Wendy,

I am glad you remembered and have used it!

Shelley
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Tried and True

The speed with which technology advances is definitely a factor in any classroom environment. Ten years ago students were lucky to own a graphing calculator and if so, the most common one in the classroom was the TI-83. The teacher was able to learn and utilize this technology tool to enhance the lesson and learning. Today, the classroom situation is much different. The price and availability of different graphing calculators are such that almost all needs can be met. From a $55 Casio to a $200 TI-89 Titanium, the students have a wide selection to meet each financial and educational need. This causes much stress for teachers in the classroom. Having the experience needed to assist the students in each calculator use is a monumental task for any teacher. Many teachers may state that they are experienced in a particular calculator, thus cannot assist with others.

What I have learned over the years is that the students are willing learners and helpers when given the challenge. I hold the students accountable for helping each other in this area of need. As I monitor the classroom, not only do I view active and engaged learning, but I am also able to reap the benefits of listening to the students. The students usually become expert with the particular calculator they have purchased. Just this year alone, with the emergence of the TI-89, I have become proficient in its use without even purchasing one myself. One question discussed by Annette Lamb on information exploration is, “How much control will the students have over the learning.”(2006). In the above scenario, the students monitor and illicit the learning themselves.

Another “tried and true” tip that I have utilized this year with technology is online publisher resources. The McDougal Littell website has wonderful tools for student and teacher use. In the Classzone, the students may take online quizzes, practice vocabulary flashcards, as well as attempt challenging applications of the different concepts. This was an untapped resource until this current year in my classroom.

Resource
Houghton Mifflin Company. (2007). McDougal Littell where great lessons begin. Retrieved March 3, 2007 from http://www.mcdougallittell.com/ml/

Lamb, A. (2002). Building treehouses for learning: Technology in today's classrooms (4th ed.). Emporia, KS: Vision to Action.
Date Modified: 5 Mar 07    5:16 PM MST

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Sue,

Great tip for a "pre-lesson". It is true that you loose the students when they get in front of the monitor.

I also think that the 6x6 rule has been a great help. My PPP are definitely more concise and easier to view. As far as the students, it will cut down on the cut and paste troubles.

Shelley
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Skip,

The laser pointer is an excellent tip. I do not have one yet, but I plan on adding it to my tools.

Thanks for the tip,
Shelley
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Laura,

Thanks for the tip. I am very excited about my PPP projects this year. The 6x6 rule, color importance, plus the many other factors we learned for a good presentation are going to be so beneficial.

A handout/PPP with these simple guidlines will help a lot.

Shelley
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Mary,
Your website is still awesome. I bookmarked it at the start of these classes and visit it every now and than. It must take you a lot of time to get this up to date, but in the end it saves you time.

Great site,
Shelley
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Katie,

Another helpful tip. Thanks.

I also create Hotlists with my favorite tool from this program, Filimentatliy.

Shelley
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Help!

A particular problem that I have just recently encountered is saving and filing projects sent by the students through email. I recently assigned a “Notepage” project that the students had to create and send to my school email address. The students use so many different word processing formats at home that I was not able to just “open” many of the projects. I am still opening, saving, and downloading some of the problem emails sent in two weeks ago! I still have not figured out all the different problems that I am encountering.

Another area of concern is my ability to check the above project for plagiarism. The students have listed resources, but I am still leery of my ability to check all the sources. It does seem that many of the project reviewed so far are in the students word, but how can I be sure?

Shelley
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Kathy,

Good idea. I was trying to visualize Wendy's classroom to come up with a plan. I like your "bump" theory.

Shelley
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Wendy,

I can totally relate to your dilemna. Back when I first started teaching (way, way, back), my supervisor came in during a transition moment. I thought that it would be wonderful to see these actively, engaged learners, but I got a memo on the "order" in my classroom.

Good Luck,
Shelley
Date Modified: 10 Mar 07    6:27 PM MST

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Susan,

Does your school have any laptops that you may use on the independant days? My school has them, but everyone else is always using them and I have not tried them in my classroom yet.

Shelley
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Burke,

Can you show the students what to expect in the online activity before you go to the lab? Try to use the LCD to show the students what to expect.

I am bringing an unruly bunch to the Media Center in a couple weeks. I plan to try this technique.

Shelley
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Marisol,

Actually your dilemma is a familiar one. Since the skills in technology differ with our students it is hard to judge the amount of time needed for projects. Last year, using fifteen days was probably much too long. My high school classes can not hold on to their interest in a project for that long. Actually, this is one of my concerns in our applications this week.

I think that you become more proficient at timing as you integrate more into your lessons.

Shelley
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Nikki,

I am sure that your students are always willing to be your helpers quite readily. Many times I will have a student control the mouse or grapher and with eye contact and such we communicate.

Shelley
Date Modified: 10 Mar 07    6:27 PM MST