Technology in education has increased over the last 7-10 years for elementary schools, middle schools, high schools, and colleges. Technology Education is now a part of the Alabama Course of Study for schools and was designed to be implemented for the 2001-2002 school year. Also, many new resources are available in education today.
There are several reasons that contribute to the slow pace of integrating technology in education. For instance, the resistance to change has slowed acceptance of educational technology. Also, the federal government has not made the sufficient increases in funding for educational technology. In addition, funding for educational technology in the United States, under the No Child Left Behind initiative, has dropped, and President Bush recommended no funding for education technology under NCLB for fiscal 2007. Most importantly, educators and the government need to push for more consistent quality in the content delivered through educational technology.
Many educators have not determined comfort levels based on student abilities, motivational levels, and experiences that will engage students in technology in the classroom. Also, some parents have not been exposed to technology and are not inclined to assist or encourage their children to utilize technology tools. In addition, there are not enough communities providing tax dollars and other financial assistance for technology in schools.
Teachers need additional time and the motivation to learn technology to increase the use of technology in schools. Also, professional development activities need to provide ongoing, hands-on training for teachers or practical strategies for implementing technology into lesson plans. Most importantly, schools need computer labs and/or an adequate number of computers in the classrooms. Moreover, technical support needs to be available to teachers. For instance, a technical specialist needs to be in the school. Schools need to ensure that the technology supports the educational goals for students. Also, schools need to develop a vision of how technology can improve teaching and learning. Most importantly, educators must choose the appropriate software. All in all, administrators, the technology coordinator, teachers, and parents and community members need to be involved with technology.
Wednesday, July 25, 2007
Sunday, July 22, 2007
EDT 574 - Almost to the Finish Line!
I am so happy that there is only one more module to complete. This has been a very challenging class due to the time requirements. I only have Module 9 Blog left to post. Yes!
Module 8 - Digital Divide
Yes, there is still a digital divide. Research shows that many more white children use the Internet than do Hispanic and black students, a reminder that going online is hardly a way of life for everyone. Therefore, this creates incredible barriers for minorities. Also, a lack of technology doesn't prepare students for a world in which they're going to be expected to know how to do these things. Furthermore, research indicates that overall, 91 percent of students in nursery school through 12th grade use computers; 59 percent use the Internet. Within those numbers, the digital divide between groups is a national concern. Lastly, studies have shown that access and ability to use the Internet help improve people's learning, job prospects and daily living. However, the numbers are improving. But there is still a gap, and we need to find a way to address it.
Technology has been heralded as a critical learning tool and as a potential source of equity and increased civic participation for groups and individuals that have not had equal access to learning and economic opportunities. There are efforts to continue to close the digital divide and to increase access to computers, the Internet, and technology. However, technology is rarely used effectively in school settings. Also, there is some focus on encouraging girls to pursue careers in science and technology. In addition, we need to support continued research in those areas of science and technology, including understanding how culture and identity interact with learning technologies, and understanding the way that technologies interact with the learning process. Moreover, there is another three ways to close the digital gap. (1) Increase access to technology which will enable learning beyond the classroom. (2) Ongoing teacher training which will assure educators have the skills and knowledge for effective computer technology teaching. (3) Accessibility for the disabled which increases the independence of people with disabilities and technology and can level the playing filed with the non-disabled.
Technology has been heralded as a critical learning tool and as a potential source of equity and increased civic participation for groups and individuals that have not had equal access to learning and economic opportunities. There are efforts to continue to close the digital divide and to increase access to computers, the Internet, and technology. However, technology is rarely used effectively in school settings. Also, there is some focus on encouraging girls to pursue careers in science and technology. In addition, we need to support continued research in those areas of science and technology, including understanding how culture and identity interact with learning technologies, and understanding the way that technologies interact with the learning process. Moreover, there is another three ways to close the digital gap. (1) Increase access to technology which will enable learning beyond the classroom. (2) Ongoing teacher training which will assure educators have the skills and knowledge for effective computer technology teaching. (3) Accessibility for the disabled which increases the independence of people with disabilities and technology and can level the playing filed with the non-disabled.
Sunday, July 15, 2007
Assistive Technologies and Special Need Students
Technology can help students with disabilities reach their full potential. Also, computers help students achieve equal access to the education curriculum. Most importantly, there is hardware available that allows students with disabilities to function successfully in the classroom.
Special needs students are students with physical, cognitive, and speech disabilities. Moreover, there are augmentative communication devices, speech-generating devices, assessment software to assist special needs students in the classroom. Students who are nonverbal or whose speech is not fluent or understandable enough to communicate effectively may benefit from using some type of communication device including such things as symbol 5 systems, communication boards and wallets, electronic communication devices, lap tops, speech synthesizers, recorded speech devices, communication enhancement software, word processing, and CAD (Computer Automated Design) programs.
