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Running Notes |
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| I have learned a great deal about the Eric database
this week and how to manipulate it to make it work for me. I was fascinated
by the amount of information in it. It is interesting though when you
put in the word bi-lingual how few entries there are and that was a main
descriptor in the Thesaurus. Maybe that is more anticipatory of the
future. |
Classroom Notes April 16, 2001Win folder- export as an avi file then you will have something.avi. Then we will have somethingaudio.wav There is a lot of variance depending on the compression variances. Those programs have built into them these compression tools. Quick time player pro in both cases. The machine in the back. We are going to get started on this tonight. Three steps to introduce people to applications work with an existing spreadsheet and existing database Then you modify an existing spreadsheet and database The last step is to make spreadsheet from scratch. We need to look at what it is like to make a database from scratch. You need to get away from the computer and understand why you are building a database. I prefer to start with a question with the age level for what they are trying to understand Where would you like to move to, when you think about places you would like to move to. What criteria would you include. Rural verses urban. city verses country. Thinking about places jobs. Schools. Climate, Electricity issues. Cost of living. Water. Is a university located there. Population. Database Student information.mdb Okay to the data sheet view and you are going to see rows and columns. In field one, field 2, field 3 change it to words row is a record. One of 30 tells us how many records are in the database. Student info. Move cursor on top of the word field and right click and rename the column and type in first name and then I am going to click in last name. So far we have student information database. First name, Last name, Phone, Test grade, comments field. You can do all things in a spreadsheet in a database Microsoft word- mail merge under tools, then create, and active window, go to get data to move to the next step, open data source, remember where you put your database at. You need to make sure that you have the right file type under there. Then you double click that. This creates the relationship between the word file and the database. Which table do I want to be looking at. If there are no merge fields that means you have edit it. The new thing at top of screen is insert a merge field and insert the word field. Dear Parents of First name last name, This is a way to control what you have in your database and how you display it. There are three steps to mail merge process, so you go back to tools and go down to mail merge. Talk about Query options, if you only wanted to send home a certain group of students. You use searching skills, then when you hit mail merge it will only pull from the ones you have selected. We are going to just hit merge. This way you are pulling up only the records you want in a mail merge document. Click merge and then say yes merge to a new document and then click merge. Quick on view and go to normal if you want to see it in normal view. Page break command means new sheet of paper. If you scan this and see how it is merged together, and you might see how it did not work and click out of this document and then go to original and fix it. You can type it in directly to that merged document. because that has become a separate piece of paper and you can add to it. Do I need to keep this file, no because you can build this. You might want to save it just so you can review it or alter it for a while. You can edit in the new letter or you can and you can give it to him. The database as a story starter. It is a different way to structure information, it needs to play a stronger role so that it can have authentic relevance in the classroom. Bridge to an electronic slide show. Web development routes in books and essays. You get full paragraphs. Routes in video display just the bare minimum of writing. This is a smaller writing and then they can get up and talk about it. Power point gets to be the end of cyberspace. It is more like a tricycle. There are a lot of composition tools. Power point often is used for presentation. Conferencing usually uses a lot of power point. It is a composition tool because we can compose with it. Power point does not take care of itself. You have ten roman numerals, there for you would have ten slides. Noteverything has to fit into it. You are not trying to say it all in theslide. Images are great, text is great. Somewhere in those tenslides you have a video clip and an audio clip. On which slide do youput the video. If you want to save your audio for the last slide thatis okay as well. Linear verses nonlinear- power point, reading a book,is linear you want everyone to see it all. Non linear is that partsof it are optional. You may have different paths through that information.This is a web page. An encyclopedia is a nonlinear presentation. You are not marching from the beginning to the end. Insert when first slide is done and you find make another slide. Look for a screen on a stand. Look for four little white squares, slide sorter view. Then you can change the order of them by dragging them around. Select which ever one that you want to start on. Now I am going to click on slide show. You can use arrow key or spacebar and then you can getthe different slides. If I really don't want to end just not go onemore slide or you can make an the end slide if you choose. Now letsdeal with multimedia part of this. If I go to insert you canput pictures from clip art, from file, from digital camera. Word artis fun, can work from a scanner. If I want a new text box I would justsay insert a text box. You can click and drag and relocate it. I do not haveto work with the automated. I can work from movies and sounds. I can use my cd player. I can record a sound. I can put charts in. I can put a link to the internet in. Insert go to movies and sounds and then say movie from file. Here you insert either the avi or the wav file depending which one you are doing. You can take stills from your movie. Win is avi and wav. In mac the mov files. Need to do it in a way to get there attention but not necessarily