain as much information they can. The list was provided by my teacher and was written by the teachers at B.T. Bullock Elementary in Sanford, NC. I will list a few of the questions that I found useful throughout my time there and maybe you will be able to use them sometime as well!

1. (Titles are very important. Author's choose them with care.) What is the significance of the title? Do you agree with the author's choice of title? Give at least 3 examples from the text and explain why or why not? Basing your title on the text, if you could give the book a different title, what would it be?
2. Has anything ever happened to you similar to (or like) what happened in the book? How did you react to it differently? Tell what the event is and then give your similar experience.
3. What scene in the book you are reading spoke to you personally in either a positive or negative way? Why?
4. Explain how something you read in the text made you think about some other thing you have read. 
5. How can the theme be applied to your/our current situation?

These are just a few of the ones that I have found myself using the most in order to help with informational text..Maybe they will be useful to you.

TPACK Lesson Thoughts

The TPACK lesson plan is lesson that shows your ability to integrate technology into a lesson appropriately. For my lesson I chose to focus on the topic of Being a Good Citizen. In a nutshell the students will read Charlotte's Web over a period of time and discuss the character traits of the character in the story and determine if they were good citizens or not. This will lead us into our research online and the creation of a Digital Photo Story using an application on the computer. I chose this program to use over others because it allows for the students to compile their information into one and then be able to share it with other students.

Throughout the planning and reviewing of the lesson I was able to send the lesson to Jennifer and Courtney who are my classmates in order to help peer edit and review them. I really liked this aspect of the assignment because it allowed for me time to hear what they had to say and they also pointed out some great changes that needed to be made before turning into Dr. Scot. Overall this lesson was a great learning experience and I look forward to finding out how it went. 

Reflecting on What I Know

Chapter 11

1. What are the benefits of using problem-solving or educational software?
The benefits of using problem-solving or educational software is the immediate feedback that it offers to the student and teacher. It is a great resource to use in the classroom if it is beneficial to the education of the student. These types of software are structured so that students are encouraged by "winning" and it causes them to want to learn more about the information. This causes the students to not view the software as a test but as something fun and enjoyable.

2. How do I choose the correct softare?
The best way to choose the correct software is to research it yourself. It is important to read reviews by other teachers that have used the software and provided feedback about it. It is important to know the benefits of software in order to make sure they align with the standards or information you are trying to convey to the students in your classroom. It is important to make sure the software contributes to the learning of the students and not just serve as a "babysitter" inside the classroom. The text by Morrison and Lowther gave recommedations for evalutating software, they are: "content accuracy, research-based instructional strategies, alignment with instructional objectives, assessment of learning, and ease of use" (p. 286).

3. When I integrate problem-solving or educational software into a lesson, what changes will be needed?
The integration of a problem-solving or educational software into a lesson differs from the NTeQ lesson plan by 6 different ways. They are, computer functions, research and analysis, results presentation, activities during computer use, activities before computer use, and activities after computer use. You have to first begin to make sure the software aligns with the objectives of your lesson. Once you figure that out you go into detail about the changes that are made in the model that was listed above.

Lowther, D. L., Morrison, G. R. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Boston, MA:Pearson Education, Inc.

Reflecting on What I Know

Chapter 9

1. How can my students use multimedia for their projects?
My students can use multimedia for their projects to communicate to the viewer in different formats. These formats can vary from "text, graphics, photographs, video, sound, hyperlinks, and animated objects" (p. 235). These are different ways that students can use multimedia in types of computer use activities in the classroom. These types of forms can be used to present information to the classroom whether it be to give information or to elaborate on more detailed information of their findings.

2. What applications are available for creating a multimedia presentation?
There are different applications available for creating multimedia presentations. A few of those are:

• PowerPoint Presentation
• iMovie
• Windows Movie Maker

3. Should I place limits on how my students use multimedia?
I believe that there should be limits on how they use multimedia. I believe the limits should be how that they are to use the technology to create the multimedia. I think it is important to follow the steps of the NETS models for students. It is important to make sure the lesson is well planned so that the students and yourself know what the before, during, and after computer use is and how it will be used.

Lowther, D. L., Morrison, G. R. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Boston, MA:Pearson Education, Inc.