Students who have hearing impairments can use assistive devices. Assistive devices to help with hearing problems include: hearing aids, phonic ear, TDDs, closed caption TV, or mid-gain hardware systems. In addition, methods for assisting with vision problems include increasing contrast, enlarging stimuli and making use of tactile and auditory models. Devices that assist with vision include screen readers, screen enlargers, magnifiers, large-type books, and taped books. Moreover, students with disabilities want to have fun and interact socially with their peers. Assistive technology can help them to participate in all sorts of recreational activities, which can be both interactive with friends as well as educational. Some adapted recreational activities include drawing software, computer games, computer
simulations, and adapted puzzles.
For more information on types of assistive technology please go to the following website, http://www.microsoft.com/enable/at/types.aspx.
Special needs students are students with physical, cognitive, and speech disabilities. Moreover, there are augmentative communication devices, speech-generating devices, assessment software to assist special needs students in the classroom. Students who are nonverbal or whose speech is not fluent or understandable enough to communicate effectively may benefit from using some type of communication device including such things as symbol 5 systems, communication boards and wallets, electronic communication devices, lap tops, speech synthesizers, recorded speech devices, communication enhancement software, word processing, and CAD (Computer Automated Design) programs.
Students who have hearing impairments can use assistive devices. Assistive devices to help with hearing problems include: hearing aids, phonic ear, TDDs, closed caption TV, or mid-gain hardware systems. In addition, methods for assisting with vision problems include increasing contrast, enlarging stimuli and making use of tactile and auditory models. Devices that assist with vision include screen readers, screen enlargers, magnifiers, large-type books, and taped books. Moreover, students with disabilities want to have fun and interact socially with their peers. Assistive technology can help them to participate in all sorts of recreational activities, which can be both interactive with friends as well as educational. Some adapted recreational activities include drawing software, computer games, computer
simulations, and adapted puzzles.
For more information on types of assistive technology please go to the following website, http://www.microsoft.com/enable/at/types.aspx.
Module 6-Part A
Boolean Operators
Once students have isolated subject concepts and chosen their search terms, they must relate these terms to each other and create a search statement telling the database how the concepts are related. Students are bale to do this by inserting logical operators between the concept terms they have devised. There are three logical operators used in online searching: AND, OR and NOT. These are the "Boolean Operators.” Moreover, Boolean Logic is one of the ways you "talk to the database.”
The AND operator is used to combine two or more concepts. This requires the database to locate articles containing a combination of several different ideas. The OR operator is used for synonymous terms. This tells the database that any of the search terms can be used interchangeably. The NOT operator excludes or eliminates a particular term from the search. However, this operator is rarely used. Most importantly, it is also possible to perform Boolean searches in which more than one Boolean Operator is used.
Here are some examples:
AND: Exercise and health, running and health
OR: Health or wellness
NOT: Exercise not horseback riding
Once students have isolated subject concepts and chosen their search terms, they must relate these terms to each other and create a search statement telling the database how the concepts are related. Students are bale to do this by inserting logical operators between the concept terms they have devised. There are three logical operators used in online searching: AND, OR and NOT. These are the "Boolean Operators.” Moreover, Boolean Logic is one of the ways you "talk to the database.”
The AND operator is used to combine two or more concepts. This requires the database to locate articles containing a combination of several different ideas. The OR operator is used for synonymous terms. This tells the database that any of the search terms can be used interchangeably. The NOT operator excludes or eliminates a particular term from the search. However, this operator is rarely used. Most importantly, it is also possible to perform Boolean searches in which more than one Boolean Operator is used.
Here are some examples:
AND: Exercise and health, running and health
OR: Health or wellness
NOT: Exercise not horseback riding
Module 6-Part B: 5 Teacher Support Websites
1. http://www.education-world.com
Education World provides information about lesson planning, professional development, technology integration, school issues and an administrator’s desk. In addition, the website quickly loads text. Also, it is easy to move from link to link. Moreover, the links to other sites operate effectively. Education World has a visual appeal. It is color-coded and is linked to other worthwhile sites. Most importantly, author sources are sited and contact information is provided.
I have used this website to assist in developing lesson plans. Also, I have downloaded and printed award certificates from templates provides on the website. Lastly, Education World provides articles related to issues for professional development.
2. http://www.teachers.net
T-Net provides information about lesson planning, teaching jobs, distance learning, Harry Wong, and chat boards. In addition, the website provides a source of other information to assist teachers and administrators. T-Net quickly loads text Also, it is easy to move from link to link. Moreover, the links to other sites operate effectively. T-Net has some visual appeal. However, it is somewhat cluttered. In addition, contact information is provided.
I have not used this website for personal assistance. However, I have visited the website several times. There were numerous lesson plans available on the website. However, the lessons did not appear to be clearly organized and labeled.