for twenty slides in. You can print these to overheads. Only the green horns go withoutbackups. Quick dirty assignment link some thing. Now we are in chapter 12- We are taking a peak into the rest of the semester. Down here on the final exam, you have an essay question play heads up on that. You need to pick one of them and then right an essay on one of those topics. You are going to see a reference to looking ahead. You are going to write it as an evaluation essay. This will give us more time to review. One of the graduate students will do the April 30th class. Your eric projects- next week I would like to here from the summaries. You need to find three articles, write a half page reaction to those articles. Where do I put my links to my eric work. This means that I need to hurry up, it is not due till the end of the semester. Read one of your reactions to the articles you had read. Go to UNCA reference desk, do not flounder around show you how to do it right and do it fast. Educational documents are kept in the Unca library. I would like to see some power point presentations these are due next week. This is a zip disk and have a back up to that file. It has to be on a zip because of audio file and a video file. Question ambassador- I just want to look at them and send you back out with them. |
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| Our power point presentation that we are making is a linear model. |
Media Integration
Computers represent a platform where all kinds of
media can be integrated. The two forms can be broken down into linear and
nonlinear models.
Linear presentations include books, movies, audio, and slide shows. They are models that organize information logically. Non linear presentations will represent those where the observer jumps between related documents these are found in Encyclopedias, dictionaries, The web. Hypertext is where footnotes and citations are moved to the middle of the design. Three programs that moved the web from Hypertext to what it is today are Hypercard, Toolbox, and Hyper studio. These created multimedia shows when this was added to the hypertext format it became hypermedia. This was used to present information about yourself and or professional education. Follow ISTE's for more detail. This type of portfolio covers a large range of student work. |
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| Section 9 Competencies Media Integration I have looked through these and addressed them all. http://www.ceap.wcu.edu/houghton/EDELCompEduc/ Ch12/Ch12mediaintegration.html |
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| It seems like a very interesting magazine, and I was
able to printed some of the articles. How they keep down on unauthorized
use is that after 45 minutes they cut you off with out a password, and they
know because they have planted a cookie on your computer. I did not
get to print everything I was interested in, but it is an exciting resource
that I could seem myself using in the future. |
Learning and Leading with TechnologyThis issue discusses how interactive software is in the classroom now being used and it has four main articles as well as other sidelines. If interested their are articles titled: GIS in the Classroom Data Tools for Real World Learning Practice Makes Perfect Assessing and Enhancing Knowledge and Problem Solving skills with IMMEX Software Making palm sized computers the PC of choice for K-12 Kids as Computers Someone's in the Kitchen Multimedia Activities for Multidisciplinary Exploration Telecommunications Evaluating and using web based resources Riding up the Learning Curve- Elementary Technology Lessons Call in the Swat team Software Reviews Software Releases Highly Interactive Computing in Teaching and Learning Bibliography http://www.iste.org/ L&L/archive/vol28/no7/index.html |
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| I am learning that our perception of what computers
are and how they function is changing. I think as different interfaces
become available our world view will change, and this is something that makes
it hard to predict what will happen in ten years, or other things. |
Ten Powerful Ideas Shaping the Present and Future of IT in Education1. Connectivity- Global Digital library, Databases, Communication between people. The trend is moving toward research skills and away from remote memory. 2. Information appliances- Know as people have mastered basic uses of computers, they can become increasing invisible in the sense that they will be used to solve problems and accomplish tasks verses people just learning to use them. 3. Effective Procedure- It is a step by step set of instructions and can be carried out by a computer. Procedural thinking involves developing, representing, testing and debugging procedures. 4. User Interface- Graphical user interface includes a mouse. Now we are moving to voice and virtual reality which means humans will directly interface with computer. 5. It is becoming part of non It classes. It can be used in all disciplines because of spreadsheets, geographic information systems, computer aided design, and math systems such as Mathematica and maple. Teachers will need to become more literate in computer use. 6. IT assisted problem solving- The computer can help solve sub problems. 7. Modeling and simulation- 1998 awarded to two computational chemists they had a computer based model and simulation. This aids all areas not just science. 8. Communications in Cyberspace- this can be desktop publishing, desktop presentation, email, video conferencing, interactive hypermedia. These are synchronous and asynchronous modes like text, graphics, color and video. 9. Empowering students through project based learning It implements constructivism, cooperative learning, and collaborative problem solving. 10. Lifelong learning anywhere, anytime. Now we have distance learning, computer assisted learning, intelligent computer assisted instruction and learner centered software. Bibliography http://www.iste.org/L&L/archive/vol27/ no1/supplements/moursund.html |
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| I feel the main reason that I took this class in the
beginning was because of my own fear of technology and feeling inadequate
in the classroom with my children in regards to that. I wanted to feel
that I could create powerful lessons and do something meaningful in my classroom.
