Week #4 Comments of Chapters 5 and 6

Week #4 Chapter 15 and 16 Comments

    I have been so impressed with our textbook!  Each chapter has been filled with helpful information and examples.  It really makes the idea of intergrading technology into the classroom seem much less daunting.  The examples are very helpful to me since I have been away from teaching for so long.  They help me to see how a lesson might proceed.

   Chapter 15 lists several types of technologies that can be used by teachers and students.  I love the idea of computer-generated tests, tests that can be taken on the computer (all the data and feedback becoming available instantly), programs that generate rubrics, puzzles, and worksheets, and some of the publishing programs.  I am so grateful to learn about these things so that some day, if I ever get my own classroom, I can either make use of this wonderful technology or I can try to raise money to buy some of these innovative programs.

     I love the idea of creating books and an anthology!  I used to make much less polished versions of these things with a spiral bookbinding machine.  I would take the students work and laminated and then bind the pages together.  The more techno-savvy way of creating books sounds so much better.  I hope to use these methods as soon as I get an opportunity.

     The applications to help develop ELP and documentation for students that require these plans sounds very helpful as the paper work used to be very burdensome and I can only imagine it is even worse now.  It seems to me that all these technologies can really help teachers to individualize lessons to a much greater extent.  This would be so helpful when a class is extremely heterogeneous in skill levels and mastery. 

     Clip art and other programs would really cut down on frustration for those of us (or our students) who are more artistically challenged.  Being able to produce charts and graphs without laboriously slaving over graph paper and using rulers sounds heavenly! (I was “Queen” of the crooked lines when I taught—I could never draw a straight line even with a ruler!)

     Chapter 16 was very interesting as well.  It begins by talking about multimedia (using a combination of media types) and hypermedia (using linked or interactive media).  According to our text, these types of media can increase student motivation and engagement as well as provide more individualized instruction.  They also generally encourage development of creative and critical thinking skills.

     It seems like these types of technologies would lessen the drudgery of research and writing and improve understanding of both of these important processes.  It also can offer immediate feedback and more interactive learning which is always helpful. 

     Video lectures and Power Point presentations would really help to break up the monotony of plain, boring lectures.  Also, since the present student population tends to be “digital natives,” they would enjoy having more technology used during instruction. 

     The applications for these wonderful innovations seem to be almost infinite (only limited by lack of imagination or intimidation from not being familiar with the new technology).  I am so inspired by the knowledge I am gaining during this class!  I know I will be able to use many of these ideas if I ever am able to find a teaching position (wish me luck). 

Week #3 blog: Part 2 of 2 by Amy C. Gallagher

Week # 3 Blog Part #2

     As I indicated in part #1 of my blog this week, I really learned a lot from the movies.  As I read chapters 3 and 4 I gained even more pertinent information.  From all of our assigned materials, I can see many ways that teachers can use contemporary instructional software to engage “Digital Natives” in the classroom.

     Chapter 3 mentions five categories that represent different ways teachers may use programs to help students.  These include:  drill and practice, tutorials, simulations, instructional games, and problem solving programs.  Some of these functions fall under direct teaching.  Others can either be constructivist, direct, or a combination of both.  Table 3.2 on p.77 clearly demonstrates this point.  Higher order thinking can be encouraged through the use of certain programs.  Those programs that emphasize problem solving and/or a more discovery type of learning fit the criteria of encouraging high order thinking.  One nice example is the “Alien Rescue Project” described at the beginning of chapter 3.  The students had to think and reason in order to complete the project.

     I feel that many of the different types of educational software that is available would aid the classroom teacher in differentiating instruction based on the individual student’s needs.  Tutoring programs can help those who need additional instruction and practice.  Computer programs can also help those students who want to study courses that are not offered locally.  The possibility of students being able to self-pace is a benefit.  Those who are capable of learning at a faster pace could go ahead with the right type of programs.

     I can see many benefits to the integration of technology in the classroom.  According to our text, there are programs that can help teachers to keep track of grades and student progress on certain computer generated tasks.  I know my youngest child’s teacher uses a math assessment and instructional program that uses branching (as described in chap. 3).  As the students master concepts, the program is able to generate more difficult problems so that the students are always challenged.  If a student is struggling, the program can generate practice sheets so that the child can have more practice.  All the student scores are recorded for the teacher.  There is a similar reading program.  These types of programs can help save the teacher time and they help to meat the needs of each student.

     One pitfall that I can see is that students may become too dependent upon technology.  If certain devices are not available, the students may not know how to continue on with their work.  All students need to be able to do things with or without computers.  The only other down side is that many classrooms either to not have access to computers and technology or they do not have enough equipment (that is in good repair).  This can lead to long wait times and a lot of frustration.