3. http://www2.scholastic.com/browse/home.jsp
The Scholastic website offers teaching resources, student activities, and books and authors information. The teaching resources include teaching ideas by grade, resources and activities for grades 3-5, and the featured book. As well as, lesson plans, strategies, and tools. Student activities provide learning activities for math, social studies, science, and language arts. The books and authors links offers strategies and resources for teaching with books.
Scholastic quickly loads text, easily moves from link to link, provides an adequate number of links, and has visual appeal. In addition, the website is clearly organized and labeled, is readable, and the graphics enhance the content. Lastly, the website provides information about Scholastic and provides terms of use.
4. http://www.theteacherscorner.net/
The Teachers Corner website provides information regarding lesson plans, seasonal items, bulletin boards, teacher resources, printable worksheets, and other useful tools for teaching. The website quickly downloads text and graphics, easily moves from link to link, and provides an adequate number of links. Also, Teachers Corner has visual appeal, is clearly organized and labeled, and provides sufficient worthwhile information. The website provides graphics that are appropriate and that enhance the content.
I have not used any resources from this website, but I have visited the site several times. However, I plan to use Teachers Corner to assist me in the 2007-2008 school year. This website will be very viable in assisting me with my teaching this year.
5. http://www.pbs.org/teachers/
PBS Teachers provides PreK-12 educational resources and activities for educators tied to PBS programming and correlated to local and national standards. In addition, PBS Teachers provide multimedia resources and professional development for America's preK-12 education. Also, the website provides resources for the arts, health and fitness, math, reading and language arts, science and technology, social studies, an early childhood educator’s link, and a link for library media and technology coordinators.
PBS Teachers quickly loads text and graphics, the links are clearly labeled, an adequate number of links are provided, and the links are helpful. Also, the visual is appealing, and the information meets objectives. The websites’ content appears to be accurate and useful and offers sufficient worthwhile information. Furthermore, the website provides terms of use, contact information, and a site map.
Education World provides information about lesson planning, professional development, technology integration, school issues and an administrator’s desk. In addition, the website quickly loads text. Also, it is easy to move from link to link. Moreover, the links to other sites operate effectively. Education World has a visual appeal. It is color-coded and is linked to other worthwhile sites. Most importantly, author sources are sited and contact information is provided.
I have used this website to assist in developing lesson plans. Also, I have downloaded and printed award certificates from templates provides on the website. Lastly, Education World provides articles related to issues for professional development.
2. http://www.teachers.net
T-Net provides information about lesson planning, teaching jobs, distance learning, Harry Wong, and chat boards. In addition, the website provides a source of other information to assist teachers and administrators. T-Net quickly loads text Also, it is easy to move from link to link. Moreover, the links to other sites operate effectively. T-Net has some visual appeal. However, it is somewhat cluttered. In addition, contact information is provided.
I have not used this website for personal assistance. However, I have visited the website several times. There were numerous lesson plans available on the website. However, the lessons did not appear to be clearly organized and labeled.
3. http://www2.scholastic.com/browse/home.jsp
The Scholastic website offers teaching resources, student activities, and books and authors information. The teaching resources include teaching ideas by grade, resources and activities for grades 3-5, and the featured book. As well as, lesson plans, strategies, and tools. Student activities provide learning activities for math, social studies, science, and language arts. The books and authors links offers strategies and resources for teaching with books.
Scholastic quickly loads text, easily moves from link to link, provides an adequate number of links, and has visual appeal. In addition, the website is clearly organized and labeled, is readable, and the graphics enhance the content. Lastly, the website provides information about Scholastic and provides terms of use.
4. http://www.theteacherscorner.net/
The Teachers Corner website provides information regarding lesson plans, seasonal items, bulletin boards, teacher resources, printable worksheets, and other useful tools for teaching. The website quickly downloads text and graphics, easily moves from link to link, and provides an adequate number of links. Also, Teachers Corner has visual appeal, is clearly organized and labeled, and provides sufficient worthwhile information. The website provides graphics that are appropriate and that enhance the content.
I have not used any resources from this website, but I have visited the site several times. However, I plan to use Teachers Corner to assist me in the 2007-2008 school year. This website will be very viable in assisting me with my teaching this year.
5. http://www.pbs.org/teachers/
PBS Teachers provides PreK-12 educational resources and activities for educators tied to PBS programming and correlated to local and national standards. In addition, PBS Teachers provide multimedia resources and professional development for America's preK-12 education. Also, the website provides resources for the arts, health and fitness, math, reading and language arts, science and technology, social studies, an early childhood educator’s link, and a link for library media and technology coordinators.
PBS Teachers quickly loads text and graphics, the links are clearly labeled, an adequate number of links are provided, and the links are helpful. Also, the visual is appealing, and the information meets objectives. The websites’ content appears to be accurate and useful and offers sufficient worthwhile information. Furthermore, the website provides terms of use, contact information, and a site map.