I did not have to take this class, I choose to out of a desire to change
myself. I feel the great outcome of this is that I am more present
in my teaching and that I am learning to be a more creative teacher.
I can see how I was in the entry level of integration, and I feel that through
slow and deliberate change I could one day fully integrate technology in
my classroom. |
Integrating TechnologySome things You should KnowTechnology has been active in K-12 for more than 10 years. One of the problems encountered is teacher training because computers are more than drill and practice. There are four questions that need to be asked when integrating technology. 1. "What is technology integration, and what isn't it?" First thing to remember is the computer is more than a tool or an add on. This keeps the computer from being peripheral and an add on as well. It is integrated when it is used in a way that supports and extends the curriculum objectives to engage in meaningful learning. The goal is to move away from use, instead engage students in learning that is meaningful. 2. "Where does technology integration happen?" There are seven aspects that makes a technology environment meaningful. 1. Active- students participate in an aware state when dealing with information that they are responsible for results as they use the computer to help them achieve those results. 2. Constructive- students are integrating new ideas and making sense and meaning. They produce student media. 3. Collaborative- students are in learning communities in which everyone contributes to group goals. They maximize on each others learning. 4. Intentional- they are working to achieve goals and objectives. They develop active organizers and use software to support goals and objectives. 5. Conversational- They are part of a knowledge building community. They exchange ideas and build on knowledge through use of the internet, email and video conferencing. In this way the learning is beyond the classroom. 6. Contextualized Students encounter learning that simulates the real world tasks. They are dealing with problem based activities. 7. Reflective- students reflect on the learning activity as a result computers become cognitive tools to demonstrate what they know. 3. "What are the barriers to technology integration?" The most common barrier for teachers are time, training, resources, and support. They need to have time to learn hardware and software, time to plan, and time to collaborate with others. This with lack of resources or time for training is a problem. The other barrier is being asked to change. They have to adopt new tools such as computer and the internet. They are asked to change the way they teach. The five elements of diffusion are relative advantage, observability, compatibility, complexity, and trial ability. The more of these elements something has the more likely it will be used. 1. Relative advantage- is is better than what it replaces and what are the risks involved. Is it worth the change. Teachers need to know the labor involved is worth the work. 2. Observability- can these results be seen by others. Can others see how it works and observe the consequences. If students use it and then create better work then it will be adopted. 3. Compatibility- is it consistent to the values, past, and needs of adopters. This issue is important because teachers can become frustrated with technology. 4. Complexity. Is this innovation easy to use and keep up. Can it be explained to others. Those teachers who move to adoption anticipate problems and develop techni quest to meet challenges. 5. Trial ability- can this be tried out on a limited basis. If we do not like it can we ditch it. Teachers will use something if they have a positive experience with it. 4. "What are the stages of technology integration?" The process takes years to complete. There are five stages entry, adoption, adaptation, appropriation and invention. Entry teachers used text based materials. Instruction is traditional and teacher directed. Teachers use blackboards, texts, workbooks, and overheads. The problems they encounter are discipline and resource management.. They do not have support needed to plan with peers or have opportunities for staff to share experiences. Teacher moves into adoption, they show concern about technology integration in daily lessons. whole group lecture and seat work dominate, but technology is used to teach children how to use technology. Examples keyboarding, word processing, drill and practice activities. Teachers know begin to develop strategies. Technical support and training for computer assisted instruction and word processing needed here. Adaptation and integration of technology, this looks like lecture, seat work, recitation then 30 to 40 percent of school day using word processors, databases, and graphic programs or computer assisted instruction packages. Productivity is theme, because student produce faster. 