Technology in Secondary Teacher Education

http://thejournal.com/articles/2001/09/01/technology-in-secondary-teacher-education.aspx

by Elizabeth M. Willis and Peggy Raines, Ph.D.


One of the early ideas is one that i found interesting in this article. It gave a list stating that teachers are just not aware of the tools they have. If i had not taken this calls i would have bee clueless to some of the great tools out there, googldocs.com is a wonderful tool that any teacher with the computers available to them could use to work technology in to any lesson that needs word processing or spreadsheets. And most of all it is a great collaborative work tool.
That is only half the battle we can find all the great tools out there we can, but then how will teachers not aware of systems like the NTeQ model, this tool lets us break down a lesson plan and see where it is best to put the technology use in and what it will be used for. The best thing you can do is find a tool you like, then think about its real use, is it for video, sound, text, collaboration, or research? once it is identified next time you required of of these type of media in a lesson use a technology source to teach the lesson. We need to move away from looking at the computer as a subject and more toward it as a learning tool.

Reflections Unit 5 - Articles

Read New Insights on Technology Adoption in Schools, 
by Lorraine Sherry and Shelley Billg, Fern Tavalin and David Gibson 
http://www.thejournal.com/articles/14594


Where do you perceive yourself on the Technology Adoption Scale and briefly describe what this means to you as a future educator.
     I would place my self in between the 3ed and the 4th level. I feel that I have a good idea of what options i have in the form of technology. I know i will use blogs, and tools like voice-thread.com. But i also know that there is a lot more than knowing what the tools are than putting them to use in a actual lesson plan. Their are a lot of challenges, it is hard to match the objective correctly with a technology in my certification field. As i start my new career as a teacher i will work to keep technology use in the classroom at the forefront when i start to create lesson plans. With my current level of technology resources i can find great ways to modify existing lessons and make new ones. Assignment 5.5 in the class work was a great way to get my head around what it means to create a integrated lesson plan. 

How do you see yourself in 5 years in 10 and how will you achieve this?

 I would like to in five years newly confident in my lessons, working on creating lessons that are cross-curricular extensions. As a high school theater teacher there is a lot of room to work collaboratively. It would be great to be bridging gaps between faculty with the use of technology as well as providing students new and innovative ways to learn. In ten years i hope to have achieved a masters level education and possible teach college level technical theater classes, teaching is a new goal for me, this is my very first education class and i have a lot more to learn, the best way to achieve these lofty goals will to be maintaining a desire to see what is out there for technology integration. But a lot of this will most likely change as i grow in to my new field, i know i can continue to make technology a major part of my theater teaching style and as long as i keep that in mind no matter my new direction i will succeed in bridging gaps between technology and education. 

Reflections Chapter 12 - How do you ensure equal access for all students with only three computers?

Most of the functions that can be done in a single computer class can be done in this style classroom. Group work can be more constructive because it increases cooperative learning. But we have to manage rotation well, to make sure students are all getting equal access. We need to also keep in mind that some students may require more time to work on a particular project, so being observant of the individual while in group work will be very important.

I remember in my high school biology class we had computer time when doing labs. the software was as I remember thinking "lame" but we were given such little amounts of time to interact with it that we really got no value at all from it, we only had the one computer in that classroom. if we had been given time as a group to utilize the computer one navigator with the assistance of a few group members would have gotten farther and learned more as a group than what one could have done with five min and no time to learn the program.

http://www.districtadministration.com/viewarticle.aspx?articleid=2095

Reflections Chapter 12 - Where does the "compute part" come when I am teaching a lesson?

The use of technology in the classroom presents some interesting issues. Managing use has a big sway over when the computers can be used. A Once-Computer Class has a much different computer use than a One-to-One Laptop Access class. So the computer function should be more group oriented if there are few computers, but also the software choice maybe to better match a group project. Or if computer labs are how you will access the computer, students should spend more time preparing the data, then find ways to present it during there lab time.  Computers are made to be easy to work in to any lesson plan.