Wednesday, June 27, 2007
Part A: Rules of Netiquette
1. One should read all the rules and guidelines established by the community. Some communities may have different regulations on a particular subject.
2. One should always be courteous to other forum members.
3. Do not post items that are offensive.
4. Contributors should follow standard grammar and spelling rules and avoid slang.
5. Never criticize a person's writing or spelling.
6. Contributors should avoid the use of all CAPITAL LETTERS in posts. All CAPS is considered "shouting" and causes readability issues.
7. Keep your messages to the point and brief.
8. Do not over react to items you see online.
9. Use discretion by not getting too personal with anyone.
10. Do not lie about your identity.
2. One should always be courteous to other forum members.
3. Do not post items that are offensive.
4. Contributors should follow standard grammar and spelling rules and avoid slang.
5. Never criticize a person's writing or spelling.
6. Contributors should avoid the use of all CAPITAL LETTERS in posts. All CAPS is considered "shouting" and causes readability issues.
7. Keep your messages to the point and brief.
8. Do not over react to items you see online.
9. Use discretion by not getting too personal with anyone.
10. Do not lie about your identity.
Part B: Email, Chat and Instant Messaging and Education
Email
Lesson Plan: Email
Objective: Students will use individual e-mail accounts to compose, send, and receive e-mail messages, links, and other attached documents.
Procedure:
1. Introduce basic email concepts.
2. Tie in to the previous less on the Solar System and have each student write a 1 page paper about 1 planet in the solar system and save in Microsoft Word.
3. Establish an e-mail account by submitting an application to www.hotmail.com.
4. Choose a login name and password to protect their account.
5. Compose and send an e-mail to another student in the class.
6. The email will contain a greeting, body, and signature.
7. Students will attach a file (The Solar System Paper) in their email.
8. Students will send an e-mail to another student they do not know by using the Student Member Directory.
Chat
Lesson Plan: Chat
Objective: Students will search a site such as Wikipedia, the free encyclopedia located at http://en.wikipedia.org. to learn about Martin Luther King, Jr. for Black History Month.
Procedure:
1. Discuss what the students already know about Martin Luther King, Jr.
2. Divide the students into small groups (3-4 students)
3. Have each group research on the Internet
4. In class. have each group chat online with each other about what they learned about Martin Luther King, Jr.
5. The first group to come up with 3 facts from each group about Martin Luther King, Jr. gets a point.
Instant Messaging (K-12 Outreach)
Lesson Plan: Instant Messaging
Objective: Students will learn safe ways to chat and message online.
Procedure:
1. Split the students into teams of four or five.
2. Give each team a name.
3. Instruct the students that they are to send messages to other groups without saying their own name, but only their team name.
4. Allow 5-10 minutes for the students to exchange messages between the different teams.
5. During the exchange of each message, each team is required to correctly use two terms in context from their current vocabulary or spelling list.
6. Remind students not to tell their age, height, gender, or any personal information about themselves that would give away their identities.
7. After the students have finished giving and receiving messages for a period, have the students guess who told the recorder what to write for each group. Students must be able to support their answer.
Lesson Plan: Email
Objective: Students will use individual e-mail accounts to compose, send, and receive e-mail messages, links, and other attached documents.
Procedure:
1. Introduce basic email concepts.
2. Tie in to the previous less on the Solar System and have each student write a 1 page paper about 1 planet in the solar system and save in Microsoft Word.
3. Establish an e-mail account by submitting an application to www.hotmail.com.
4. Choose a login name and password to protect their account.
5. Compose and send an e-mail to another student in the class.
6. The email will contain a greeting, body, and signature.
7. Students will attach a file (The Solar System Paper) in their email.
8. Students will send an e-mail to another student they do not know by using the Student Member Directory.
Chat
Lesson Plan: Chat
Objective: Students will search a site such as Wikipedia, the free encyclopedia located at http://en.wikipedia.org. to learn about Martin Luther King, Jr. for Black History Month.
Procedure:
1. Discuss what the students already know about Martin Luther King, Jr.
2. Divide the students into small groups (3-4 students)
3. Have each group research on the Internet
4. In class. have each group chat online with each other about what they learned about Martin Luther King, Jr.
5. The first group to come up with 3 facts from each group about Martin Luther King, Jr. gets a point.
Instant Messaging (K-12 Outreach)
Lesson Plan: Instant Messaging
Objective: Students will learn safe ways to chat and message online.
Procedure:
1. Split the students into teams of four or five.
2. Give each team a name.
3. Instruct the students that they are to send messages to other groups without saying their own name, but only their team name.
4. Allow 5-10 minutes for the students to exchange messages between the different teams.
5. During the exchange of each message, each team is required to correctly use two terms in context from their current vocabulary or spelling list.
