Integrating the Internet into the Curriculum
Chapter 8 was interesting and informative for teachers in showing how to integrate the Internet into their curriculum. Teachers could have web-based lessons and projects, for example electronic pen pals, electronic mentoring, electronic field trips, electronic publishing, group development projects, problem based learning, and social action projects. Having electronic field trips will help teachers and schools save some money, for the students will get the same experience on the Internet in a different way. Integrating these strategies of web-based lessons include support for student research, motivation for writing, practice for information literacy skills, visual learning problems and solutions, development of collaboration skills, and multicultural experiences. I feel that if students are not motivated for writing and students not getting the support for research will not help the fact of integrating the Internet into the curriculum. Teachers could also use web page and website software tools in their curriculum by using development tools such as Google Pages and Adobe Dreamweaver and Flash, which produce the same web products but require less technical expertise. I think the Google Pages would be a good tool for the students for research papers on possible a famous scientist of explorer. Google Pages has a lot to offer for students as well as for the teachers. One thing this chapter talks about that I thought was interesting was web page evaluation and assessment resources. Criteria for evaluating web page/website design include good structure and organization, clear text and/or graphic links, good visual design, and easy navigation. Teachers and students may use rubrics to assess the quality of their products. This will help students find the bad websites or web pages as well as the good websites and web pages. I thought this chapter was very informative and interesting for the use of integrating the Internet into the curriculum.
Monday, October 12, 2009
Chapter 7
Distance Learning Tools and the Role of the Internet in Education
Chapter 7 was pretty interesting in the fact that it talks about how students can use the Internet in their education for multiple things. For example students and teachers who use the Internet should know how to use URLs, site navigation strategies, bookmarks or favorites, and search engines. Also students and teachers should know how to evaluate websites content and do basic Internet troubleshooting. Students can be able to communicate on the Internet with one another by online communication resources such as email, listservs, bulletin boards, blogs, chatrooms, instant messaging, and videoconferencing. I think if students would learn how to use the different online communication resources it will better enhance their skills of technology and make communication faster. The United States Distance Learning Association (USDLA) is defined as, “The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.” Types of distance activities include student research, online materials, web-based lessons, and virtual courses and programs. I think having the students using web-based lessons are very helpful and time saving because it gets the students to understand the material or content in another way and the amount of time it takes is much faster. The students will be more motivated to work on the assignment especially when it’s based off the Internet. Another interesting thing I found in this chapter was the distance courses and programs. To design and use distance courses and programs, teachers and students use web course development and support tools such as course management systems, site capturing software, intranets, and whiteboards. I think doing this will make the students become more responsible on getting their assignments on time. I thought this chapter was very interesting and very informative for teachers as well as students for using the different distance learning tools in the classroom.
Chapter 7 was pretty interesting in the fact that it talks about how students can use the Internet in their education for multiple things. For example students and teachers who use the Internet should know how to use URLs, site navigation strategies, bookmarks or favorites, and search engines. Also students and teachers should know how to evaluate websites content and do basic Internet troubleshooting. Students can be able to communicate on the Internet with one another by online communication resources such as email, listservs, bulletin boards, blogs, chatrooms, instant messaging, and videoconferencing. I think if students would learn how to use the different online communication resources it will better enhance their skills of technology and make communication faster. The United States Distance Learning Association (USDLA) is defined as, “The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.” Types of distance activities include student research, online materials, web-based lessons, and virtual courses and programs. I think having the students using web-based lessons are very helpful and time saving because it gets the students to understand the material or content in another way and the amount of time it takes is much faster. The students will be more motivated to work on the assignment especially when it’s based off the Internet. Another interesting thing I found in this chapter was the distance courses and programs. To design and use distance courses and programs, teachers and students use web course development and support tools such as course management systems, site capturing software, intranets, and whiteboards. I think doing this will make the students become more responsible on getting their assignments on time. I thought this chapter was very interesting and very informative for teachers as well as students for using the different distance learning tools in the classroom.
Friday, October 9, 2009
Chapter 6
Teaching with Multimedia and Hypermedia
In Chapter 6 we learn the difference between multimedia and hypermedia. Multimedia means to have “multiple media,” and hypermedia means “linked media,” and the terms have come to be used interchangeably. Multimedia products, already used in education, are predicted to have even greater impact in the future since they mirror the increased emphasis on visual media in the modern world. When reading this chapter I found something that came of interest to me. In the book, research finds that multimedia’s benefits center on its ability to offer students multiple channels through which to process information. Several studies have offered recommendations on designing and using multimedia products for instructional purposes. I just think that is interesting because I feel teachers should start using more of the technology that is available to help enhance the students learning on the content in which is being learned. The book also gives some good examples of commercial multimedia/hypermedia resources. These resources include instructional software (e.g. tutorials, drills, and simulations), interactive books and e-books, reference materials, and collections of development materials. Chapter 6 also talks about how educators use criteria under the following headings when selecting these materials: instructional planning and support, instructional design, content, interface design and navigation, and feedback and interactivity. Another topic that I liked when reading this chapter is when it talks about authoring with virtual reality and other immersion resources. These tools include full immersion environments, web-based VRML, 3-D software, geospatial technologies and Geographic Information Systems, and QuickTime VR. Using these integration strategies include imaging for virtual field trips or possibly 3-D models to illustrate how systems work. I think this chapter brings a lot of good information that educators could use in their classroom to help students get a better understanding of the content being learned.
