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.

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.

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.

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.