Reaction/Question Space
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One of the things I found when dealing with room design is that you have
to have the words big enough that when they are saved as a JPEG they can be
seen clearly on the web page. This meant that I ended up labeling sections
instead of inside the object in order for things to be visible to those seeing
my web page. |
Class NotesWhen Downloading software, need one or more with
relevance to your teaching, and two commercial software programs. In
section seven is a database of ideas this may not all be used in one unit
plan but spread over many plans. For the video assignment he wanted
a couple of sites. This may or may not fully integrate into lesson
plan. Chapter 10 Design and management of a learning environment.
Look atissues as you place your technology. Then use a draw program
and take2 dimensional text and this can be grouped with an object.
Squaresand rectangles to make desks. Then glue on their what each section
is. You can group and ungroup objets by editing object in it.
Take a mapof the US and students can create a map of it using the draw program.
To get there go to apple works drawing file, then page set up, select both
and arrange and group. This is a combination of graphic and text object
drawn. This is a blueprint of classroom or a helicopter view.
See room design example. Then you need to file and save as a JPEG and link
it to the unit plan. It is important to teach collaboration, which
means taking beyond just a team of students or teachers but actively teaching
throughout the year.
There is a window where you can show accents. Textures can be in the pattern hatch. 8 pt line thickens line, pentext and then select lines. Use the file library to find authentic looking pieces to put in design. The rug you can put in by putting it behindthe other objects. In a classroom of the future there will be 5-7 dropsper classroom for computers. If you get a wireless system the wirelesscard may not be included. Put the classroom layout in section sevenof your unit plan and publish it. When linking an image into a web page you can link directly to the JPEG classroom layout. Just pick the section, highlight the text, chain link, and then file name of image. If it does not come up make sure your format is correct and change your file format to JPEG format. Flat art work is best if GIF. Another example of the power of drawing imagery is Wacom tablets. These are used in place of the mouse. The screen with a cursor and input device as well. Photo draw is a good program if school is using it. One use of Power point is that different students can create slides. In apple save it to the desk top and drag it to the zip disk.
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| One way to have a mobile computer without wireless
might be to have computer on a cart that roles, this way if you wanted to
use it for a whole class activity then possibly the computer could be rolled
in the center of the wall and the desks could be turned so that they face
the computer. I fulfilled goal number 12.1 because I gave students six web sites in which they had to pull out relevant information to plug into their web site. As part of this assignment students are using scanners and digital cameras to take pictures of the physical projects they have made for this unit. There fore text on a web page is not the only media, because on their page could be a picture of a model, drawing, or they could use sources found on web sites and this could be documented. Their final lesson has them video tape the memorized poem, and this also supports incorporating learning into a different form of media, while learning this unit. There is a spreadsheet and database available to students during this unit. They can use this to help locate research when addressing a specific problem. I am using the classroom database and spreadsheet to record information. I will be sending newsletters once a month and report letters every three weeks this will help keep parents abreast of what is going on in our unit. I am using the leap program as a learning tool and this is spelled out in the newsletter. | Design and Management of Learning EnvironmentsThe invention of handheld wireless computers is going
to free the teacher to being limited by only have use of the computer lab
as the main way students have to interact with the computer. At present
computers is taught like any other extracurricular activity with a focus
on going to the lab once to three times a week with kids mainly learning
in computers what is needed for the eight grade competency test.
