Reaction/Question Space
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Running Notes | ||||||
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Video although a simple concept still takes a tremendously long time to edit. I am sincerely glad to have that part behind me because I feel I have missed out not being downstairs in class.
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Class NotesMonochrome monitor, their are palm computers that have a color monitor. Suggestion from Ella is to do what is required and then go back and do the lesson plans and notes and so forth. All I need to do is take one step at a time. I think that she is right if I input main components then afterwards I can input the missing pieces. Can stick the palm information down into the button, and put it in the cradle and it synchronizes that information with your hard drive. Cradle attaches to one and they can press the synchronize button. The hand held can be used up to 8 mg of storage space. As long as you routinely back up then you are protecting your information. Their are web sites that will let you back up to the hard drive. Lots of options for grants work. I think as a graduate student need to learn to write grants, need to have a way to write grants. CAI- Computer assisted instruction. This page has numerous subsections. Word processor data base spreadsheets verses software which always has an agenda. Drill and Kill- link of that kind of stuff. There is a lot of this stuff. Teacher has already taught you need to get more fluent with what you are doing. Tutorial- Games- pure entertainment, info entertainment. Sunburst is a good company. They do a lot with higher order thinking skills. Computer simulation software. Sim city. You have little animated people walking around the screen. Discovery software. Problem solving skills and strategies. Distinction between problem processing and problem solving The real problem is problem discovery. What have the software producers done. Complete set of instructional software that goes to all of these categories. We can put this on a CD and have the same at home and at school. data can be put on a floppy diskette. |
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| I wonder if schools use all the resources they have effectively.
Do teachers really know what resources a school has? I feel like many
times resources are in a locked closet on campus, and unless you do inquiry
it is not obvious what you have to work with. I think mentally one
of the benefits this class has given me is a paradigm shift on how I see
and use technology, I see potential lessons now so much more clearly
then I ever have, and I do not believe I knew of there presence before.
I felt before that the internet was more something I got lost on than something
of value or of use. |
Classroom Notes ContinuedWhen Patrick Suppie Computer Managed Instruction Integrated learning systems is new word for this. problems are that it is expensive. Problems are that instruction becomes to controlled. Independently managed and organized, but it may tie up computers for other things. The advantage is you are not buying so many little pieces. It ties up scarce resources, and has a limited range. It does not allow for student centered education. It is because we end up with a or b not a and b. There must be twenty different companies that do such kind of work. Lets say you have an infinite amount of dollars how many competencies do we have software for about 10%. There is no motivation to cover most of the competencies because they are so small and obscure. Accelerated Reader- It is a niche product. It should not consume 90% or 100% of program. Intrinsic reward- will keep going, but rewarded activities they will stop doing what is expected once the reward is pulled. Starr is an add on question but you have to pay for this. This still they are doing workbooks all day long. It does belong in school, but there has to be a balance between what they are doing. 5 or ten years after an innovation, we realize that the innovation create No Significant Difference. This means it creates no significant difference. We do slice and dice studies in education, which may be why the data always conclude this. How do I get my hands on software. The short version and thelong version. ZDnet has instructional software. Free ware andpublic domain (Gordon wrote it if you like use it do what you want with it). Shareware john written program but he does not have money to pay costsso he puts it on a share ware site and Ella can run it. It requests money, if you like it if you use it send me 20 bucks. Sometimes it has acounter or it unlocks features of program or you will have the manual forthe program. To often the program is so expensive. Sometimes you can get stuff on evaluation and then you shift them all back. It enables you to get your hands on it. Trojan horse may contain viruses or other things when you load this program. Major sites run virus checkers on this stuff all the time. Microsoft has shipped out viruses on cds because some little employ stuck it on there. They usually know more about you then you think they do when you visit there web sites. If program is zipped it is small in the beginning and when you unzip it it is much bigger. Download and open it. Find things that are age appropriate to your age level. Find one or more. See if you can download and install it. Evaluate instructional software. Look in c drive to see where it put that thing. Sometimes it will have a short cut. Lets go start program then go to early learning or what ever you have downloaded. Found on download.com what is the name of the program The size of the program A couple sentences about what the program is about. Enough information where k will know if it is useful or not. Second part of this assignment at least two commercial software programs. Sometimes you can download the demos. Be terse when your writing this up. Commercial needs to be relevant to your unit plan. Program web site, if want to order it her is the phone number of the company. Annotate program. Equipment will still be there. This will be due next monday in web site of the unit plan. |
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| I was told not to put my technology advanced competency
in a binder but give it to them on disk. I wonder what the better choice
is? |
Topic: CurriculumAdvanced competencies put emphasis on teaching skills
verses beginning competencies which put emphasis on computer skills.