Reflections Chapter 12 - What can I do to "get ready" for a lesson in which my students use computers?

There is a lot to do before implementing your lesson with computers. The text lists handouts of Technical step-by-step guides, resource guides, and assessment tools. There is technology prep as well, we need to create digital folders, design templates, load specialized software, bookmark Internet sites, turn on computers and open applications. These tools make time to create the first time, but they get faster later once students become more skilled in the computer use. And tools can be reworked to fit new material when needed.

Reflections Chapter 11 - When I integrate problem-solving or educational software into a lesson, what changes will be needed?

When you want to integrate problem-solving software into a lesson there are a few elements that will be changed in the NTeQ lesson plan. Computer Functions, Research and Analysis, Results Presentation, Activities during, before, and after computer use. For example with After Computer Use, with other technology integrated lessons there is a product to review or present, but with problem solving there may not be anything to review. So one thing to change would be to include a discussion group or a writing assignment to supplement this section of the lesson.

Reflections Chapter 11 - How do I choose the correct software?

The first thing to do would be to identify the how and the why, how do we want to use the program and what do we what them to learn. Teachers should also review the software looking to evaluate Content accuracy, Research-based instructional strategies, effectively meet instructional objectives, assessment of learning, ease of use. You will also want to use software reviews from other sources. The best review will come from the teacher themselves using the product to test is use.

Reflections Chapter 11 - What are the benefits of using problem-solving or educational software

Games and simulations increase student attention and motivation, they use thinking, planing, learning and technical skills increasingly demanded by today's work industries. Simulations have been shown to increase match scores and with increased manipulation provides students a environment that supports critical thinking and re-world application of knowledge and skills. I think the motivation and engaging students to use the knowledge they already have in new ways to learn is the strongest aspect of these type of programs

Reflections Chapter 8 - Is it possible to create an interactive simulation or model with a spreadsheet?

Yes, interactive simulations are great ways for students to find how changing some parts of the data can result in a change of the whole. Like the example given in the unit readings wights on different plants would make understanding gravity's effect of weight. Just like a budget for a play can be a very complicated balancing act. students can use pie charts to view what aspects of a production are the most costly from, advertising to materials needed to build sets.

The use of simulations is a great way to get students to say interested in the material. it is not just information anymore, it is something they can relate to on a individual level. Anything that is interactive and responsive is going to feel more real and will get the student to react and turn in to a researcher.

an interesting view of the use of simulations. It is true that it will replace the model and in that sense it is not always the best way to go.
http://www.stanford.edu/class/symbsys205/commentaryonsimulationineducation.htm

Reflections Chapter 8 - Can you identify three graphs or charts your students could make that would help them develop a better understanding of the content.

Students could use a pie chart to visually display what locations are used the most in any particular play. This would help them keep track of what is going to be the most important place in the play. When designing the scenes of the play it is best to know what should be the "base" of design. If the lesson was to calculate alternate costs of items needed for a play, like props or costume elements a side by side bar graph to show what will be the most cost effective. If the lesson was to calculate the over all total expected return for a show the students could a line chart to display the profit growth. depending on ticket cost and expected audience. The variety of items that can be entered and graphed is only limited by the way you enter the data. They are fun ways for students to find trends in data.

Reflections Chapter 8 - How could your students manipulate the data to discover relationships or trends.

If they tracked each characters entrance and props use in a spreadsheet. The data could be sorted by scene or actor or even act, also with the inclusion of a location data field students could find when props should be and what props are needed when. A very important part of any stage managers job is to ensure that props are available when and where they are required. They would know what is the most used and the least used.

Reflections Chapter 8 - Can you identify two types of data your students could collect as part of a lesson.

The great thing about spreadsheets is that they can track and manage almost any kind of data. If the lesson was to study direction ques from a script, students could keep track of each characters entrance and exit and what props they have with them. It would allow them to link information they researched and then present it in an easy to view and read form created in Excel.