6. Remind students not to tell their age, height, gender, or any personal information about themselves that would give away their identities.
7. After the students have finished giving and receiving messages for a period, have the students guess who told the recorder what to write for each group. Students must be able to support their answer.
Saturday, June 23, 2007
Part A: 5 Tips for Creating an Effective Multimedia Presentation
1. The contents should be current, accurate, clear and concise.
2. The content should include graphics, text, sound, and visuals.
3. Each slide should have text and graphics appropriate to the content.
4. There are not too many fonts or type sizes.
5. The type should be large enough for reading when projected.
2. The content should include graphics, text, sound, and visuals.
3. Each slide should have text and graphics appropriate to the content.
4. There are not too many fonts or type sizes.
5. The type should be large enough for reading when projected.
Part B: Freeware Programs for Students and Teachers
Dhaatu: The Periodic Table of Elements 2.40: Extensive information for all of the 112 elements of the modern Periodic Table. Name, Symbol, Atomic Number, Atomic Weight. 1st and 2nd Ionization potentials, Electronegativity, Atomic Radius, Boiling Point, Melting Point, Electronic configuration and more.
Keyboard Explorer 1.1: Keyboard Explorer will train any novice user to use all the common keys on the computer keyboard. It is ideal for computer training centres and workshops. A novice computer user can become acquainted with the computer keyboard, without the intervention of a supervisor. Please note that Keyboard Explorer is NOT a typing tutor, it just explains the use of all the keys on the keyboard.
Seterra 3.0: Seterra is a challenging, multi-lingual, geography program with 70 different exercises, a colorful and addictive way to learn geography. Learn about countries, capitals, flags and cities all over the world. Examples of exercises: countries in Europe; American states; American state capitals; French cities; cities in Mexico; countries in Asia, and more. Seterra runs in English, German, French, Spanish or Swedish. Each exercise has a high score list to keep track of your progress.
Keyboard Explorer 1.1: Keyboard Explorer will train any novice user to use all the common keys on the computer keyboard. It is ideal for computer training centres and workshops. A novice computer user can become acquainted with the computer keyboard, without the intervention of a supervisor. Please note that Keyboard Explorer is NOT a typing tutor, it just explains the use of all the keys on the keyboard.
Seterra 3.0: Seterra is a challenging, multi-lingual, geography program with 70 different exercises, a colorful and addictive way to learn geography. Learn about countries, capitals, flags and cities all over the world. Examples of exercises: countries in Europe; American states; American state capitals; French cities; cities in Mexico; countries in Asia, and more. Seterra runs in English, German, French, Spanish or Swedish. Each exercise has a high score list to keep track of your progress.
Saturday, June 16, 2007
Part A: Digital Camera Usage for Teaching and Learning
Interest in digital cameras is increasing in schools. Teachers find having a digital camera in the classroom very useful. Also, a digital cameras can be used in several ways for teaching and learning. A teacher can give students a list of items to look for in the classroom or in the school. The items would consist of science book, skeleton, circulatory system chart, plant, animals, word wall words, digestive system chart, and science fair projects. They must take pictures and compile a slide show presentation of the things they found during their scavenger hunt to prove they found them all. Also, once the pictures have been complied in a Power Point slide show, the teacher can type text onto the slides to correlate with the pictures. The text would be information the students know about the subject and information the teacher believes is pertinent to the subject. Then the teacher can printout the Power Point as a handout for the students to take home to study and show their parents.
Part B: Database Usage for Teaching and Learning
Science Lesson Plan: Finding Out About Dinosaurs
Objective: Students will create a dinosaur database, learn about dinosaurs, sort alphabetically, practice using Boolean operators, and sort by number.
Materials: Dinosaur Database Form, Microsoft Access, and a 1 Computer per group (3 students per group).
Procedures:
1. Have each group read about a dinosaur.
2. After the reading the assignment is completed, have each student fill out the dinosaur database form. The Dinosaur Database Form fields will include Name, Habitat, Food, Feet, and Armored.
3. Instruct each group to enter their information on the same data file disk.
4. After the task has been completed, have the groups do the following:
a. Sort the file by the number of feet in the field, highest to lowest.
b. Using the Boolean operator and, find out if there are any two-legged plant eaters and any four-legged meat eaters.
c. Sort alphabetically by name and print out the list.
Objective: Students will create a dinosaur database, learn about dinosaurs, sort alphabetically, practice using Boolean operators, and sort by number.
Materials: Dinosaur Database Form, Microsoft Access, and a 1 Computer per group (3 students per group).
Procedures:
1. Have each group read about a dinosaur.
2. After the reading the assignment is completed, have each student fill out the dinosaur database form. The Dinosaur Database Form fields will include Name, Habitat, Food, Feet, and Armored.