1. encourage peer observation and team work, while developing flexible schedule. 2. introduce and discuss alternative pedagogues. 3. train staff to use software as spreadsheets databases, graphics, hypermedia, and email. forth introduce videodiscs and scanners. appropriation is the milestone phase where students and teachers are the catalyst for technology use. This means that the attitudes became the benchmark. Teachers know why technology is useful and they use effort to make it work. More interactions, working with computers more frequently, evidence of project based instruction and collaboration, cooperation and creative schedules. What helps with this phase are that routine peer observations and group discussions. There needs to be alternative assessment, and encourage professional growth. The final phase intervention is where teachers experiment with new instructional patterns related to students. This means that projects become interdisciplinary and project based instruction, team teaching, and individual paced instruction. The interactions in the classroom change because students become experts and assist peers. This helps the teacher publish and this is an ongoing system which uses email and the internet. Bibliography http://www.iste.org/L&L/archive/ vol27/no3/features/dias/index.html |
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| One of the things I enjoy most about this class is the ever expanding knowledge of resources |
ISTE International Society for Technology in EducationDr Gary Bitter is the president. CIPA says
that schools and libraries which receive federal money should have internet
filtering software to protect the children. Cheryl scott Williams is the
Vice President of Education the Corporation for Public Broadcasting.
Educational leaders are fighting over natural resources so they can have
space in the electromagnetic spectrum. Steve jobs made a speech at
National Education computing conference. This is basically a magazine
online.
Bibliography http://www.iste.org/index.html |
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| When going to this link it gives an Error Message |
Foundations for the Road Ahead: Progress Based Learning and Information Processing is a bad link and does not work. |
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| This looks like a fun site for kids to explore with their parents. I think this would be an interesting place ot begin if you were starting a story or something in literature where you want to know about the culture. This is a way to delve into the culture of a place. |
LAMPLAMP stands for living american memory project.
This program is to help us see our past so we can understand our future.
Right now the focus is on North Carolina History. These are people
who feel they are not just students but part of the mountains and they want
to hold the old mountain ways. Habitable land is always an influence
on development. To find out how geography affected the early lives
their are pictures and links.
Animals share nature and history. The first death by animal here was decades ago. They have newspaper articles, stories and tales and other things about western north carolina animals. They have an article about an alligator stuck in a tree, and how the hen helped us discover about refined sugar. The other web sites that can be explored are Ghost Mysteries, Native Americans, Natural Disasters, Pirates, Traveling, and Western North Carolina, as well as a cyberspace trip to north carolina. Bibliography http://www.ceap.wcu.edu/Houghton/ LAMP/homenc2.html |
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| I feel like I could have used power point a lot if
I had been aware of it to make some of the overheads I typed by hand in the
word, I could have put on power point and paired it down and made it a much
more successful work. |
Power Point PresentationThis includes nicely presented slides and multimedia.
