Chapter 6: Exploring the World Wide Web in the Classroom
1. Now that I have access to the Web, how can I use it effectively?
I can use the Web effectively in the following ways:
Tools Function
Google -searching
Dogpile -meta-searching
SafeSearch -filtering
Diigo -bookmarking
Google Docs -creating and sharing files
ePals -filtering email
Skype -web phoning
Abode Connect -accessibility
2. How do I manage students' use of the Web in my class?
One problem that might occur in the classroom during web searching is inappropriate content. There are several kid-safe search engines like "Google SafeSearch, Yahoo's Yahooligans, Ask Jeeves for kids, and Looksamrt's Kid Directory." (151). These search engines filter information. Two other problems that might occur concern email. One, students may be contact by adults who have not been approved by the school system, and two, students may send inappropriate messages. Several websites offer solutions to these problems. "ePal offers kid-safe email, and Gaggle.net offers safe and filtered email services for students" (155).
3. Which features of the Web do I use?
Tools Uses
pixsy.com -search for photographs
of historical events or people
songza.com -ancillary material for lesson plans
dogpile,com -meta-search engine
delicious.com -bookmarking
google docs -creating and sharing files
teacherwebsite.com -classroom website
edublogs -blogging
abode connect -webcasting
Wednesday, March 26, 2014
Chapter Four: Computer Software in Today's Classroom
1. There are so many types of software; how do I know which ones to include in my lessons?
From the productivity software category, word processing would be my first choice. Provided that students have keyboarding skills, word processing has been shown to improve the writing skills of students (94). From the research category, students need to use browsers, search engines, and plug-ins. My go-to search engine is Google. From the communication software category I have used email most frequently. One other choice I might include in my lessons would be discussion boards. Problem solving software includes the very popular use of games and simulations. I think games are a great way to encourage and motivate students. Under the educational software category I think drill and practice software is important because it can be used "to reinforce student learning of basic skills" (114).
2. I understand why students should use educational software and the Internet, but why should my fourth-graders learn to use spreadsheet, database, or video editing software?
The list of software recommended for grades 9-12 includes the following:
Beyond educational software, games and simulations like Quizlet and others might improve testing scores. Word processing alone has been shown to "encourage students to write more frequently (94). Reading scores could be improved with the use of software like "2 Words a Day" which introduces new vocabulary. Blogs, wikis, and podcasts are also valuable tools that could improve state test scores.
1. There are so many types of software; how do I know which ones to include in my lessons?
From the productivity software category, word processing would be my first choice. Provided that students have keyboarding skills, word processing has been shown to improve the writing skills of students (94). From the research category, students need to use browsers, search engines, and plug-ins. My go-to search engine is Google. From the communication software category I have used email most frequently. One other choice I might include in my lessons would be discussion boards. Problem solving software includes the very popular use of games and simulations. I think games are a great way to encourage and motivate students. Under the educational software category I think drill and practice software is important because it can be used "to reinforce student learning of basic skills" (114).
2. I understand why students should use educational software and the Internet, but why should my fourth-graders learn to use spreadsheet, database, or video editing software?
The list of software recommended for grades 9-12 includes the following:
- Word
- Web browsers
- Excel
- Publisher
- Powerpoint
- Photostory
- Paint
- Activstudio
- Moviemaker
- Audacity
- eZedia
- HyperStudio
- Inspiration
- Abode Photoshop
- Lightroom
Beyond educational software, games and simulations like Quizlet and others might improve testing scores. Word processing alone has been shown to "encourage students to write more frequently (94). Reading scores could be improved with the use of software like "2 Words a Day" which introduces new vocabulary. Blogs, wikis, and podcasts are also valuable tools that could improve state test scores.
Sunday, March 2, 2014
Chapter 5
How can I get students to ask questions about the research they are conducting?
I can get my students to ask questions about the research they are doing by using strategies like ThinkSheets. One great idea is a K-W-L chart--What I know, What I want to know, and what I learned. Although there are several different ThinkSheets, they all have two basic components. The first is task orientation or instruction and the second is learner capabilities or a strategy the student can confidently complete.
How can I teach my students to solve problems?