3. Instruct each group to enter their information on the same data file disk.
4. After the task has been completed, have the groups do the following:
a. Sort the file by the number of feet in the field, highest to lowest.
b. Using the Boolean operator and, find out if there are any two-legged plant eaters and any four-legged meat eaters.
c. Sort alphabetically by name and print out the list.
Part C: Spreadsheet Usage for Teaching and Learning
Science Lesson Plan: Force (Newton's Second Law)
Objective: To know how to create a spreadsheet and scatter graph for use within a science experiment.
Question: How does the mass of an object (in g) affect how much force is needed (in N) to move it?
The First column should be weight in g, 100g increasing by 100g increments to 1kg. Next, the
Second column would be force needed to move it in N.
g=gram
kg=kilogram
N=Newton
In cell A1 type Mass of the object in g. In cell B1 type Force needed to move it in N. In cells A2 through A11, respectively, type 100, 200, 300, 400, 500, 600, 700, 800, 900 and 1000. In cells B2 through B11, respectively, type the results recorded from the experiment. The results (the amount of force needed to move the object) should correlate with the appropriate mass of the object.
The students would do the experiment on the floor in the classroom. The students will use balls made of paper. The surface at my school is tile. Also, after the information has been recorded on the spreadsheet, the students will use the Chart Wizard in Microsoft Excel to create a scatter graph to interpret the results of the experiment. To create the graph highlight column headings and all the data in those two columns to make the graph.
Objective: To know how to create a spreadsheet and scatter graph for use within a science experiment.
Question: How does the mass of an object (in g) affect how much force is needed (in N) to move it?
The First column should be weight in g, 100g increasing by 100g increments to 1kg. Next, the
Second column would be force needed to move it in N.
g=gram
kg=kilogram
N=Newton
In cell A1 type Mass of the object in g. In cell B1 type Force needed to move it in N. In cells A2 through A11, respectively, type 100, 200, 300, 400, 500, 600, 700, 800, 900 and 1000. In cells B2 through B11, respectively, type the results recorded from the experiment. The results (the amount of force needed to move the object) should correlate with the appropriate mass of the object.
The students would do the experiment on the floor in the classroom. The students will use balls made of paper. The surface at my school is tile. Also, after the information has been recorded on the spreadsheet, the students will use the Chart Wizard in Microsoft Excel to create a scatter graph to interpret the results of the experiment. To create the graph highlight column headings and all the data in those two columns to make the graph.
Sunday, June 10, 2007
Teacher-Directed versus Constructivist Strategies
There has been no clear agreement regarding which learning approach is the best. However, interest is generally centered on the teacher-directed and the constructivist approaches. To me it would appear that the constructivist approach as several benefits like the teacher-directed approach. For example, the constructivist approach allows learners to control their own knowledge, and emphasizes group learning. However, as a student I am more comfortable with the teacher-directed approach.
The Teacher-directed approach is more structured. I am working on my Alternative Master of Education, and I had limited knowledge regarding the educational system prior to my admissions. For this reason, I need to learn in a structured environment to receive and obtain correct information regarding the education field. It would not be a benefit for me to determine my own knowledge and work in groups at all times when I would not be contributing.
Most importantly, I am more comfortable when I know my objectives in advance. For example, to me EDT 574 is mostly structured. I know what my assignments are and when they are due. Also, if there are any changes we are notified. However, it allows opportunities to work in groups and to promote higher-order thinking with certain assignments to a certain extent. Moreover, it is the structured environment provided that I thrive on. Lastly, I am learning the correct processes to complete tasks without numerous errors. For example, I have learned how to create a classroom newsletter and a mail merge list through a structured environment, but I had just enough freedom to include my personal interests and ideas without creating incorrect information. In conclusion, the teacher-directed approach is the best learning approach for me as a student.
The Teacher-directed approach is more structured. I am working on my Alternative Master of Education, and I had limited knowledge regarding the educational system prior to my admissions. For this reason, I need to learn in a structured environment to receive and obtain correct information regarding the education field. It would not be a benefit for me to determine my own knowledge and work in groups at all times when I would not be contributing.
Most importantly, I am more comfortable when I know my objectives in advance. For example, to me EDT 574 is mostly structured. I know what my assignments are and when they are due. Also, if there are any changes we are notified. However, it allows opportunities to work in groups and to promote higher-order thinking with certain assignments to a certain extent. Moreover, it is the structured environment provided that I thrive on. Lastly, I am learning the correct processes to complete tasks without numerous errors. For example, I have learned how to create a classroom newsletter and a mail merge list through a structured environment, but I had just enough freedom to include my personal interests and ideas without creating incorrect information. In conclusion, the teacher-directed approach is the best learning approach for me as a student.