One of the goals is to read one of these plans preferably for the place you are teaching. At this time teachers are working to integrate one computer into their lesson plans but this will not be the case forever, we are slowly moving to integrating many computers into the classroom. The whole class needs to be able to see the image, or hear a radio station that may be relevant to an activity, the computer be in a good location to teach a small group, and sort of near a chalk board. One you could have a free time list on the computer where students are using the computer for learning activities, have software collaborative activities with the computer, attach a projection unit to the computer and you can teach the whole class, introduce activities in the computer lab and carry them into the classroom. ITFS is 20 channels that provide cable for the classroom. it is important to know how to use this resource that is why the video list should include cable in the classroom, video resources, television, and videodiscs. Problems encountered are space, wiring, and cost. One of the innovations that help is PDA's and wireless computers. They can run word processor, database, spreadsheet, web, email, and drawing applications and more. Back ups can be used through the personal computer and a cradle. Blackboard.com is an example of a web site where grades can be accessed by the internet with a password. There are many innovations coming to the classroom as computers become smaller and cheaper technology will grow in the classroom. School Inter operability Framework (SIF) is an industry supported technical blueprint for K-12 software that will enable diverse applications to interact and share data seamlessly; now and in the future. Four of the new tools available are: Administrative Assistant, Ltd http://www.admassist.com- this helps catalog data for kids k-12. Horizon Software Systems http://www.excent.com this is a tool that can hold information for special education. Learning Tools -- http://www.ltools.com- this measures student and staff accountability. Info Handler -- http://www.infohandler.com helps come up with meaningful special education plans and tracks the plan. 12.1 Develop performance tasks that require students to (a) locate and analyze information as well as draw conclusions and (b) use a variety of media to communicate results clearly.12. 2 Use computers and other technologies effectively and appropriately to collect information on student learning using a variety of methods.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.12.5 Organizational and management strategies that support active student involvement, inquiry, and collaborationBibliographyCompEduc/Ch10/Ch10-design-manage.html | ||||||
Asheville City Schools Technology PlanAsheville City now has a five year plan that includes
a vision, initiatives, core instruction and administrative components, staff
development, Infrastructure connectivity, and evaluation of the progress
they are making.
Asheville city is an urban district with 4000 k-12 students. They have 6 elementary, 2 middle, and one high school. The state approved a technology plan 2002-2005 on July 13, 2000. Each school has written a school technology plan and this is tied in with school improvement. They will read dress their plan every two years. Their goal is to create access for all students regardless of background or socioeconomic. The plan has four goals 1. High student achievement- teachers use technology to help with student monitoring and intervention. The goal is to engage students and have classroom activities with computers. 2. safe, orderly and clean schools. Technology is becoming a part of site planning and building design. Telephones in every classroom, warning devices, cameras for security. 3. Highly skilled workforce Technology decreases paperwork, this increases time with students, teachers become leaders in their fields, and they use state tools like NCWISE, HRMS, BUD, and NC Wise Owl, and this will increase student information being computerized. 4. Strong family/community partnerships. This communication will become better as email and telephones are available in every classroom, community access television and electronic resources more available. At present asheville is using computer labs in elementary school to improve reading and math skills. Middle schools use labs and media center. High school is using labs and media center. They are learning to use equipment like scanners and digital cameras, and some instruction is administered with a projection device. More teachers are using the internet. Elementary needs to design goals around reading and math. Middle school will want to focus on resources and basic skills, and in all cases they should follow curriculum The main goals are that students will use technology with the SCS and the Technology skills cirriculum, that all students will pass the computer skills test, that remediation will be there for students who do not pass, administrators model good use of technology, media centers are flexible with students and teachers, all academic programs use technology, teachers use technology for grade books and other purposes, technology is used to differentiate instruction. Staff development they provided 21 total hours. They are working on web site design for staff members, this has mainly been after school. The main issues confronting this is lack of technology specialists. In order for this to be successful teachers must use the technology tools installed in their classrooms. Teachers need time to learn and implement new strategies. All personnel need to have technology training. The state is providing a server for NC wise owl to help this process. They need high speed with high reliability along with adequate security, this means the local area network must connect to the outside world. WAN connectivity at better than TI connectivity will help them reach their goal. This looks like minimum connectivity, 3 to 4 data ports per classroom, telephone access, local network, video capability, emergency data tools, backups, fire walls, and network diagrams. They need trained technical support in order for a plan to work. They have Technicians on levels I, II, and III to help with different levels of technology problems. Resources- all media centers have electronic book look up. NC Wise Owl as an important resource for children. They want to get all classrooms hooked up to the web, NC wise owl, basic application software, e-mail, curriculum software, up to date web site, software inventory control, accounting for software, support in funding technology. Asheville city schools has a WAN which is a wireless wide are network, because the classroom is the focus of education. A station can be used for student projects, online resources, processing grades, attendance, developing IEP's and analyzing student performance. They want to get to the point they have 4 or more stations per classroom. They want to have a tv, telephone, one video camera per 500 students, ergonomically furniture, appropriate manipulative. In the media center they want to have an OPAC station/150 students, research station/100 students, peripherals, two circulation stations, one printer, two networkable printers per 30 computers, and one presentation station which has a multimedia computer, scanner and projector lCD, two tv's in the media center. They say that continuous funding helps get a higher quality of equipment. There goal is to communicate more with personnel and staff for they feel this will benefit their process. Bibliography http://www.asheville.k12.nc.us/acstechplan2000.htm |