I used excel a lot a student in college, it was a great tool and helped me with math as well as my more creative classes. I also used this a lot as a stage manager to create practical documents for production. I could use this tool in any class where we were going to study character movement by scene, the cells could be used to fit any text or type of data needed to be entered. The text uses them more to reinforce math skills, though students don't have to know the math skill but it is a great help when working with formals. This is a great tool for teachers and students of all levels and proficiency.

http://www.amphi.com/~psteffen/excel.html
here is a website about spreadsheets in the classroom

Reflections Chapter 7 - In what ways are the individual needs of students met when their work is completed with a word processor.

The functions available with in a word processor are powerful functions that create equality in the classroom. Simple things like spell check and thesaurus make one student who may not be the best speller able to create work just as precise and accurate as another students who excels in that area. While the function of a word precision it self, typing words take hand writing clarity out of the equation.

Reflections Chapter 7 - How can word processing be used to engage students in higher-level thinking?

When students have the ability to easily edit and manipulate what they are trying to present, they can demonstrate their knowledge on multiple levels. As the test says when students use word processing to present new information they demonstrate 4 of the 6 NETS

1. Creativity and Innovation
3. Research and Information Fluency
4. Critical Thinking, Problem Solving and Decision Making
6. Technology Operations and Concepts.

When students can relate their knowledge and understanding on a topic on these levels they can take and use that information in high level thinking.

Reflections Chapter 7 - Doesn't word processing make the writing process to easy?

I do not think that word processing makes writing too easy. Word processors do allow for easier editing, and takes focus away from the handwriting skills that were the cornerstone of most of my early education.  Like the Classroom snapshot shows us, students can have wonderful work and motivation, but the process could be so frustrating that they loose that motivation. When editing is simple and quick, students will have more time to get creative and starting to include images and other multimedia like links to websites. The processes that we take while writing with paper and penile are the same as with a word processor it is just a different method.

Reflections Chapter 10 - How can students capture and transfer brainstorming ideas into written thoughts?

Graphic organizers have tools that allow students to easily enter ideas and build off each others idea with ease. Because they don't have to stop and renter ideas in to the chart they can build and flow more freely from idea to idea. They can also move and group the ideas later to find more value and explore deeper ideas. You can add text, create links, and generate outlines with these tools it makes it fun and easy to transfer ideas from a brainstorming session to a recorded source.

Reflections Chapter 10 - How can you depict students misconceptions of key information?

When a graphic organizers are used as an end result of a problem given, teachers can use these along with a written dialog to explain the chart, they can be great tools to identify any misconceptions that may not be identified if the answer to a given problem were just given instead of displayed.

Reflections Chapter 10 - How do you know that students understand a concept?

The use of graph organizers support critical thinking. When we use these tools students learn to depict relationships among and between various elements. Like the table on pages 262 and 263 if a student can learn the elements in a system and under stand how they work together they will have a more comprehensive.
The lists given in figure 10.4 list the kinds of critical thinking graphic organizers support.

Reflections Chapter 9 - Should I place limits on how my students use multimedia?

Yes, too much of a good thing can ruin a good presentation. It needs to be used with judgment when used properly they add lots of value to a presentation. The goal is to add elements of interest to keep a class interested, but when there is too much going on it well end up taking away from the information. So keep an eye out when using PowerPoint it can be fun to make animation but when that's all you do their is no real educational value, but in the same example a whole new form of presentation can be made when only animation is used to express complicated themes.

Reflections Chapter 9 - What applications are available for creating a multimedia presentation?

Movie maker software, PowerPoint, and Adobe's Flash are just a few programs that allow us to incorporate text, graphs, pictures, and much more.
here is a cool site with a few listed.
http://www.educational-software-directory.net/multimedia

Reflections Chapter 9 - How can my students use multimedia for their projects?