In Chapter 6 we learn the difference between multimedia and hypermedia. Multimedia means to have “multiple media,” and hypermedia means “linked media,” and the terms have come to be used interchangeably. Multimedia products, already used in education, are predicted to have even greater impact in the future since they mirror the increased emphasis on visual media in the modern world. When reading this chapter I found something that came of interest to me. In the book, research finds that multimedia’s benefits center on its ability to offer students multiple channels through which to process information. Several studies have offered recommendations on designing and using multimedia products for instructional purposes. I just think that is interesting because I feel teachers should start using more of the technology that is available to help enhance the students learning on the content in which is being learned. The book also gives some good examples of commercial multimedia/hypermedia resources. These resources include instructional software (e.g. tutorials, drills, and simulations), interactive books and e-books, reference materials, and collections of development materials. Chapter 6 also talks about how educators use criteria under the following headings when selecting these materials: instructional planning and support, instructional design, content, interface design and navigation, and feedback and interactivity. Another topic that I liked when reading this chapter is when it talks about authoring with virtual reality and other immersion resources. These tools include full immersion environments, web-based VRML, 3-D software, geospatial technologies and Geographic Information Systems, and QuickTime VR. Using these integration strategies include imaging for virtual field trips or possibly 3-D models to illustrate how systems work. I think this chapter brings a lot of good information that educators could use in their classroom to help students get a better understanding of the content being learned.
Friday, September 25, 2009
Chapter 5
Teaching with Software Tools: Beyond the Basic Programs
I found Chapter 5 to be about the same as Chapter 4 but with different tools that a teacher can use to help benefit their classroom. Some benefits in using software tools include improved efficiency and productivity, better accuracy and timeliness of information, and more support for interaction and sharing. This chapter also gives some information about new software that teachers are now using. For example, the use of PDA’s, more web connectivity features, and more collections of tools available in software suites are all new and help benefit teacher’s classrooms. Some software that I thought was interesting was the materials generator; these are tools that help teachers and students produce instructional materials. This includes desktop publishing software, test generators and rubric generators, and worksheet and puzzle generators. Data collection and analysis tools are tools that help teachers collect and organize information that indicates student progress, for example, electronic gradebooks. Graphic tools are tools that allow the manipulation of images to illustrate documents and web pages. I think using graphic tools would be fun and interesting to have students play around with and draw some pictures about an event or thing that means the most to them. Content-area tools are tools in which support teaching and learning activities in various content areas. This includes CAD systems, music tools such as music editors and sequences, reading tools, and graphing calculators and calculators-based labs.
I think using these different tools in a classroom would be great for teachers to change the classroom setting up a bit. This will allow students to not get comfortable and be on their toes at all times. These tools will also allow the students to expand their thinking of the different content areas in which they are in. Using different software tools in a classroom is needed when it comes to different activities in which the teacher assigns to students. I know that in my classroom I will allow my students to use the different software’s that are out there to expand their thinking and knowledge. This chapter was very informative and interesting.
I found Chapter 5 to be about the same as Chapter 4 but with different tools that a teacher can use to help benefit their classroom. Some benefits in using software tools include improved efficiency and productivity, better accuracy and timeliness of information, and more support for interaction and sharing. This chapter also gives some information about new software that teachers are now using. For example, the use of PDA’s, more web connectivity features, and more collections of tools available in software suites are all new and help benefit teacher’s classrooms. Some software that I thought was interesting was the materials generator; these are tools that help teachers and students produce instructional materials. This includes desktop publishing software, test generators and rubric generators, and worksheet and puzzle generators. Data collection and analysis tools are tools that help teachers collect and organize information that indicates student progress, for example, electronic gradebooks. Graphic tools are tools that allow the manipulation of images to illustrate documents and web pages. I think using graphic tools would be fun and interesting to have students play around with and draw some pictures about an event or thing that means the most to them. Content-area tools are tools in which support teaching and learning activities in various content areas. This includes CAD systems, music tools such as music editors and sequences, reading tools, and graphing calculators and calculators-based labs.
I think using these different tools in a classroom would be great for teachers to change the classroom setting up a bit. This will allow students to not get comfortable and be on their toes at all times. These tools will also allow the students to expand their thinking of the different content areas in which they are in. Using different software tools in a classroom is needed when it comes to different activities in which the teacher assigns to students. I know that in my classroom I will allow my students to use the different software’s that are out there to expand their thinking and knowledge. This chapter was very informative and interesting.