Organize this so it tells the overall message. Only present what the client needs to know, do not overkill. Be willing to give up part of your presentation if that is necessary. Make sure your slides are readable. Show what it means use graphics and other things to demonstrate information. You need to watch your client for signs of interaction and you need to deliver your information instead of just reading over a slide. Be a person, and act professional and bring back up in case it is necessary. http://www.strategiccomm.com/resources.html This is a resource that has suggestions on using technologies as well as links to communication related resources. http://ccsmacinfo.ccs.queensu.ca/ LTU/tips/TipsPresentation.html This link gives you tips on making your power point presentation. http://www.pc.ibm.com/us/ |
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| This article mainly explored the possibilities of what schools can do if they use technology as a reform tool. |
Article one There is a wide variation between how individual teachers use technology and they spend time in classrooms that use technology. Technology is getting integrated in upper grades. Intro Technology is a reform tool because it provides opportunities that were once unavailable and it expands the knowledge of both teachers and students. Technology oriented classroom relies on teachers and it must become part of the teachers experience. This will then move technology into the management and organization of the classroom as it reaches the instructional process before becoming core to the curriculum. This paper looks at how it enhances instructional and how it was integrated in instruction. The methodology is that they studied 9 schools in Arizona California and Nevada. 4 were elementary, 3 middle, and 2 were High school. They observed technology and they interviewed and reviewed documents and had site visits. The implementation depends on the ability to commit and change in the users of technology and depends on the support of principals and colleagues. The conditions at the site level influence the level of implementation. Content standards and guidelines can be supported by Technology. Constructivist theories claim students construct knowledge by interacting with ideas, objects and people. Learning is an active process. Authentic hands on activities, professional looking products, communicate across distances, complex calculations, real life contexts and solutions. Delivery of instruction Minimal equipment at four schools, computer, VCR, large video monitors. Computer generated designs on classroom teachers as they monitor. See how change with draw and color options. Overall look of design media can sway an audience, Stills and clips from news program and documentaries for analysis. Sensationalism can be created with sound and phrasing and pictures. Customizing applications can adapt spreadsheet applications and then make mock stock investments. Online communications to international arctic project and on line network with online explorers. Travel to the North Pole in science, explorers connected to schoolchildren. Student learning activities use technology to support instructional goals using word and graphics. Instructional software and integrating activities. The Oregon Trail programs we game like. You can use it to learn geometry, learning concepts rather than practicing skills. Students Learned keyboarding through word and graphics. Elementary schools created books, database programs, database of birthdays, Internet for research, student created new programs using video technology to broadcast the news and announcements these were student centered. Student video integrated into curriculum instruction. The use of computers becomes human and organizational rather than technical. With in seven schools, technology was integrated through project based instruction as in copying photos and putting video on script of Stonehenge. Three trends used technology in project based curriculum. Concerns with articulation issues. Technology is a legitimate curriculum in upper grades. 7 schools integrated into classroom instruction project based curriculum. Short and long term units. Students created virtual reality of school. They mapped out nineteen different sections of schools. Then they uploaded to the Internet. Informally teamed up teachers so they can do bigger projects. This expanded blocks so those students could work on projects Monday was a reduced school day so teachers could learn about curriculum. Issues with transferring from schools because of prerequisites but summer school students and sent to lower technology. In the nine technology schools technology became a legitimate curriculum. Elementary level technology used as a tool for learning preliterate and motor skills. Middle school legitimate curriculum. They offered applied technology classes like flight simulation, bridge building, aerodynamics, video production, modules on laser communications, car building, solar energy, computer aided design, small engines. High school had a yearlong course. One are is computer aided design but they also offered an introductory class similar to the middle school. They had seven areas for advanced technology applications computer design, computer science, management information systems, systems technological support, technology applications, they could intern their senior year. Schools connecting to Internet school with ethics and responsible technology use. Professional development and support are critical in integrating technology. The manner, to which teachers are expected to use technology, does the school have a technology specialist? Does the school have a lab used for training purposes? Technology in the classrooms Teaching computer technology skills enhancing instruction, improving administrations, grading scheduling between staff and communication. Does the district have a lab for staff and faculty development? The breadth and level of technology skills held by teachers. One hour every week dedicated to technology training. Other option without media person is the use of staff to meet technology needs. Staff selected for technology programs when looking for staff support, student centered learning technology magnet, Knowledge and willingness to learn. Direct support creates positive teacher experience. Loss of faith in perception of technology, software glitches, fears students only learning computers and not curriculum, unwillingness of teachers to participate. Strategies are access to technology, and the use of technology beyond the school. One suggestion is computer lab with drop in classes and scheduled class. Problems encountered when only one computer in the classroom. Open computer lab to the community and college students for a small fee. Others had family nights. Scaling up, success comes from a district wide focus. Classroom integration of technology is uneven and wide variation between how teachers use technology. Successful school has a person as a support person. Technology integration through community use. Community is informed and therefore supports the school. |
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| I found that the article supported what we have learned
in this class overall. I guess the only thing I disagree with is that
if the teacher's philosophy is not constructivist then the use of technology
is wasted. I truly believe that unique teaching styles are important.