My Thoughts of Creating a Website

Over the last week or so our module has focused on creating classroom websites. We first began by observing and choosing beneficial websites that we found on the internet. Boy was this harder than I expected. I did not realize how hard it would be to "creep" through so many different teacher's classroom pages! I first started this by looking at some teachers that I knew in Wake County that I have been in placements at before. After reviewing and assessing their class webpages I came to the conclusion that a lot of them needed some help! Long story short, I was able to create my own webpage after I was able to view some helpful samples. This was a lot more fun then I expected it to be. I used a basic Google template for a site and found it very helpful. I enjoyed creating it because I know one day very soon I will be having to do a real one. I am glad that this technology class gave me the opportunity to not only create one, but receive helpful feedback from my fellow classmates. Overall, this past weeks module of creating a website has been fun! I look forward to editing it and adding to it throughout the rest of the semester.

Reflecting on What I Know...Chapter 5

Chapter 5

October 8, 2012

1. How can I get my students to ask questions about the research they are conducting?
   It is important that the teacher guides the students through critical thinking strategies. The teacher can help to engage the learner in what they are doing. The teacher should be an active learner in the lesson along with the students. 
2. How can I teach my students to solve problems?
   I can teach my students to solve problems by working with them through solving them. I can provide them with opportunities of exposure to certain problems. I can provide self regulation strategies to the students to help them work through them. Through self regulation it will help the student gain understanding. There are different strategies to help the learner engage in self regulation. Some examples are using "think sheets." A KWL chart is a type of this think sheet. The chart will focus on K, what I know, W, what I want to know in those columns. The L part is what I learned and will be touched on upon completion of the lesson. 
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?
   It probably seems very overwhelming, but if it is all new to you it is important to start very small. Only do what you can handle and not overdo it the first time. Remember that you are all learners together and there is always information to be gained from the students as well. You can always start with just a portion of the lesson and take it in baby steps. Remember that your colleagues are also there to help you along the way and take advantage of the resources you have around you. 

Reflecting on What I Know...chapter 2

Chapter 2

October 8, 2012

1. How do I plan an integrated lesson that will work with my students?
   I think that the best way to plan an integrated lesson that will work well with my students I have to first know my students. I have to get to know them on a level that I understand their abilities and differences among each of them. It is important to connect a lesson to what needs to be learned but to integrate it to their interests. Find out what the students want to learn and integrate the lesson to be a fun way for them. 
2. Why do I need objectives to help with my planning and lesson development?
   Objectives help me the teacher know what it is I am striving for my students to get out of the lesson I am providing them. It will also help the students to know what they will be learning from me. It can help anyone who comes into my classroom know what our topic is and how I will be implementing information to the students. 
3. How can I encourage my students to engage in the processing of information?
   I can encourage engagement in the processing of information by making learning fun and interactive for my students. I can provide opportunities for hands on learning for the students for those who are different learners. I will be sure to differentiate my teaching for my different styles of learners.
4. Do I have to use a different lesson plan when I want my students to use computers?
   The lesson plan used when my students are using computers will allow for students to be introduced to content, use computers, have activities, and then assessment of the information. The lesson plan is not different, but just implements more steps for use of computers. 
5. What is the relationship between objectives and computer functions?
   Objectives is what the students will be learning and computer functions is how the computer works and what lessons will be completed on a computer. 
6. Can you use a computer for every objective or lesson?
   Yes, but it is best to decide what approach will work best during what situation you have among you. The teacher will know best when it is appropriate for the learners they have present in their classroom. 

Reflecting on what I know

Chapter 6

1. Now that I have access to the web, how can I use it effectively? I believe that the Internet can be used most effectively by allowing it to engage and provoke students learning. I believe students can collaborate ideas and gain ideas from the Internet. As teachers we have to make sure that it's use is for educational purposes only and not for mindless activities. 
2. How do I manage students' use of the web in my class? I believe that a classroom policy has to be in play in order to manage the use of the web in a class. Classroom management has a lot to do with how well the use of the Internet in the classroom may go. Students can work in small groups where they work together, the teachers desk should be placed in the back of the class to monitor, or place in a u shape where the teacher is able to walk around and monitor progress. 
3. Which features of the Web do I use? The features that I would use most would be search engines and google docs. Search engines would allow for my students to do research in the classroom. Google docs could allow the students to work on a collaborative project together in or out of the classroom. 

Reflecting on what I know

Chapter 4

1. There are so many types of software; how do I know which ones to include in my lesson? Before implementing my lessons as a teacher I must assure that I am following a well thought out integration plan. As an effective teacher I will follow the NTeQ lesson plan. As a 21st century teacher it will be up to me to make sure that I am up to date on the recent trends in technology in order to best present those to my students. 
2. I understand why students should use educational software and the Internet, but why should my fourth-grade students learn to use spreadsheet, database, or video editing software? Students are constantly learning and technology is constantly improving. It is important for students to learn because they will be able to use the different types of technology. These types of programs can be used in many different subject areas. 
3. How can student use of different types of software help improve scores on state tests? Students can use different types of software to improve their scores by opening their eyes to new ideas and ways to learn. It will allow them to gain more information that they may not be able to search for elsewhere. 