The book says that we can use multimedia for presentations to explain and elaborate on findings that can be enhanced by motion and/or interactivity. So we could use multimedia in presentations to show video of any subject matter. A class could use audio files in a historical time like to reflect political views of the time. The uses are unlimited.

Reflections Chapter 4 - How can students use of different types of software help improve scores on state tests?

There are many types of programs available that can help improve state test scores. Programs like No Child Left Behind have created a need for programs made to increase results in high-stakes tests, like Riverdeep's Destination Success. It is important to remember that teachers should read product reviews to know what kind of software it and what other users though of the results.

Reflections Chapter 4 - I understand why students should use educational software and the Internet, but why should my fourth-grade students learn to use spreadsheet, database, or video edidting software?

Programs like spreadsheets and databases have clear connections to math skills. We can use them to track and display data for many different lessons. Their easy use and manipulation make it easy for students of all ages to get value. video editing software can be a fun and exiting creative activity, even fourth graders with some instruction can edit digital video to keep track of different stages of student work, they are also great tools to record student performance. Teaching these skills to students at a young age will only help them more lather in life.

Reflections Chapter 4 - There are so many types of software: how do I know which ones to include in my lessons?

The best way to know what is best for each lesson, is to gain familiarity the five common types of software and their uses.

1. Productivity software - are programs like word processing, spreadsheet, presentation, and database. These are great tools for all sorts of lessons.
2. Research software - are Internet browsers like Internet Explorer, search engines like Google, and plug-ins like flash media player. These are great when students need to do reports.
3. Communication software - E-mail like yahoo.com provides, lists, discussion boards, blogs like this one, and other type Asynchronous type software. While asynchronous works one message at a time just like snail mail, synchronous communication like instant message and chats happen real-time and are easy fun ways for students to connect out side the classroom.
4. Problem solving software - are programs like game and simulations. Drill and practice games can reinforce current information or teach new stills. Games have a competitive and motivational effect on learning. 
5. Educational software - we see more drill and practice programs, tutorials, and integrated learning systems. These types of programs offer comprehensive learning environments that offers, instructional material, practice and feedback.

With the knowledge of what is available we can make better choices when deciding what type of technology will best supplement the lesson.

Reflections Chapter 3 - How can the cost of digital devices be justified when the functions they perform are so limited in number and scope?

Digital devices may have limited function, but their are may ways the functions they do have can be used. Most digital devices work with other technology over a five- to seven- year spread, this means they will work with older or newer computers and extends their value. Digital Media Players have many educational uses, that allow students to have easy access to digital and video files through internet interface much like iTunes. Digital Cameras give students to have an interactive and creative way to create presentations.  Personal response systems, much like used on trivia game shows, give teachers the ability to poll students while teaching to measure understanding of topics. All these digital devised provide easy ways to send and receive data. So although they may have limited function they can be used in many ways. They have huge educational value.

Reflections Chapter 3 - Most destop computers do the same things as mobil devices, so why do teachers need to use both?

Although both desktops an laptops have a lot of similarities there are also lots have different advantages. Laptops are more mobile, they can be taken to different locations around the school and classroom. With the use of wireless Internet students now have access to the Internet anywhere and anytime. Desktops maybe stationary but have increased durability because of it, laptops have batteries that can die and are easily broken if dropped. An advantage over laptops not mentioned in the book is their ability to be upgraded; laptops have very little that can be upgraded after manufacture. A classroom that uses both of these computer types has move ways to effectively manage use, some students could be using the laptops and other in groups could do drill and practice at a more easily shared desktop computer.

Reflections Chapter 3 - Why is it important to learn about different technology tools when they are constantly changing?

The text states that although new technology is being release, most are backwards compatible. This means that they all work off the same basic platform. Newer technology will usually work with other technology over a five- to seven- year spread. So if a teacher knows how to use a desktop they would really beadle to use the newest laptop because they are the same basic functions. Also as technology advances we find new ways to use it in the classroom; we need to keep up to date so we move with the times.