If you do not like what is in the curriculum then you have an obligation
to lobby for what you want before the next revision, so that change can happen
in the curriculum. Technology needs to help us evolve our thinking
from a more linear model which is all streets are one way, to a more complex
non linear model which means that text is not the only street, now we can
use the air and maybe even space itself as an analogy to this. As public
service you print the form three or four and you go out into the community
and find a question. This focuses on the idea that curriculum comes
from problems. This begins the learning of advanced competency with
the study of number 10.0.
Bibliography EDELCompEduc/Ch9/Ch9-curriculum.html |
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| I feel there is already a trend in schools to head more
in the direction of question asking verses answer driven. In the Language
Arts class I observed, part of the students work was to expand question stems
and try to create valid questions about what they are reading. As far
as relevance in the information age, I believe there has to be a balance
between knowledge that we are giving and the quest for knowledge. I
feel that although we can ask questions with out any prior knowledge that
it makes the knowledge richer when we have some fact or idea behind what
we are asking. What I am searching for in my own teaching is a sense
of solidity. I feel if the question model is out of balance then there
is less learning because you spin your wheels, and I feel if the other model
is out of balance answer driven world, then how are students to realize the
real world is not a cut and dry place where they are going to find a great
deal of ambiguity. |
Intellectual Teamwork and Question Ambassadors
The emphasis has almost always been on the answer instead of the question. Now the question is Is this still appropriate for the information age? The argument for the question model is that life is random therefore the questioner is more quickly adapted because of the questing nature of the questioner. Alvin Toffler wrote future shock, which explored how we shut down in the face of stress our wet ware or brain. Ethics shapes questions, and since we have separate church from school there has to be a substitute for ethics, and this is the emerging character education. As children questioning is a habit, but it is lost as we age, but there is still a correlation between good questions and good health. The belief is that the internet is growing at a speed of twenty one years to one of our years. Learning could be judged by the classrooms interactivity with the community.
Teachers are controlled by state curriculum which is also tied to the state exam, which in itself creates a need for uniformity. The basics are we need to support question making, and that there is not the research to support us either way. Bibliography
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| This is a really exciting way to get kids thinking about
what is really important. One of the things I saw when I was teaching
is that children do not have a strong base in reality. It is almost
like they do not realize the gift they have in education, or they believe
that they do not need what they are learning. I am wondering if children
were exposed to the questions of their community would this make a difference
in there value systems. |
Question Ambassadors in the Community" Value for K-12 Students study technique, research skills development, information technology skill development for students and faculty, motivational technique, public speaking and communication improvement, a community service technique and an important step in the problem solving process building skills for higher order thinking skills exams in fourth and eighth grades in North Carolina." (per Houghton site)
Copy these sample forms into your word processor and modify to suit your local needs or print them out and use them the way they are. Bibliography Learner/Publish/Review/QA/homeQA.html |
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| Part of why I took this class was so I could get my portfolio
done. Will I be able to use what I have and just explain how I have
accomplished what the state is asking me to accomplish. I guess looking
at this overwhelmed me a bit because we just finished such a large project
with the unit plan. It looks like you have correlated this for us.
I am not sure what this is going to look like visually yet, but I am glad
to have a map.