Part B: Differences between Documents, Templates, and Forms
Document
A document is a file created with a word processor. In addition, to text, documents can contain graphics, charts, and other objects. Moreover, documents allow users to insert, delete, copy, past, bold and save text within a document. Most documents are created in Microsoft Word. For example, students can create a document to write a 100 word report in their literature class. Also, students can create tables in Microsoft Word that compares and contrasts World War I and World War II. Furthermore, students can create resumes, cover letters, and spreadsheets as a document.
Template
A template is a predesigned document that includes text or formulas that are needed to create a standard document. In addition, a template saves time because you do not have to establish styles. For example, students can use Microsoft Publisher to create a classroom newsletter. Also, students can use a template or “wizard” in Microsoft Word to create a brochure. In addition, teachers at my school used a template in Microsoft Publisher to create certificates for the girls’ basketball team.
Forms
A form is a formatted document containing blank fields users can fill in with data. With paper forms, it is usually necessary for someone to transfer the data from the paper to a computer database. Another type of form is an electronic form. Electronic forms solve this problem by entirely skipping the paper stage. Instead, this form appears on the user's display screen and the user fills it in by selecting options with a pointing device or typing in text from the computer keyboard. The data is then sent directly to a forms processing application, which enters the information into a database. An example is STI Assessment which provides online tests and quizzes created by teachers that allow students to take the assessments online and get immediate feedback. Also, Mrs. Cannon’s Computer Lab has hyperlinks to online forms for certain disciplines including computer applications.
A document is a file created with a word processor. In addition, to text, documents can contain graphics, charts, and other objects. Moreover, documents allow users to insert, delete, copy, past, bold and save text within a document. Most documents are created in Microsoft Word. For example, students can create a document to write a 100 word report in their literature class. Also, students can create tables in Microsoft Word that compares and contrasts World War I and World War II. Furthermore, students can create resumes, cover letters, and spreadsheets as a document.
Template
A template is a predesigned document that includes text or formulas that are needed to create a standard document. In addition, a template saves time because you do not have to establish styles. For example, students can use Microsoft Publisher to create a classroom newsletter. Also, students can use a template or “wizard” in Microsoft Word to create a brochure. In addition, teachers at my school used a template in Microsoft Publisher to create certificates for the girls’ basketball team.
Forms
A form is a formatted document containing blank fields users can fill in with data. With paper forms, it is usually necessary for someone to transfer the data from the paper to a computer database. Another type of form is an electronic form. Electronic forms solve this problem by entirely skipping the paper stage. Instead, this form appears on the user's display screen and the user fills it in by selecting options with a pointing device or typing in text from the computer keyboard. The data is then sent directly to a forms processing application, which enters the information into a database. An example is STI Assessment which provides online tests and quizzes created by teachers that allow students to take the assessments online and get immediate feedback. Also, Mrs. Cannon’s Computer Lab has hyperlinks to online forms for certain disciplines including computer applications.
Part C: How to Encourage & Improve Wrting Skills through Word Processing & Desktop Publishing
People learn how to write by writing, and you must write to improve writing. Furthermore, one must read in order to write. The Alabama Reading Initiative (ARI) strategy, Read-Write-Think, is an excellent way to incorporate reading and writing. This strategy allows students to read a topic, summarize the topic, and then discuss the topic with the class. The students are engaged in a topic and learn different ideas from other students on the same topic. In other words, sharing your writing with others gets feedback. In addition, the student learns how to expand or condense a topic by writing. Also, the more you write the more you improve and the more you are motivated to write. Moreover, this strategy can be used in all disciplines. Lastly, Read-Write-Think is a way to improve and encourage writing.
ARI allows students the opportunity to write and improve writing skills. However, lab time should be utilized to incorporate technology skills. Students can use their samples from class to type their work into a word processing or desktop publishing software. Also, the students writing should improve from each writing sample.
The Internet is a great source to view plays, essays, and poetry. After the students have selected a story of interest, have the students type their thoughts in a word processor or desktop publisher. In other words, teachers can allow Internet usage as an incentive for students to write their thought. Furthermore, this will encourage students to write. Moreover, the National Council of Teachers of English (NCTE) suggests that the best way to improve writing is to encourage writing.
In conclusion, teachers must remember that everyone can improve writing skills. In addition, teachers should incorporate strategies that place an emphasis on reading and writing. Lastly, teachers need to allow student to use different formats and as many real situations as possible when writing in a word processing or desktop publishing software.
ARI allows students the opportunity to write and improve writing skills. However, lab time should be utilized to incorporate technology skills. Students can use their samples from class to type their work into a word processing or desktop publishing software. Also, the students writing should improve from each writing sample.
The Internet is a great source to view plays, essays, and poetry. After the students have selected a story of interest, have the students type their thoughts in a word processor or desktop publisher. In other words, teachers can allow Internet usage as an incentive for students to write their thought. Furthermore, this will encourage students to write. Moreover, the National Council of Teachers of English (NCTE) suggests that the best way to improve writing is to encourage writing.