I can teach my students to problem solve by using the NTeQ's Problem Solving Process that is aligned with Bloom's Taxonomy (p 135). It identifies the steps to take, the level of learning, and the product the student produces.
I've never used inquiry-based approach, much less computers--so how is a teacher supposed to do both of these at one time?
Using new teaching approaches can be overwhelming. As our text notes, change is uncomfortable. But we need to know that the NTeQ approach benefits student learning. Work slowly and use programs we can handle. We should make sure our first attempts are simple and that they will have positive results. Choosing topics that we feel comfortable with will help us feel more in control. We should also chose problems that have more than one solution to generate conversation among our students
I can get my students to ask questions about the research they are doing by using strategies like ThinkSheets. One great idea is a K-W-L chart--What I know, What I want to know, and what I learned. Although there are several different ThinkSheets, they all have two basic components. The first is task orientation or instruction and the second is learner capabilities or a strategy the student can confidently complete.
How can I teach my students to solve problems?
I can teach my students to problem solve by using the NTeQ's Problem Solving Process that is aligned with Bloom's Taxonomy (p 135). It identifies the steps to take, the level of learning, and the product the student produces.
I've never used inquiry-based approach, much less computers--so how is a teacher supposed to do both of these at one time?
Using new teaching approaches can be overwhelming. As our text notes, change is uncomfortable. But we need to know that the NTeQ approach benefits student learning. Work slowly and use programs we can handle. We should make sure our first attempts are simple and that they will have positive results. Choosing topics that we feel comfortable with will help us feel more in control. We should also chose problems that have more than one solution to generate conversation among our students
Chapter 2
How do I pan an integrated lesson that will work with my students?
To plan an integrated lesson plan I need to consider the length of the lesson. How complex is the problem my students will be investigating? I need to have specific objectives considering the content to be covered. I also need to be aware of the capabilities of my students as well as their attention spans.
Why do I need objectives to help with my planning and lesson development?
Objectives benefit my lesson by clarifying my goals. My goals should support the standards of my district.
How can I encourage my students to engage in the processing of information?
I can encourage my students to engage in the processing of information by making sure the lessons are based on problems my students can relate to. This increases the likelihood of my students understanding the content as well as motivating them.
Do I have to use a different lesson plan when I want my students to use computers?
I need to modify my lesson plans when I want my students to use computers. It is important to use the NTeQ lesson plan model when integrating technology into the lesson because it is structured to engage students to use computers as tools.
What is the relationship between objectives and computer functions?
The relationship between the objectives and the computer functions is crucial. There must be a match. Objectives requiring students to graph or calculate match with spreadsheets. Objectives requiring students to evaluate, infer, or predict require special planning. Spreadsheets or word processing might be matches.
Can you use a computer for every objective or lesson?
I should not expect to meet all of my objectives with a computer. Other resources like books, magazines, journals should be used as well as other instructional activities like group work.
To plan an integrated lesson plan I need to consider the length of the lesson. How complex is the problem my students will be investigating? I need to have specific objectives considering the content to be covered. I also need to be aware of the capabilities of my students as well as their attention spans.
Why do I need objectives to help with my planning and lesson development?
Objectives benefit my lesson by clarifying my goals. My goals should support the standards of my district.
How can I encourage my students to engage in the processing of information?
I can encourage my students to engage in the processing of information by making sure the lessons are based on problems my students can relate to. This increases the likelihood of my students understanding the content as well as motivating them.
Do I have to use a different lesson plan when I want my students to use computers?
I need to modify my lesson plans when I want my students to use computers. It is important to use the NTeQ lesson plan model when integrating technology into the lesson because it is structured to engage students to use computers as tools.
What is the relationship between objectives and computer functions?
The relationship between the objectives and the computer functions is crucial. There must be a match. Objectives requiring students to graph or calculate match with spreadsheets. Objectives requiring students to evaluate, infer, or predict require special planning. Spreadsheets or word processing might be matches.
Can you use a computer for every objective or lesson?
I should not expect to meet all of my objectives with a computer. Other resources like books, magazines, journals should be used as well as other instructional activities like group work.
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