Chapter 2 Reflection

During this EDCI320 course, we have worked to gain a knowledge and understanding of all of the NETS-T standards. We have worked with the first standard, having a knowledge of technology operations and standards by using many different kinds of technology, such as may computer programs, cameras, the SmartPen, and many others. We have worked to plan and design learning experiences in our unit plan in activities such as the PowerPoint jeopardy game, the SnapzPro demonstration, the iMovie, and the WebQuest. We have tried to use these ideals to enhance the learning of our curriculum goals. We have also used online tools and Excel to incorporate assessment and evaluation into our plans.

Chapter 10 Reflections

In the past decade or so, web-based technological advancements have affected education greatly. Many students use the Internet to gather information, or to publish what they have learned on a web page. Blogging (like we are doing now) is a great way for students to become more comfortable with the Internet as well as to share information and communicate understanding. The book suggests blog use for character journals, discussions of developing ideas and thoughts, and for reflection on the students own development.

Although using blogs can be a great way to share information, there are still some questions that arise. The book mentions a few, such as how do we teach students to respond appropriately to their peers, and how does blogging help struggling readers and writers in a way that traditional print cannot?

In my own classroom, I don't plan on using a blog with the children, but it may be a nice way to keep in contact with parents and other administration and faculty members. It could be interesting to have a class blog where families can express their thoughts and concerns about the classroom.

Chapter 11 Reflection

Schooling used to be all about rote memorization. Now, contemporary theories have suggested that students are not simply passive receivers of information, but need to be engaged and active in the learning process. Today's cognitive field psychologists offer some explanations of learning: learning is an internal adaptation to experiences; disequilibrium is motivation for learning; learners are intrinsically curious; and big ideas and pictures transfer to other contexts. These psychologists also offer three implications for teaching with technology: scaffold student learning with technology withing the context of the subject matter so that they also learn about technology; vary the experiences with technology as a tool for learning; and select problems that motivate and challenge students to use the technology as tool for exploration.
I wonder about how to use technology effectively, without using technology simply for the sake of using technology.
I think I will try to incorporate technology into my own lesson plans as much as possible, while still making sure that my students are learning the lesson content.

Chapter Three Reflection

Over the years, both the content of school curriculum, and the desired outcomes have changed drastically. During the agricultural age, most families found it unneccessary to have literacy skills, and thus didn't value sending their children to school for the most part. During the industrial age, many school subjects focused on memory, speed, and repeatability, skills that people would need to successfully work in factories. Since that time, education has changed significantly. With all the new technologies available, including the Internet, the International Society for Technology in Education had to issue new standards that they believed American educators should offer students. Some of these include preparing students to be able to: communicate using different media formats, compile, organize, and synthesize information, collaborate and cooperate in team efforts, and interact with other in ethical and appropriate ways.

Even since my own parents attended school, technology has changed a lot of the learning environment. For instance, many math operations that they were required to perform by hand are often done on a calculator today. However, I think it is important to have an understanding of the concept, rather than just pushing a button.

I wonder how to incorporate technology in a way that won't discourage doing things "the old-fashioned way". I know if children are given a calculator, they are more likely to rely on it to perform math operations, rather than figuring it out in their heads.

Chapter Thirteen Reflection

One of the key concepts in this chapter was to identify achievement targets related to unit goals and objectives for instruction in technology-enhanced instruction. This section stressed the importance of gathering accurate and relevant information when assessing student work. There are five specific achievement targets that were identified by Stiggins (2005). These include knowledge of subject matter, reasoning ability, performance skills, creation of products, and dispositions of students toward the content knowledge and understandings.

I know in many elementary schools, they use systems such as S, S+, and S-, or some other grading criteria that involves categories for proficiency, non-proficiency and superior proficiency. These seem like somewhat vague grading criteria and I wonder how much information needs to be gathered in order to make this kind of judgment of young children.

I think this section helped me to realize that it is very important to make specific requirements in order to grade children fairly and objectively. I also realized that I wrote a response to the wrong chapter before this.

Chapter Eight Reflection

There are a variety of authoring tools that can be used for students to express their ideas in a multimedia environment. These include concept map communication tools, like the Inspiration program we used in class. This is a great tool for students to visually organize their ideas and see connections between topics. There are also slide-based communication tools, such as Powerpoint. These are great for lectures and outlining topics. Students can use these to whatever degree of involvement they choose, adding pictures, video, and audio clips. There are also clip-based communication tools that use both audio and video clips. Although these can be used in other types of tools, there can be longer segments of motion pictures and animation in clip-based tools.

I think that tools like the concept map can be used at many ages and in many different areas of study, even with somewhat younger children. It would be a great way to show connections visually between related pieces of information, and introduce the concept of sets and subsets.

I wonder how clip-based communication tools really differ from slide based ones? It seems they share a lot of the same capabilities as far as transferring information.

Chapter Twelve Reflections

One of the objectives of this chapter was to identify knowledge inputs that are useful in designing lessons that integrate technology. In order to do this successfully, a teacher must possess the following: a good knowledge of the content they are to teach, a good knowledge of the technology they will be using, and a knowledge of the process of teaching and learning. A good teacher will delve deeply into the topic until he or she feels they have a very good understanding of it, and is able to answer most student questions. After that, the teacher must consider if incorporating technology is appropriate for this lesson, and if so, what specific technologies can be used. A teacher must also consider that their students all learn in different ways, and must be prepared to use a variety of instructional methods in each lesson.

This chapter made me wonder, how do you know the best type of technology to incorporate into your lesson? If there is more than one good choice, can you use too much technology?

The lessons in this chapter will be valuable for me as a teacher. It will help me to keep in mind the content area, the technology, the learners, and my position as a teacher when I present a lesson that uses technology.

Chapter Four Reflection

In this day and age, it is virtually impossible to advance without some form of technological literacy. But what does this mean? How much do we need? And when do we start teaching it? In the academic sense, technological literacy refers to much more than just being aware of technology and how to use it. It means being able to apply this knowledge to problem-solving and putting it into use in our everyday lives.

In regards to teaching young children, (my concentration is in early childhood) the question arises, "How much do these children really need to know at this stage?" After reviewing this chapter, I am realizing that it is not so much how much they know, as it is them knowing how to use and apply what they do know.

At my elementary school, I remember getting to go to the computer lab as a special treat, and I hope I can instill that same excitement for technological literacy into my own students one day. With all the new and exciting technology that has become available, I know I can make my students excited about learning.

Week 1 Reflection

This week's reading was about the impact of computer-based technologies on education. However, there is a difference between computers and technology. Although they are often thought of as the same thing, technology can include many aspects outside of computers or digital media. Teachers now need to have a broad and in-depth knowledge of many technologies, including computers, in order to teach effectively. If we consider our role as teachers to be preparing children for the rest of their lives, a basic knowledge of computer-based technologies is absolutely necessary.

After reading this chapter, I had a few questions on appropriate ways to incorporate technology into classrooms of young students. My goal is to teach in either preschool or kindergarten, and I feel as though I would have to choose only a few technologies that can be grasped by this age of students. While there are many "technologies" I could introduce them to at this age, I feel as though there may not be as many "computer" learning opportunities for this age group.