I think it is wonderful to be a student centered teacher. But I see
how the more traditional model can be valued after being exposed to it and
seeing the support that those teachers get for continuing that model.
For me any break that those teachers make to incorporate new technologies
should be applauded instead of judging what they are doing as insufficient
because they have not joined the constructivist vision. To much ofeducation
is about drawing lines in the sand. I feel that I myselfwould be much
happier if as a group we worked together as teachers insteadof pulling each
others philosophies apart. |
Notes on Articles Article #2 1. In what ways do teachers use online communications in the classroom? 2. In what subject fields do teachers use online communications? 3. What purpose does new technology serve in curriculum? 4. What problems do teachers and students encounter when using online communication? 5. How does the use of new technology affect the learning environment? 6. How does the use of new technology affect roles and relationships in the learning environment? 7. What are the perceptions of teachers and students regarding the impact and value of technology? 8. What preparation is needed to use new technology? There is a claim that the Internet will revolutionize education and it is important to know if this money is well spent with learning outcomes. Early models of computers were drill and practice, and they were easy to adapt. Online is more of constructivist approach because it is more learning centered environment Internet changes communication because it removes the barriers of face to face communication. Online between students leads to collaboration for both students and teachers. This enables the teacher to take a new role as facilitator or coach. The Internet allows for the sharing of lesson plans, ideas, and software. Information can be downloaded, and different cultures and resources can be contacted. Rhodes 1995 says discusses the nature of the school. The traditional role is to transmit and deliver knowledge. If this is true then technology is a cost and not a value. The paradigm has to shift has to happen with the roles of the schools, teaching practices and learning styles. Cognitive science learning is a natural activity influenced by learners themselves. Constructivist framework of learning is the end result. Interaction between teacher and student changes from lecture to monitoring and facilitating. Teacher is a resource. CAI- computer assisted instruction not the software but the teacher that makes the structure work. The teacher can make the computer a vehicle for problem solving. Technology can be a helpmate to the teacher. 1986 technology failure was indicated as due to inability of teachers toadapt a new teaching style. This means teacher must move from dispenserto facilitator. Teachers manage information terms like coach, guide,organizer, facilitator, initiator, and resource diagnostician. Learnernot a machine but a problem solver. There are two types of resistance. Some resist the hardware so they do not use technology. Others resistthe new role of teaching. They would rather do drill and practice topassive learners. If the teacher is a transmitter, then the above istrue. If the teacher is a facilitator then it is more an open ended inquiry or problem solving, where responsibility is shifted to the student.Roles change but this depends on flexibility of the teacher. Traditional lecturer imparts knowledge others create environment based learning. Objectivist based knowledge is an entity that can be acquired through the senses. Teachers pass "entity" to students. Constructivism is other entity knowledge is shaped individually inside the mind of the learner. They allow students to create their own meaning. Some teachers need to control instruction and will use technology in that way, other s are more constructivist in nature and will use technology to facilitate and be open ended learning. Technology use is a private decision made by teacher. Two theories. Constructivist approach is where the student is learning as well as the teacher; there is student decision making, and instructional use of computer. Vygotskian belief that children construct knowledge with indoctrination with community Paigetian Belief children construct knowledge as they interact with environment. Vygotskian teacher deals with social melieu. Paigetian has a more biological emphasis. Both are active students engaged in learning. Traditional the power resides with teacher and knowledge is transmuted. Learning centered more collaborative and facultative roles. Teacherdecision making as a three stage process. Proactive, interactive and post active,or before and during and after teaching are the stages. They evaluate their plans, then they monitor as it happens, and finally they evaluate the outcomes of instruction. This breaks down into planning, teaching and reflecting. Instructional goals those teachers have for their students. Curriculum, which they are, coordinated (subject matter or activities) learning activities surround use. Courseware and student grouping. Pedagogical consequences (come from the extensiveness of use.) The degree to which teachers monitor students and themselves, and their willingness to change with feedback. They did a study of preplanning use and reflection phase, and interviews and class observations. First part was studying teacher and student roles and relationships. First part is examining the teacher and students roles and relationships. After observations they did a focus group interview with a group of students and a post interview with teachers. This helps to determine how the teachers and students felt about technology. Page 5 These were sixth, seventh and eighth grade teachers of math and science. End products were web pages with information about the planets. One collected water samples