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| What is a point to point interface? The multiple entry problem is a real problem of business. When I was working as an insurance clerk and a customer called up, one of the real issues was if the name had been entered wrong the patient could have two accounts. If someone has more than one account then an error can happen, and information which is unclear can make the information you are giving to the customer not valid. I know for a fact that this is a problem because the end result is angry customers. |
School Inter operability Framework (SIF) SIF is a way for k-12 instructional and administrative software to work as a team. It is a blueprint that helps software interact and share data. Problems due to inoperability look like data and applications being isolated, wasted data entry, lack of support due to applications not working together, reports are expensive and poor quality. The decision makers do not have the information, they need. This creates problems when coordinators are making decisions on what to buy. At this point the way information is communicated between different applications is through multiple point to point interfaces. Sif changes this because they now have the same interface and the same formats. The way they want to solve this problem is to define formats and data. Then they want to create naming conventions and rules for interaction of software. This will help so that data only has to be entered once, and their for the exchange data does not get contaminated. This makes more powerful reports that are reliable and can be put on the internet. The reasons to Join were to enhance product efficiency, cut down the expenseof data sharing, influence the future, leverage with partnerships and distributors,creating a new framework for educational technology. This helps tokeep the content and software working across platforms. This helpsus know what criteria we have when buying software, and make it a neutral playing field, and of course it accelerates the industry. If your a member you have a vote on projects, you get to cast one per group, you can use the SIF logo on materials, product, company web site and can link with sif site. You can be included in promotions and influence creations. SIF has recognition. There is a list of important links to companies. Important to remember not a product but an initiative that relies on customers and vendors. They are trying to come up with a framework for software applications to work in the future. At this point there are more than 60 vendors and customers involved. SIF endorser is an organization that builds products to the SIF specifications. They do not have voting power but are allowed commentary. SIF participants company and organization paid dues and has technical and marketing people working on project. They do the writing and specifications and vote on all versions. SIF compliant- this means that a product has passed SIF criteria and testing. There is non at this point but there may be some as of summer 2000. They have ten working groups in their model. Infrastructure group,Student Information Group, Curriculum Group, Cafeteria Group, Grade bookGroup, HR Financial Group, Library Group, Reporting/Data Warehousing Group,Transportation Group, and CIRCA group. Bibliography http://www.siia.net/sif/default.htm |
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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. 10.2 Use School Television resources that support the curriculum. 10.3 Access resources for planning instruction available via telecommunications 10.4 Review the Goals of the NC Computer Skill Curriculum 10.5 Complete the NC Computer Skills Assessment 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 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 Ch9/portfolioteachertech.html |
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NC Computer Literacy CompetenciesHas 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 understandthe rules of copyright law. They can identify different parts of the computer, and they know that there are resources on the internet. Theyknow basic computer terms. They can use the key board and do basic sentenceswith word processing. They can create a story using multimedia. They need to be able to use software age appropriate and be able to gatherand 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 changed the way people interact. They know basic computer terms, and basic components of the computer. They can use the keyboard and identify the home rowon a keyboard. They can enter save and print in word. They canuse databases and graphs. They can use drawing tools with text. Theycan help create a class multimedia story. They can collect, organize and sort information and they can interpret charts and graphs and 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 the computer. They understand word processing benefits, and they know how databases areused in the community. They know how to use the internet to locatedinformation. They know what tools they can use to collect, analyze anddisplay data. They can distinguish physical parts of computer into input,output, or processing devices. They can do keyboarding upper and lower case, and they can edit a word document. They know the difference betweenprint and electronic databases. They know the parts of a spreadsheet. Theycan enter data into a spreadsheet. They can create a multiple outcome classstory. They know the difference between linear and nonlinear multimedia presentations.They can create multimedia with the class. They can locate information through telecommunications. They can create, save, and print a word document. They can locate and use