This was a very helpful web site because I was able to take it and I got two of the four advanced competencies documented. See Advanced Competencies |
Pre-Service Teacher Technology Portfolio10.1 Use the Computer Skills Curriculum to identify what students should know and be able to do. Yes I can 10.2 Use School Television resources that support the curriculum. Yes I can 10.3 Access resources for planning instruction available via telecommunications Yes I can 10.4 Review the Goals of the NC Computer Skill Curriculum. Yes I can 10.5 Complete the NC Computer Skills Assessment Need to get a copy of assessment so that I can complete this part 10.6 Locate, evaluate, and select appropriate teaching/learning resources and curriculum materials for content area and target audience, including computer based products, videotapes, and discs, experts, primary documents and artifacts, texts, reference books, literature and print sources Yes I can To see how I integrated this competency go to Computer Competency 10 11.0 Subject Specific Knowledge 11.1 Use technology in the discipline/subject for learning and as a medium for communication Yes I can 11.2 Use Media and technology to present the subject so that it is comprehensible to others. Yes I can. 11.3 Use technology based tools that are specific to the discipline Yes I can 11.4 Use technology to facilitate teaching strategies specific to the discipline Yes I can To see how I integrated this competency go to Computer Competency 11 12.0 Design and Management of Learning Environments/Resources 12.1 Develop performance tasks that require students to (a) locate and analyze information as well as draw conclusions. (b) use a variety of media to communicate results clearly. Yes I can 12.2 Use computers and other technologies effectively and appropriately to collect information on student learning using a variety of methods. Yes I can. 12.3 Use computers and other technologies effectively and appropriately to communicate information in a variety of formats on student learning to colleagues, parents, and others Yes I can 12.4 Physical settings that support active student involvement, inquiry and collaboration Yes I can 12.5 Organizational and management strategies that support active student involvement, inquiry, and collaboration. Yes I can. 12.6 resources available including satellite, cable, wireless, and ITFS Yes I can. 12.7 Select and create learning experiences that are appropriate for curriculum goals, relevant to learners, based upon principles of effective teaching and learning, incorporate the use of media and technology for teaching where appropriate, and support learner expression in variety of media using a variety of media communication tools Yes I can. See my advanced competency 12.0 13.0 Child Development, Learning and Diversity 13.1 Use media and technology to address differences in children's learning and performance. 13.2 Use media and technology to support learning for children with special needs 13.3 Use media and technology to support learning for children whose primary language is not english. See my advanced competency 13.0 14.0 Social, Legal, and Ethical Issues 14.1 Establish classroom policies and procedures that ensure compliance with copyright law, fair use guidelines, security and child protection. 14.2 Ensure equal access to media and technology resources for all students. 14.3 Understand social, legal, and ethical issues related to technology use. See my advanced competency 14.0 Bibliography EDELCompEduc/Ch9/portfolioteachertech.html |
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| What is the difference between linear and non linear media
presentations? I thought I knew but now I am confused.
I thought what I was doing with my son was advanced for first grade, but now since I have been studying these technology skills I realize by making my son use and learn to master the computer now I am doing a good job because I see as I examine these competences I see that what they are expecting kids to do now. |
Computer Technology Skills CurriculumHas three competency goals that are based around the importance of the computer, respect, word as a tool to write, using of the keyboard, being able to click, knowing what multimedia is. The software focus is to group items and to arrange items sequentially. Grade Level 1 They need to learn to use computers at home and school and understand the rules of copyright law. They can identify different parts ofthe computer, and they know that there are resources on the internet. They know basic computer terms. They can use the key board and dobasic sentences with word processing. They can create a story usingmultimedia. They need to be able to use software age appropriateand be able to gather and display data on the internet. Grade Level 2 They are continuing to use the technology resources available to them, with an emphasis on copyright law. They start using databases. They can print from a database. Talk about how the internet has changedthe way people interact. They know basic computer terms, and basiccomponents of the computer. They can use the keyboard and identifythe home row on a keyboard. They can enter save and print in word. They can use databases and graphs. They can use drawing tools with text. They can help create a class multimedia story. They can collect,organize and sort information and they can interpret charts and graphsand make predictions. Grade Level 3 They know how technology in the community changes peoples lives. They understand copyright law protects the person who has created on thecomputer. They understand word processing benefits, and they knowhow databases are used in the community. They know how to use theinternet to located information. They know what tools they can useto collect, analyze and display data. They can distinguish physical partsof computer into input, output, or processing devices. They can do keyboardingupper and lower case, and they can edit a word