1.) What can I do to "get ready" for a lesson in which my students use computers?
This all revolves around planning for each part of the assignment or group work. Computers should be up and running, websites that will be used frequently should be bookmarked, and any rubrics or guides should be ready for students to use as soon as they begin their project. Having all of this ready will help the project go much smoother.
2.) Where does the "computer part" come in when I am teaching a lesson?
I think this can depend on the type of lesson, however, once students have passed the brainstorming part of their project, they will need to begin researching and using the technology available. This is most often happening in the "During Computer Use" portion of the lesson.
3.) How do you ensure equal access for all students with only three computers?
I think that making sure your rotation schedule works smoothly will fix this issue. Making sure that you allow time for all students to rotate to a computer will be vital. This may also mean that every student does not get to use a computer every day. Time and resources are limited and it will help the students understand how they can use time management skills to work on the important parts of their project when they do get the computer time.
Monday, November 11, 2013
Chapter 10 Reflections
1.) How do you know that students understand a concept?
If students can fill out a graphic organizer about their topic, they probably understand the concept. One way to make sure of this is to create a rubric to give students as they work and then use this same rubric to assess their work. If the student has given all the requirements then they most likely understand the concept.
2.) How can you depict student misconceptions of key information?
This is like the previous question, in that if a student can correctly create a graphic organizer, then they understand the key information. If the students' graphic organizer is full of misinformation then they probably do not understand the information and will need further support or instruction.
3.) How can students capture and transfer brainstorming ideas into written thoughts?
I think the best way to teach this is to model it for students before they begin their brainstorming process. The class could work with the teacher to brainstorm a topic and possibly create a simple graphic organizer for the ideas. Then, the teacher could model how to take the key ideas and turn them into written thoughts. I would definitely want my students to learn how to do this before having them do it on their own or in groups.
If students can fill out a graphic organizer about their topic, they probably understand the concept. One way to make sure of this is to create a rubric to give students as they work and then use this same rubric to assess their work. If the student has given all the requirements then they most likely understand the concept.
2.) How can you depict student misconceptions of key information?
This is like the previous question, in that if a student can correctly create a graphic organizer, then they understand the key information. If the students' graphic organizer is full of misinformation then they probably do not understand the information and will need further support or instruction.
3.) How can students capture and transfer brainstorming ideas into written thoughts?
I think the best way to teach this is to model it for students before they begin their brainstorming process. The class could work with the teacher to brainstorm a topic and possibly create a simple graphic organizer for the ideas. Then, the teacher could model how to take the key ideas and turn them into written thoughts. I would definitely want my students to learn how to do this before having them do it on their own or in groups.
Sunday, October 27, 2013
Chapter 11 Reflections
1.) What are the benefits of using problem-solving or educational software?
I think there are many benefits to using this type of software. The most important is that students want to "win" the games involved in these programs, and will want to learn all they can about the topic to make sure they do win. I think they are also a wonderful way to practice skills in a more entertaining way than worksheets or flash cards.
2.) How do I choose the correct software?
I think this depends on the age of the students as well as their computer skill level. In the beginning, it is better to use "easier" games or software that require students to do very little typing or clicking to navigate. As students' skill level grows, more advanced games or programs can be introduced.
3.) When I integrate problem-solving or educational software into a lesson, what changes will I need?
First of all, I will need access to the computers needed for the lesson. In my case, I would need to take my class to the computer lab for the whole lesson, or the part that requires them to use a computer. I would also need to train my students to use the program I have chosen so that they can navigate the program alone, as I cannot be with twenty of them at one time. I think this would be a great way to grow their independence, as well as their computer skills.
I think there are many benefits to using this type of software. The most important is that students want to "win" the games involved in these programs, and will want to learn all they can about the topic to make sure they do win. I think they are also a wonderful way to practice skills in a more entertaining way than worksheets or flash cards.
2.) How do I choose the correct software?
I think this depends on the age of the students as well as their computer skill level. In the beginning, it is better to use "easier" games or software that require students to do very little typing or clicking to navigate. As students' skill level grows, more advanced games or programs can be introduced.
3.) When I integrate problem-solving or educational software into a lesson, what changes will I need?
First of all, I will need access to the computers needed for the lesson. In my case, I would need to take my class to the computer lab for the whole lesson, or the part that requires them to use a computer. I would also need to train my students to use the program I have chosen so that they can navigate the program alone, as I cannot be with twenty of them at one time. I think this would be a great way to grow their independence, as well as their computer skills.
Chapter 9 Reflections
1.) How can my students use multimedia for their projects?
Multimedia could not be used for every presentation given in my class room, but it would be beneficial for a lot of the presentations. My students have already worked with Power Point before and have enjoyed it. I think I could teach them to use many other forms of multimedia, including video, audio, Prezi, etc. Students have a great time using these programs and I think it really helps motivate them to learn more about a topic.
2.) What applications are available for creating a multimedia presentation?
My class computers have Power Point on them. We also have headphones with microphones that students could use for an audio presentation. There are many online programs that they could use, such as Prezi, Tagxedo, and online movie makers.
3.) Should I place limits on how my students use multimedia?
I think there should be some ground rules when it comes to using these types of presentations because students are quick to use too many different colors or graphics in their products. I think that by having a rubric for what I expect to see, my students could have a guideline to go by when proof-reading and self-checking their presentations.