In conclusion, teachers must remember that everyone can improve writing skills. In addition, teachers should incorporate strategies that place an emphasis on reading and writing. Lastly, teachers need to allow student to use different formats and as many real situations as possible when writing in a word processing or desktop publishing software.
Friday, June 8, 2007
Blogging
Greetings!
It is a great pleasure to know that I've successfully completed Week 1/Module 1 for EDT 574. Also, I'm about finished with Module 2. I did not know what to expect from this class. However, it will be a great learning experience for me and an opportunity for me to increase my knowledge regarding technology. Thus allowing me the ability to incorporate new tools and resources in my 8th grade classroom.
I was not familiar with blogging. So I had to read the description from Wikipedia. It contained some very useful information. Moreover, since I like the concept of blogging and I am learning how to blog; I will probably implement blogging in my classroom this upcoming school year. Furthermore, even though it appears that I have a lot of assignments to complete, I am completing good work one assignment at a time. Especially since I have time to blog now.
Have a great day!
It is a great pleasure to know that I've successfully completed Week 1/Module 1 for EDT 574. Also, I'm about finished with Module 2. I did not know what to expect from this class. However, it will be a great learning experience for me and an opportunity for me to increase my knowledge regarding technology. Thus allowing me the ability to incorporate new tools and resources in my 8th grade classroom.
I was not familiar with blogging. So I had to read the description from Wikipedia. It contained some very useful information. Moreover, since I like the concept of blogging and I am learning how to blog; I will probably implement blogging in my classroom this upcoming school year. Furthermore, even though it appears that I have a lot of assignments to complete, I am completing good work one assignment at a time. Especially since I have time to blog now.
Have a great day!
Monday, June 4, 2007
Important Spreadsheet Features
There are many important features of a spreadsheet. Also, certain features can be used together for a more advanced spreadsheet. For example, you can use the formatting, cell name, and editing features while using the graphing or template feature. However, I have selected the graphing and template features as my two important spreadsheet features. These features can be utilized for the sixth through eighth grades.
Templates
English
Students can record the total number of points received on grammar quizzes for the semester. Also, they can compute their average based on points received.
Math
Students can record how fast an automobile can travel and the relationship among distance and time. Also, students can create a spreadsheet to keep track of monthly expenses for the Math Club.
Reading
Students can keep track of AR points for the school year by month and compare the number of books read per month.
Science
Students can record how fast a train can travel and the relationship among distance and time.
Social Studies
Students can keep track of classroom elections while learning about the election process. They can use a spreadsheet to add and figure percentages regarding the election. Also, the students can record, per each candidate, the number of votes per homeroom, the number of votes received, and the percentage of total votes.
Graphing
English
Students can create a bar graph to compare the average grammar grade between homerooms, girls, and boys.
Math
Students can create a table to compare test grades for the semester. For example they can record scores for Test 1, Test 2, and Test 3. This would also utilize the formatting and cell names features of spreadsheets.
Reading
Students can convert the template created to record AR points for the school year into a pie chart. This will provide a more detailed visual for the percentages of AR points by including a color-coded chart.
Science
Students can graph the rate of speed of a car, plane, and train. They can use a line graph to compare the rates of speed.
Social Studies
Students can compare the length of time between different wars. For example, the Civil War, World War I, World War II, and the Vietnam War. A bar graph could be used to compare the number of years for each war.
Templates
English
Students can record the total number of points received on grammar quizzes for the semester. Also, they can compute their average based on points received.
Math
Students can record how fast an automobile can travel and the relationship among distance and time. Also, students can create a spreadsheet to keep track of monthly expenses for the Math Club.
Reading
Students can keep track of AR points for the school year by month and compare the number of books read per month.
Science
Students can record how fast a train can travel and the relationship among distance and time.
Social Studies
Students can keep track of classroom elections while learning about the election process. They can use a spreadsheet to add and figure percentages regarding the election. Also, the students can record, per each candidate, the number of votes per homeroom, the number of votes received, and the percentage of total votes.
Graphing
English
Students can create a bar graph to compare the average grammar grade between homerooms, girls, and boys.
Math
Students can create a table to compare test grades for the semester. For example they can record scores for Test 1, Test 2, and Test 3. This would also utilize the formatting and cell names features of spreadsheets.
Reading
Students can convert the template created to record AR points for the school year into a pie chart. This will provide a more detailed visual for the percentages of AR points by including a color-coded chart.
Science
Students can graph the rate of speed of a car, plane, and train. They can use a line graph to compare the rates of speed.
Social Studies
Students can compare the length of time between different wars. For example, the Civil War, World War I, World War II, and the Vietnam War. A bar graph could be used to compare the number of years for each war.
Thursday, May 31, 2007
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