and emailed Washington Dc for analysis. Another research environmental hazards and created a public service announcement. Another class reenacted lifestyles of Japanese tribes. In what ways do teachers use on-line communication in the classroom?' They used it like a super encyclopedia to retrieve information they might otherwise not get. Platform for exhibition and publishing of web pages. Internet can be used for graphics; it is like a virtual museum. They could explore from downloaded lists of sites. There is a project Globe and they can look at satellite images. Kids can email other countries other kids and other scientists. Student research. They get more current information and can explore more types of data. The teacher lists cites from their web page to explore so they have parameters They use hyper studio to create a presentation. Pre selecting can be looked at as facilitating more in-depth inquiry or it can be looked at a type of control. This reflects a difference in views because one teacher allowed their students to have more inquiry while the other wanted more parameters for students to operate in. His reasoning was that if there is too much stimuli or information kids struggle without the framework The other option is to give them a list of sites but also give them the freedom to explore the links on those cites. This way students did not have to weed through two thousand and fourteen hit, but it left them open to explore their own links. The second teachers focus was to narrow the scope of research and help students focus. Both teachers can be familiar with a tool and use it with expertise and still not have the same teaching philosophy. The general trend teachers in this study were using for email, students accessing information for project, showcasing student work, students accessing graphics, reference source for students, research tool for students. Teachers did not download instructions as much as they accomplished other technology goals. Teachers accessing information graphics, video to package for student use. Half of them used the collaborative Globe project available to them. Page 7 In what subject fields do teachers use online communications? It seems that there is online communication that can be used for any subject, but in this one study it was not used for math as much as for other subjects. In this particular study they did not integrate their subjects rather they handled them as two separate subjects. In this particular study teachers did not collaborate on instruction and or interdisciplinary curricula. What purposes does the new technology serve in the curriculum? The Internet gave teacher access to resources, and helped bring instruction to life by exposing students to different parts of the world. It helps with creativity as the students generate their own presentations. The technology unit might take longer, but the teacher is freer because they do not have to bring materials when the students become more responsible for finding there own resources. This indicates a shift in responsibility from teacher to students. Issue of relevance is important. Sometimes searches on the library are quicker because they can be more specific to the subject and they are valid sources. There are other sources of information like books and CD ROM programs and software. It is good though to get information about different states quickly, Page 8 What problems do teachers and students encounter when using online communications. Teachers having time Reliability of the technology Integration with ongoing curriculum Classroom management Time is a concern for both teachers and students. Teachers felt they could not maximize the Internet. A problem is having the time to pre-select cites. If this is to be done it usually means the investment of teacher time. Imposing a deadline keeps the students on task. Students issues were hard to get on the Internet, number of computers, equitable access, The teachers have to keep goals the same no matter what tools being used. It takes the ability to multitask students having some on computers while others work on group projects. Censorship- acceptable use agreements and you have a card to use the Internet. Just because you can doesn't mean you should Reliability of technology Often during a lesson a computer can freeze or quit unexpectedly, sometimes sites are not available. You can spend five minutes getting to an error message. There has to be backup in case technology fails. If your network is done for weeks it is good to have supplement materials such as books magazines and videos. Integration with ongoing curriculum When and how do you integrate technology projects? Lack of time effects frequency of use. Motivational activities that spark student interest, you can see images of artists or go to the Vatican. The students can present web sites that they found. Teacher is left to figure out how to integrate the Internet- often downloaded plans did not include strategies for integrating Internet into the curriculum. Page 10 Classroom Management is one of the challenges. Teacher's challenges include managing thirty students on four computers or less. They had to create projects with multiple dimensions so that they did not require direct interaction. In this example units using the Internet have the potential to have multiple parts. Breaking tasks up to a group so no one is idly waiting for the computer. The computer lab usually was used for a specific skill she wanted students to proactive. It is easier to monitor students in class then in the lab. Sometimes double up in the lab so you have one reading and one taking notes works as well. How does the use of the new technology affect the learning environment? Students get to realize the wealth of information that is out there The students must feel free enough to take risks Part of the struggle is weaning the kids from over