document. Theyknow the difference between print and electronic databases. They know theparts of a spreadsheet. They can enter data into a spreadsheet. They cancreate a multiple outcome class story. They know the difference betweenlinear and nonlinear multimedia presentations. They can create multimediawith the class. They can locate information through telecommunications.They can create, save, and print a word document. They can locateand use electronic databases. They can use a spreadsheet to graph data. They can evaluate and critic information found using telecommunications. Grade Level 4 Again students are learning how technology effects peoples lives inNorth Carolina . Students know the difference between non networked and networked computers. They know what a violation in copyright lookslike. They need to know why we have acceptable use policies. They can use,collect, analyze, and display data. They can keyboard upper and lowercase. They recognize word terms and functions. They can edit a word file. They can define parts of a database. They can create a simple database. They can define spreadsheet terms. They can enter data into a preparedspreadsheet. Use email as a means of communication. Use search strategiesto locate information, and recognize the difference between networked andnon networked computers. They can create, format, save, and printa word document. They can search and sort databases. They cancreate a table or graph in a spreadsheet. They can do a multimedia projectand cite sources. They can evaluate telecommunications based on contentand usefulness.. Grade Level 5 Students identify influence of technology on life in US. Students recognize need to protect software and hardware from virus and vandalism. They need to know that video conferencing as a form of interactive communication. Describe the acceptable use policy. They need to be able to use technology to collect, analyze, and display data. They need to know the differencebetween non networked and networked computers. They need to keyboardwith speed and accuracy. They need to create and modify a database. Theneed to be able to search and sort using one criteria. They needto add and delete records from a database. They need to be able to createa product using information from a database. They need to critiquea database, and they need to be able to use search strategies. Theyneed to be able to graph data. They need to be able to modify a multimediaproject and cite sources. They need to participate in curriculumbased telecommunications. They need to be able to evaluate telecommunicationsfor usefulness and content. Grade Level 6 Students need to be able to recognize ownership, security and privacy issues. They need to be able to cite sources in papers, projects,and multimedia presentations. They need to use ethical behavior withpasswords and personal information. They need to be able to knowhow technology is used in the workplace. They need to be able touse keyboarding skills quickly and accurately. They need to createand modify a database. They need to be able to search with a multitudeof criteria. They need to enter and edit in a spreadsheet. They needto be able to test what if statements and use order of operations in spreadsheetformulas. They need to be able to use technology selectively to collect,analyze and display data. They need to be able to use desktop publishingrelated to curriculum. They need to use information from databases to makeproducts. They need to be able to use tools to solve real world problems. Use appropriate graphs. They need to create non linear multimediaprojects related to the curriculum. They need to be able to evaluate electronicinformation. Students need to be able to search and retrieve informationon telecommunications. Students need to use telecommunications to shareand publish. Grade Level 7
Grade Level 8 Grade Level 9-12 Bibliography
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| I realize that finding most of my child's early software
as dry may have been more to the fact that early software fits into a drill
and practice mode. I really do not think you learn anything if you
are bored to tears. The web site that I enjoyed most while searching
in my unit plan was an interactive nonlinear one. There was more than one
possible outcome, and I feel this made the experience exciting, and I spent
more time with it because I wanted to find out the outcome. |
Software is for a specific subject or a specific age. Types of software are Drill and Practice- more for SAT Tutorial- combined different elements of software to teach you something Simulation trying to create a reality Games- working on obtaining a high score Discovery- more of a database Problem solving- teaches skills and strategies to solve problems On this web site are links to companies that you can get software from, links to educational software and links to reviews of software. Bibliography http://www.ceap.wcu.edu/houghton/learner/look/CAI.html |
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| I feel it was an interesting assignment because I think of computer software as games, or some kind of yes/ no if then multiple choice thing. Yet there is a lot more to it then that since there are art pages, books, clip art and a whole range of things that are shared and can be purchased on the web for instructional use. |
The Software and Shareware assignment.Different types of software are share ware and free ware, with share ware they want to be paid and will usually put an annoying reminder or lock important things up until you pay. It may also let you have limited uses and then shut down. Commercial software - when you are part of a school you will get a lot of catalogs. It is very possible these will have web sites that can be visited and will describe software on line. Bibliography http://www.ceap.wcu.edu/houghton/EDELCompEduc/Ch9/software.html |
Web author: Danielle Earley
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