Sunday, September 8, 2013

Chapter 5 Reflection

1. How can I get my students to ask questions about the research they are conducting?

      I can use a Think Sheet with my students while they are researching. I could also have them work in groups with their Think Sheet if they have been shown how to use it. I think these are a great way to help them know where to look and guide their research.

2. How can I teach my students to solve problems?

      Part of my job as a teacher is to use the NTeQ lesson plan format with my technology lessons. If I do this, I have picked a problem for my students to solve already. Whether or not I know the answer to the problem, I can help my students find it by using a Think Sheet. I can also help them by talking about what we already know about the problem and deciding what we need to find out about the problem.

3. I've never used an inquiry-based approach, much less computers-so how is a teacher supposed to do both of these at one time?

      It is easy to accomplish both of these at the same time because computers help students in inquiry-based lessons. I can also use my resources at school, like my technology assistant or librarian to help me create lessons for my students that will use computers to solve problems.


Morrison, G. R., ), G. R. M., & Lowther, D. L. (2010). Integrating computer technology into the classroom, skills for the 21st century. Allyn & Bacon.

Chapter 2 Reflection

1. How do I plan an integrated lesson that will work with my students?

     I think it would be easiest to begin by using lessons I already have and adapting them to the NTeQ model to use with my students. This way, I can get used to the lessons and so can my students. Later, when I feel more comfortable using this type of lesson format, I can begin creating new lessons. I also feel that by getting my colleagues involved, we can all use the lessons and help each other create new ones.

2. Why do I need objectives to help with my planning and lesson development?

      Having objectives lets me know what skill I am teaching and also lets my students know what I am expecting them to learn. There is no point in teaching a lesson that does not have a pre-determined objective.

3. How can I encourage my students to engage in the processing of information?

     I think that as long as lesson topics are interesting to my students, they will be engaged. I could start by taking a survey of my students' interests and things they may have questions about. Then, I can create lessons using their interests or lessons that have them find the answers to their questions.

4. Do I have to use a different lesson plan when I want my students to use computers?

      I think the NTeQ lesson plan format is best to use when I want my students to use technology, simply because that it what it was created for. The format allows me to plan technology lessons without overlooking something important that I may need to cover or forgetting a piece of information that my students would miss out on.

5. What is the relationship between objectives and computer functions?

      If I am teaching a technology lesson using computers, I want my students to be able to achieve an objective by using a computer function. For instance, if they are comparing the price of tennis shoes at three different stores, they can achieve that by using a spreadsheet.

6. Can you use a computer for every objective or lesson?

      I am sure you could use a computer or any other type of technology to teach every objective, but sometimes that is not realistic. In a lot of schools technology is not available all the time. Therefore, when it is available, the lessons need to be meaningful.


Morrison, G. R., ), G. R. M., & Lowther, D. L. (2010). Integrating computer technology into the classroom, skills for the 21st century. Allyn & Bacon.