dependence on her. Do not want too much dependence on technology because students need to flexible when technology fails. Students from more passive environments could tell a difference on the computers. If students were in pairs they kept one another accountable. The teacher was more use for when problems arose with the technology. How does use of the new technology affect roles and relationships in the learning environment? Students are working on a variety of activities that give them academic freedom. Page 11 students realize they can have bookworm if they do not behave. This makes the classroom a more organized chaos. The Internet allows for greater access of one resource where a book might limit time and ability with that one object. The teacher can use technology and keep role as dispenser of knowledge. Some feel this is a failure to use innovation. Use of the Internet can also change the roles and responsibilities of the classroom. It can free the teacher up and allow the students to be responsible to find look and do something with information. This empowers students and they can internalize this as something they can do when they need information. This is a more student centered environment because it promotes discovery. Students are engaged in higher order thinking skills. Kids are often not as afraid of technology as adults are. The Internet can help the teacher improve his or her knowledge and act as an equalizing force. Teachers have responsibility to learn as well as to teach. Page 12 What are the perceptions of teachers and students regarding impact and value of this technology? Motivation to work students. Students enjoy the Internet and that is a hook. The students learn without knowing they are learning. The computer skills they pick up can be used in future years. The Internet provides places that before would have been inaccessible. Online access makes the information more relevant because it is constantly being updated. Some like it because it relieves them from the burden of drawing. Page 13 What preparation is need by teachers and students to use the new technology? Problems arise when students and or teachers do not know how to search or how to limit their searches. Students need to have reading and comprehension skills. It is not enough for students to copy information from a screen it must make sense so that it can be relevant. Teachers need to know how to integrate it in the curriculum. Technology training tends to fall into two groups to complicate or two simples. In a constructivist philosophy learning comes from solving problems. What have we learned There are issues with use of technology that can be philosophic, sociologic, management, curriculum or instructional. Philosophic and sociologic- one thing to beware is the screening out decision making. There must be trust and tolerance with student's exploration and experimentation, if the level of student learning were made. This means we need to go to more cooperative student projects. This may mean the changing role of teachers and students. Students need to communicate findings and be empowered. Implications for preparation and development Examine teaching from perspective of student learning needs. Help students become assertive and expressive users of technology. The teacher is a learner and there is active involvement of learners, teachers model attitudes and behaviors, teachers need experience and techniques. This means that teaching is not telling. Management Issues In class use requires students work together on the computer. Who uses the computer? What are the other members of the group going to do? Time duration Technical support when problems emerge Selection of appropriate software Teaching the software use to students Grouping decisions, spatial needs and time decisions Gathering a variety of materials and resources to involve all members of group Experimenting with software Anticipating alternative strategies if online is blocked or technical help is needed. Implications for preparation and development Plan curriculum Organize procedures and resources Arrange environment to maximize efficiency Monitor student progress Anticipate potential problems Opportunities to practice teaching lessons using the Internet Cooperative grouping Active involvement of all students Myriad of materials What do you do when your plans break down? Teachers can exchange lesson plans Explore the Internet for research and ideas and web sites Practice cooperative activities their student will do Plan alternative activities Anticipate resources Curriculum and instructional issues Need to link technology to subject. Thematic teaching Cooperative learning Flexible use of time Alternative teaching strategies Search engine is blocked Equity of use Social studies, science, language and math can integrate by choosing an overarching theme like systems and interactions CDROM simisle: Mission in the rain forest Students have to balance nature and economy and there fore respond to natural and man made disasters Resource management This could be linked to research on the Internet, ecology projects emphasizing balance of nature, Tropical and temperate zones of forests, Citizenship responsibilities like developing overpopulation, tourism and employment problems. Math construct spreadsheet formulas and graphs on the computer and compute employment, rainfall or temperature. The greatest accomplishment is learner guided teaching (Rarely is the teacher allowed sharing ideas, to team, or to coach. What is traditional is time and money to prepare teachers for new technology New instructional materials Fail safe discipline systems0 New basics of constructivist methods by engaging in authentic learning projects Collaborating with colleagues and practicing inquiry and monitoring own accomplishments. |
Web author: Danielle Earley
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