     I feel all students would respond very positively to integrating technology into the classroom.  New gadgets do not intimidate the students at all.  In fact, they find innovations exciting and inspiring.  I can see only positives as far as adding technology goes.  I do think a lot depends on how much training and support is available to the teachers so that lessons can go smoothly.

Week #3 blog: Part 1 of 2 by Amy C. Gallagher

Week # 3 Blog by Amy C. Gallagher

    I really enjoyed the two movies at the eutopia site that we were assigned to watch for week #3.  The movie about the 15- year-old girl named Sam was really interesting.  She is certainly a very talented young person.  Sam seems to be a very creative, excellent student.  She describes the digital world as her second life.  This movie made some very good points including stating that games and simulations are a billion dollar industry.  They have the potential to allow students to conduct virtual experiments that would be too expensive or too dangerous to perform in the real world.  The military uses simulations to train medical personnel.  This type of technology helps to engage students.  Sam even uses a computer program to help her learn and practice music for the piano.  This new digital world really is filled with potential!

     The second movie I watched was entitled, “Schools Use of Games for Learning and Assessment.”  There is great potential for using educational games and simulations to help students become interested in learning and excited about the lessons.  This movie mentioned that boys who have been labeled as troubled or with ADHD can experience much more success when using highly engaging computer games, programs, and simulations.  The movie also stated that animation and media reveals the hidden world.  Please see an example of a educational simulation below:

 Example of a short simulation on "The Structure of Water" by Samuel Hammer [2006]

Week #2 Blog on Chapter #2 by Amy C. Gallagher

   I really like our textbook for this class.  I know I will keep it as a reference for my future classroom.  Chapter two clearly outlined the two main theories on learning.  I really liked how the information was presented in figures 2.3 (p.35) and 2.6 (p.42) It was nice to see which famous people where associated with the different theories.  I also like how the different aspects of the two theories are organized and listed in our text.

   Such people as B.F. Skinner, Atkinson and Shiffrin, and Robert Gagne represent the Objectivist or Directed learning theory.  The Systems Theory and Systematic Instructional Design is also included under this theory.

   The Constructivist Learning Theory or Inquiry-Based learning uses Social Activism, Scaffolding, Child Development, Discovery Learning, and the theory of Multiple Intelligences.

Jean Piget :child development

   Obviously, most teachers will use elements of both theories in their pedagogy.  I like how the authors of our text put it, “Teachers will always use some directed instruction as the most efficient means of teaching required skills; teachers will always need motivating, cooperative learning activities to ensure that students want to learn and that they can transfer what they learn to problems they encounter.” (Robler, Doering,[2007])

  I like how the elements necessary for successful integration of technology are presented as well.  I know that some of our classmates have mentioned that the lack of one or more of these essential elements in their teaching environments makes it very hard to get teachers to accept and use new technology.

  One of our classmates mentioned that she has a Smart board in her classroom, but she hadn’t been given the necessary on going training, so she doesn’t use it that much.  Our text mentioned the importance of on going training and mentoring.  These elements can help teachers to make the most of new technology.

   The TPACK or Technological Pedagogical Content Knowledge provides a great mechanism to help teachers evaluate where they are and where they need to be in order to begin to use technology in their classrooms.  There is a great graphic provided on p. 50 in Figure 2.8 that clearly depicts the three kinds of knowledge and how they interact.  The three types of knowledge include:  Content knowledge, Pedagogical knowledge, and Technological Knowledge. 

   The TIP or technological integration plan gives clear and simple steps to successful integration of technology. I feel that I can easily follow these steps and then use technology in my future classroom more effectively. 

   My muddiest point in all of this information is probably the idea of using the technology to gain the best possible advantages for my students.  It is hard because I’ve been out of the loop of teaching for so long. However, the TPACK and TIP ideas make using technology seem very feasible. I know when I finally get to teach in my own classroom again, I will refer back to this chapter in our textbook.

  

Week # 1 assignment for Amy G.

My Teaching Interests by Amy G.

I am currently trying to up date my skills after being an at home mom for over 16 years.  I taught briefly in California from 1988-1993 before moving to another state and staying home with my children.  I am very new to all technology.  In the teaching program I attended, we actually were taught how to run a movie projector and use a ditto machine.  (I feel very old)  I hope to learn a lot about how to use more modern technology to benefit my students.  I want to learn about resources for my future students that will interest them and help them to be more engaged.  I am especially interested in programs that will help students practice basic math skills and other math concepts, improve vocabulary/spelling, help students become proficient writers, and and resources that will help students with projects and research.  Some of the people in our class have mentioned Smart Boards and other interesting items.  I want to learn more about these things, but as the area I live in is rather poor, I probably won't see these types of things in any local classroom.