The Reflective Teacher

September 17, 2012
These are my reflections from the questions listed that we were to complete for The Reflective Teacher article.

1. How did it feel completing a group project, remotely?  What was challenging, what was fun, what was your overall experience? 

Completing a group project from a remote location was very different for the most part. It was challenging but fun all together. I really enjoyed the project being on Google Docs. I have used Google Docs before and it is a great way for people to work together, especially for a group project that does not meet face to face. The most challenging part I believe was communication. It was hard to communicate with each other about who was doing what, especially on the spreadsheet and presentation. It felt more of like go in, do your part, and when its due make sure its complete.

2. How do you feel about the finished project? 

Overall, I believe the project turned out great. I believe our group pulled together, even without as much communication as I thought it would take, and finished the project well. I enjoyed being able to go back in and see the progress of fellow students over the course of the week. I feel that the project came together nicely.

3. How can you use projects such as this in your specific teaching area?  What would it be like for your students, even ones in the same class? Can you see how you could also connect your students with students in other parts of the state, country, world?

In my specific teaching area which is elementary education, I believe this could be used for students. I can see it being integrated in different age groups in a variety of different ways. I could see teachers using it amongst each other to share ideas, especially in younger classrooms. I could also see students being able to use it in older classes, such as 3^rd, 4^th, and 5^th graders. Students could work in groups and be able to work on their group work at different times. I think it would be a good lesson that integrates technology that is being used in the world around us today. I can easily see how a project like this one can connect students in other locations. It especially helped me to connect with my fellow classmates in my group. I was able to see how we all worked together, although communication was scarce, and pulled through in the end to create a finished project. 

Reflecting on What I Know, Chapter 1 & 3

Chapter 1 

<1. Must I use a inquiry-based learning approach in my classroom to use computers as a tool?

Inquiry based learning is a learning style that allows for the teacher to pose a question and the students to explore and inquire about what they would like to know or think they know. I believe that this would be a beneficial way to use classroom computers as a tool because it would allow the students to use them to help guide them to the answers to the questions. This style of learning will also help the students to foster independence.
2. Can I still use tutorials and drill-and-practice software?

Drill and practice software can still be used in classrooms today. The textbook describes it on page 114 by saying it is, “designed to reinforce student learning of basic skills with applications and uses found most often in language arts and mathematics.” Software today is more up to date with colors and graphics and also gives immediate feedback on programs.

    3. Won’t I have to spend a great deal of time to develop these units of instruction?

I believe that a great deal of time is needed in order to develop well thought out units of instruction. It is important to spend the appropriate amount of time to make sure that a unit is beneficial to a student. As a teacher the unit will have to be well planned and tested to make sure that it will be appropriate and accurate for the students learning.
 

4. Won’t every student need a computer to use it as a tool?

No, I do not believe that every student will need a computer to use it as a tool. If there is only one or a few computers present in a classroom that is okay. It will allow for the students to rotate and use at different times. It also can allow for students to work together on them and to also learn from each other as they explore. 

Chapter 3 

1.Why is it important to learn about different technology tools when they are constantly changing?

It is important to learn about different technology tools around us because children are growing up in a changing world. It often times seems like the children around us know more about up to date technology than we do. As teachers it is important for us to know about the current technology because we should be knowledgeable in their functioning in order to use them in our classrooms and show our students how they work.

2. Most desktop computers do the same things as mobile devices, so why do teachers need to use both?

I believe that is important for teachers to use both because it will allow for demonstration to the students that they are able to use both. It is also a matter of how portable one is over another. Teachers can take mobile devices with them around campus and use them to capture students learning outside of the classroom environment. I believe it is important for students to know that there are different types of technology to be used and the different ways that they function.

3. How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?

I believe that the cost can be justified because of the limitless amounts of information that digital devices can be provided to our students. Technology in the 21^st century is used to deliver great amounts of instruction to the students. In this growing society it is important for our schools to stay up to date on the products that they use in the schools. The technology that they use in the classroom will also be used one day to help prepare them for the future.

Lowther, D. L., Morrison, G. R. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st Century. Boston, MA:Pearson Education, Inc.