Monday, September 21, 2009
Chapter 4
Teaching with the Basic Three Software Tools: Word Processing, Spreadsheet, and Database Programs
I found Chapter 4 very interesting and informative. It shares three basic software tools that teachers can share with their students, and where students can explore and learn how to use. This chapter talks about word processing, spreadsheets, and databases. Word processing is a program that allows people to produce typed documents on a computer screen. Using word processing saves time and has easy exchange of work. Teachers who use this can create handouts or other instructional materials, lesson plans and notes, reports, forms, letters to parents or students, flyers, and possible newspapers. Spreadsheets are programs designed to organize and manipulate numerical data. Using spreadsheets can organize displays of information and increases motivation to work with mathematics. Teachers can use spreadsheets to keep club and classroom budgets, preparing performance checklists, and keeping a gradebook. Databases are programs that allow users to store, organize, and manipulate information, including both text and numerical data. Using databases allows comparisons of information through searches across files, and revealing relationships among data. Teachers can use databases to use information on students to respond to questions or perform required tasks, and sending personalized letters to parents and others.
When reading this chapter I found some very good types that will help me out as a future teacher. Using these three basic software tools will help me save some time and help organize myself with grades and other information. Using these tools will also help with handouts, writing letters to parents, and rubrics for grading. These software tools are a great way for teachers to stay on top of things. That’s what I like about this chapter and would like to recommend teachers to use these software tools in their classroom, not only for personal use but for students also.
Monday, September 14, 2009
Chapter 3
Teaching with Instructional Software
In Chapter 3 I found it very interesting and informative for the different types of teachers’ instructional software. Instructional software packages are computer programs designed specifically to deliver or support one or more kinds of learning activities. Of the different learning activities, two of them really stick out of my mind the most, drill and practice and simulation. Drill and practice is where students work examples items or problems, usually one at a time, and receive feedback on their work. Using drill and practice would replace work-sheets and homework exercises, and possibly preparation for tests. Simulations on the other hand are computerized models of real or imagined systems to teach how a system works. Using simulations would take place of lab experiments, role playing, field trips, encourages cooperation and group work, introduces a new topic, and can foster exploration and problem solving. For example, say you’re in a science class and you were to have the students dissect a frog in a lab. When using simulations it will eliminate the students who didn’t want to dissect a real frog. This is because it will be computer based, which shows the students step by step on how to dissect the frog like you would with a real one. I think simulations would help the school with money issues on their budget, but I do think that it takes away from students actually getting the real experience and they’re missing out. For example, using simulations for a field trip, as a student I would want to see the real thing and want to get out of the classroom rather than sit at a computer and see a museum. So as you can see chapter 3 brought up different types of instructional software that teachers can use in the classroom to help enhance the students’ skills and knowledge.
In Chapter 3 I found it very interesting and informative for the different types of teachers’ instructional software. Instructional software packages are computer programs designed specifically to deliver or support one or more kinds of learning activities. Of the different learning activities, two of them really stick out of my mind the most, drill and practice and simulation. Drill and practice is where students work examples items or problems, usually one at a time, and receive feedback on their work. Using drill and practice would replace work-sheets and homework exercises, and possibly preparation for tests. Simulations on the other hand are computerized models of real or imagined systems to teach how a system works. Using simulations would take place of lab experiments, role playing, field trips, encourages cooperation and group work, introduces a new topic, and can foster exploration and problem solving. For example, say you’re in a science class and you were to have the students dissect a frog in a lab. When using simulations it will eliminate the students who didn’t want to dissect a real frog. This is because it will be computer based, which shows the students step by step on how to dissect the frog like you would with a real one. I think simulations would help the school with money issues on their budget, but I do think that it takes away from students actually getting the real experience and they’re missing out. For example, using simulations for a field trip, as a student I would want to see the real thing and want to get out of the classroom rather than sit at a computer and see a museum. So as you can see chapter 3 brought up different types of instructional software that teachers can use in the classroom to help enhance the students’ skills and knowledge.
Thursday, September 3, 2009
Chapter 2
Theory and Practice: Foundations for Effective Technology Integration
Chapter 2 gives us a few theories behind the foundations of using technology in the classroom. Some models chapter 2 discusses are the Directed model, Constructivist model, and the TIP model. The Directed models were shaped by objectivist theories, for example, cognitive behavior and information processing. The Constructivist model was developed by constructivist theories, for example, scaffolding and multiple intelligences. Another model that chapter two goes into depth with is the TIP model. The TIP model has 6 different phases in which technology can be used in the classroom. Throughout these phases it talks about how teachers need to be aware and set learning goals for themselves for integration of technology. I think phase 4 of the Tip model is a very useful tip to have. It explains that teachers should be able to decide whether the activities that are being incorporated in the classroom will enhance the students learning through technology. Later in the chapter it goes on to give some conditions in which need to be in place for enhancing teaching and student learning in the classroom. Having access to hardware, software, and other resources is one thing the chapter talks about. While reading this section of the chapter, I can relate to my school not having some of the resources that was needed to do some activities. Then, even if we had the resources some of the teachers were not skilled enough to perform some of the software in front of us to help us learn. Overall schools should have access to software and hardware and be able to perform them in front of the class to help students enhance their skills and learning of technology too. I thought this chapter had some very good information on how to get technology integrated into the classroom.
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