Multimedia could not be used for every presentation given in my class room, but it would be beneficial for a lot of the presentations. My students have already worked with Power Point before and have enjoyed it. I think I could teach them to use many other forms of multimedia, including video, audio, Prezi, etc. Students have a great time using these programs and I think it really helps motivate them to learn more about a topic.
2.) What applications are available for creating a multimedia presentation?
My class computers have Power Point on them. We also have headphones with microphones that students could use for an audio presentation. There are many online programs that they could use, such as Prezi, Tagxedo, and online movie makers.
3.) Should I place limits on how my students use multimedia?
I think there should be some ground rules when it comes to using these types of presentations because students are quick to use too many different colors or graphics in their products. I think that by having a rubric for what I expect to see, my students could have a guideline to go by when proof-reading and self-checking their presentations.
Tuesday, October 8, 2013
Reflection on Delicious Assignment
- Making my Delicious site was pretty simple. I use all kinds of websites daily and weekly for lesson planning and for daily lessons with my students, so I already had a great list of websites to bookmark and share. I did not find any websites that were only claiming to be educational but that were really trying to sell something during this assignment, however, I have run across this problem many times before. The Web 2.0 sites were great and I was surprised to find that a lot of sites I use daily are actually Web 2.0 sites that I was not aware of. I chose a few of the same sites as other students that I think we all find helpful, as educators. Two of the most popular sites I noticed were www.teacherspayteachers.com and www.pinterest.com Every teacher I know uses both of these sites! I love all the sites I selected because there is a great variety and each and every one are sites that I actually use and find helpful. My Delicious URL is: http://www.delicious.com/demay114
Chapter 6 Reflection
1.) Now that I have access to the Web, how can I use it effectively?
The web can easily be used effectively in any classroom as long at the use of the web has a clear purpose. We cannot just ask students to get online and see where it goes. We need to give students a question to find an answer to and give them the background knowledge they need to use the web effectively. We also need to make sure the students know how to use a search engine and other tools the web offers. Giving students instruction and purpose will ensure any technology use is effective.
2.) How do I manage students' use of the web in my class?
I think the best way to avoid issues with the web is to make sure students are aware of ground rules. Students need to know that there are times for work and time for play during web use at school. When students are to be working, they need to understand that they should be productively searching for the answer to the question they are given. Students should have consequences for misuse of computer time, just like they would during any other class activity.
3.) Which features of the Web do I use?
One of the most important tools on the web for students will always be search engines. If we teach students how to use these tools now, they will be better at researching later in life. Search engines are tools that students will use throughout school, college, and even afterwards.
The web can easily be used effectively in any classroom as long at the use of the web has a clear purpose. We cannot just ask students to get online and see where it goes. We need to give students a question to find an answer to and give them the background knowledge they need to use the web effectively. We also need to make sure the students know how to use a search engine and other tools the web offers. Giving students instruction and purpose will ensure any technology use is effective.
2.) How do I manage students' use of the web in my class?
I think the best way to avoid issues with the web is to make sure students are aware of ground rules. Students need to know that there are times for work and time for play during web use at school. When students are to be working, they need to understand that they should be productively searching for the answer to the question they are given. Students should have consequences for misuse of computer time, just like they would during any other class activity.
3.) Which features of the Web do I use?
One of the most important tools on the web for students will always be search engines. If we teach students how to use these tools now, they will be better at researching later in life. Search engines are tools that students will use throughout school, college, and even afterwards.
Wednesday, October 2, 2013
Chapter 4 Reflection
1) There are so many types of software; how do I know which ones to include in my lessons?
I think all the software discussed in this chapter has a place in the classroom. The trick is finding what works for you and your students. The two mentioned that I use most with my First graders are search engines and games. We use search engines to find information about topics we are studying. The students also use educational games on days when they go to our school's computer lab, or when it is their day for Computers during center time. These games are picked out for them and usually review a skill they have learned.
2) 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 editing software?
All three of these technologies are helpful when students need to present something they have learned. For example, the students may be working together to find and show how much money they could make at a summer lemonade stand. They could use the spreadsheet to plug in their data (cost, profit, etc.) and use video editing software to make a video presentation of their findings.
3) How can student use of different types of software help improve scores on state tests?
The more students practice skills, the better they will do when tested on those skills. Software that is used to review math, reading, science or social studies skills will improve students' test scores if used often enough. This is only true when teachers are making sure the games students picking go along with the skills they are learning and being tested on.
I think all the software discussed in this chapter has a place in the classroom. The trick is finding what works for you and your students. The two mentioned that I use most with my First graders are search engines and games. We use search engines to find information about topics we are studying. The students also use educational games on days when they go to our school's computer lab, or when it is their day for Computers during center time. These games are picked out for them and usually review a skill they have learned.
2) 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 editing software?
All three of these technologies are helpful when students need to present something they have learned. For example, the students may be working together to find and show how much money they could make at a summer lemonade stand. They could use the spreadsheet to plug in their data (cost, profit, etc.) and use video editing software to make a video presentation of their findings.
3) How can student use of different types of software help improve scores on state tests?
The more students practice skills, the better they will do when tested on those skills. Software that is used to review math, reading, science or social studies skills will improve students' test scores if used often enough. This is only true when teachers are making sure the games students picking go along with the skills they are learning and being tested on.
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