electronic databases. They can use a spreadsheet tograph data. They can evaluate and critic information found using telecommunications. Grade Level 4 Again students are learning how technology effects peoples lives in North Carolina . Students know the difference between non networked and networkedcomputers. They know what a violation in copyright looks like. They need toknow why we have acceptable use policies. They can use, collect, analyze,and display data. They can keyboard upper and lowercase. They recognizeword terms and functions. They can edit a word file. They can defineparts of a database. They can create a simple database. They can definespreadsheet terms. They can enter data into a prepared spreadsheet. Use email as a means of communication. Use search strategies to locate information,and recognize the difference between networked and non networked computers. They can create, format, save, and print a word document. They can searchand sort databases. They can create a table or graph in a spreadsheet.They can do a multimedia project and cite sources. They can evaluate telecommunicationsbased on content and usefulness.. Grade Level 5 Students identify influence of technology on life in US. Studentsrecognize 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 technologyto collect, analyze, and display data. They need to know the difference between non networked and networked computers. They need to keyboard with speedand accuracy. They need to create and modify a database. The need to be ableto search and sort using one criteria. They need to add and delete recordsfrom a database. They need to be able to create a product using informationfrom a database. They need to critique a database, and they need tobe able to use search strategies. They need to be able to graph data. They need to be able to modify a multimedia project and cite sources. They need to participate in curriculum based telecommunications. They needto be able to evaluate telecommunications for usefulness and content. Grade Level 6 Students need to be able to recognize ownership, security and privacyissues. They need to be able to cite sources in papers, projects, and multimedia presentations. They need to use ethical behavior with passwords and personal information. They need to be able to know how technologyis used in the workplace. They need to be able to use keyboarding skillsquickly and accurately. They need to create and modify a database. Theyneed to be able to search with a multitude of criteria. They need toenter and edit in a spreadsheet. They need to be able to test what if statementsand use order of operations in spreadsheet formulas. They need to beable to use technology selectively to collect, analyze and display data. Theyneed to be able to use desktop publishing related to curriculum. They needto use information from databases to make products. They need to be able touse tools to solve real world problems. Use appropriate graphs. They need to create non linear multimedia projects related to the curriculum.They need to be able to evaluate electronic information. Students needto be able to search and retrieve information on telecommunications. Studentsneed to use telecommunications to share and publish. Grade Level 7 Grade Level 8 Students need to work ethically with computers and know what issues surround the technology environment. They need to use and practice with keyboard, word, desk top publishing, spreadsheets, databases, multimedia, telecommunications in preparing class assignments. They need to use technology in the right way to collect, and analyze data. Arts- Use the right tools for the subject, use it appropriately for artistic expression, use it for research, use it to present assignments projects and presentations. Adhere to fair use. English- use word and desktop publishing for writing. Use it for research and to support assignments, projects and presentations. Adhere to fair use. Foreign Languages- use it to communicate with other languages and cultures. Use it for research and use it in assignments, projects and presentations. Adhere to fair use. Health and Physical Education- use it to collect, analyze and display information. Use it to do experiments and research, and use it in projects assignments and presentations. Adhere to fair use. Math- use it to collect, analyze and gather information, use spreadsheets, calculator, scientific calculator, graphing calculator, problem solving. Use it for class assignments and projects while adhering to fair use. Science- Use instruments in experiments, while using technology to collect, analyze and display information. Use technology for research, and spreadsheets and databases to collect record and analyze information. Use it in class presentation, but always adhere to fair use. Social studies- use it to collect, analyze and display information. Use databases effectively. Use it for research and to present class projects, while always adhering to fair use. Work force development- Use it to prepare for the workplace, use it for research, use it to present, and always use fair use. Bibliography publicschools.org/curriculum/computer.skills/index.html |
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| One of the problems I had with working with conversion
was that the converted data looked fuzzy, and I had to change the size of
my images in order to get greater clarity for the web picture of the classroom
design. I feel like the photo editor is an easier program to use when
manipulating pictures, but what I have found is that if the bit map is fuzzy
then it does not translate well in the photo editor. What I did was
first work on my picture in draw or paint, and then I used the photo editor
for the final editing. If I have a higher quality picture like a photo
of course this works better than a flat image. |
Review Draw and Paint ProgramBibliography EDELCompEduc/Themes/CWDraw/homedraw.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. |
Video and the Moving ImageBibliography http://www.ceap.wcu.edu/Houghton/Learner/Look/WebTV/homeTV.html Link to video resources, cable resources, and other film resources also found here | ||||||
| I used a bob villa program that my husband had bought,
and I was happy with it except for unlike the draw programs there was no
clear group command so I had difficulty grouping text with objects.
I resolved this by placing the objects first and then placing text.
Otherwise it created problems that created frustration instead of accomplishment. |
Classroom Design AssignmentBibliography http://www.ceap.wcu.edu/houghton/EDELCompEduc/Ch10/classroom.gif |
Web author: Danielle Earley
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