This chapter seemed to be a system overload of information that is still confusing to me. I can personally see why people confuse the terms multimedia and hypermedia today. After reading this chapter, I am still trying to sort out all of the information. In reading I found I am most familiar with two types of multimedia: presentation software and video software. In my classroom, my students enjoy developing PowerPoint presentations to display research and other projects they have been working on. This is either individualized or sometimes group oriented. We have also held various performances within the school community and video the shows. These videos are then edited and distributed to parents who wish to purchase them as a fundraiser. Students have been involved in the editing and marketing process of the videos with the teachers at school.
The most impressive part of technology education today is the amount of technology used at such a young age to educate our children. As Roblyer found “hypermedia’s benefits seem to center on its ability to offer students multiple channels through which to process information” (p.188). I believe that all children have various learning styles and all forms of learning tools need to be integrated into the curriculum. I believe students need to be proactive in their learning and if hypermedia will enhance their drive to learn, then a teacher should use this approach to help the students succeed. I agree with the author when he included that flexible learning modes needs to be included in the classroom. It is up to the teacher to meet the needs of all learning styles and to make accommodations for those with needs.
I believe that older elementary children and up greatly benefit from the resources available to them. The wealth of information available to them allows them to explore and become their own teachers in an essence. The software packages available to them immerse them in the world they choose to explore. We personally use Encarta and access the world atlases and maps online. I am very interested in learning more about E-books and how to incorporate them into our Montessori curriculum.
Tuesday, February 26, 2008
Monday, February 25, 2008
Critique of Technology Based Lesson Plan
A Critique of a Technology Based Lesson Plan in Social Studies
Rhonda Hattaway’s lesson “Where am I,” incorporates the use of several technologies in the fifth grade Social Studies curriculum. The lesson’s approach is to explore the fifty states through the Internet. By doing so the students discover important facts and information about the states they are researching through the World Wide Web. The key standards integrated into the curriculum include keyboarding and basic word processing skills. Ms. Hattaway also focuses on student’s knowledge of surfing the internet for information while using appropriate keywords in various search engines. Lastly, the students learn to use PowerPoint to create a presentation the class may visit later in the classroom.
Integrating technology into the Social Studies curriculum allows students to become explorers of their universe. Ms. Hattaway does so through incorporating technology and allowing the students to become their own teachers. In chapter one of the text, Dewey believed “learning should be hands-on and experience based, and that the meaningful learning resulted from students working together on tasks related to their interest” (Roblyer, 42). The computer serves as the educational tool allowing small groups to work together to locate information pertaining to the five states they are researching. During lab time, students learn to use keywords as a basis of locating information through various search engines. Ms. Hattaway approaches this by reviewing how to appropriately use the Internet in direct instruction. The second phase of the project requires the students to type their information into PowerPoint and insert a picture of each state from clip art within the presentation. The PowerPoint template is already formatted; and the students work on inserting their information and clip art.
Overall, the technology affordances within this lesson are easily justified. “The Internet and other information and communication technologies (ITC’s) have the potential to revolutionize teaching and learning through purposeful integration of technology for thoughtful and critical thinking” (Boyd & Ikpeze, 644). This is evident in numerous aspects of the research and writing process. The internet allows for faster research in a shorter time frame. The word-processing program allows the students to view their text and cut, paste, copy, and delete with the stroke of a key. The ease with which revisions are made fosters continuous movement between writing and editing, which benefits the overall writing process. Word processing affords each group one copy of typed information stored instead of various copies floating around the classroom. Students also take turns in the typing and editing process. Lastly, students locate realistic pictures using clip art when formatting their states into the PowerPoint presentation. The text states “students who use visuals learn some valuable skills in making effective presentations. Visuals also help reduce students’ stress and focus on their presentation” (Roblyer, 316).
Ms Hattaway’s use of technology is impressive, but it would have been beneficial to introduce other resources from the library; such as books and atlases. Students need to learn there is a wealth of information in the printed form available to them. This also allows students to compare information located from various tools to check for accuracy. The freedom of presentation would be nice as well. Allow a group to develop a poster board or tri fold presentation to place in the classroom if so desired. This incorporates the use of art by students decorating their boards with drawn pictures and graphics. Another art activity is to have the students sew a state quilt to display all the information they learned about each of their states. The quilt may be hung somewhere within the school so students and parents may see the wealth of knowledge the class has gathered.
The use of math can easily be incorporated into the project. Let each group keep track of the date their states entered the union; and then develop a bar graph to display the information. These graphs can be developed on the computer or compiled the traditionally in the classroom.
The objectives stated by Ms. Hattaway at the beginning of the lesson are met and measured within the lesson. The Internet continues developing research and keyboarding skills; while word processing develops writing and editing skills. Lastly, students continue learning to use various presentation media in the lab. The only way students develop technologically is through continued practice. Ms. Hattaway realizes this and made a point being on hand to guide and direct her students. The project allows for spelling errors which releases the pressures for speed and accuracy.
The pedagogical approaches of direct instruction and collaborative learning are used within the project. All key points are addressed through direct instruction at the beginning of the project. The lessons are kept simple and to the point so not to overwhelm the students with too much information. Ms. Hattaway’s use of peer groups supports the collaborative learning philosophy. Students brainstorm together and exchange their knowledge with each other. Ms. Hattaway notes to pair students at different levels together. This allows a stronger student member to help guide the group and make sure all parts of the project are being accomplished. This way every member feels they are a valued part of the project.
The evaluation process is a little vague in Ms. Hattaway’s lesson. She mentions her evaluation is to print the PowerPoint presentation with clues and blanks and for the students to identify the states. There is no mention of a technological evaluation. I would develop a rubric which to evaluate the students as they are working on the computers. This would be a group evaluation based on their teamwork and understanding of computer knowledge. Since the PowerPoint presentation was a formatted template developed by the teacher, I would evaluate the group’s ability of inserting the information adequately. In chapter six of the text, it mentions that the University of Wisconsin has designed a rubric for the process. One can refer to www.uwstout.edu/soe/profdev/pptrubric.html (Roblyer, 203). Lastly, I would evaluate their facts for accuracy and check for sentence structure (fragments) and mechanics. As mentioned I would not count off on spelling, because the goal is to learn new information and develop their computer literacy.
Overall, Ms. Hattaway does an excellent job approaching social studies in a fresh and creative format. By introducing the states in a mini lesson and then dividing the class into small groups to research states, the lesson becomes educational and fun. The students become the teacher and are able to share all their new found information with their peers. This lesson easily fits into a Montessori environment. The learning goals of the lesson resemble the goals set in my classroom. Since Montessori children are allowed independence in their learning, the children would be the facilitators of their lesson. Mr. Poole states “The computer-based learning system gives the child complete control over the pace of learning. That echoes the aspiration of the philosopher George Bernard Shaw who said, "What we want is to see the child in pursuit of knowledge, not knowledge in pursuit of the child” (Poole, internet). So this is a great way to engage the child’s mind and make a lasting impact on learning about their homeland.
Reference Page
Boyd, Fenice B. & Ikpeze, Chinwe H. (2007).Web-based inquiry learning: Facilitating
thoughtful literacy with webquest. The Reading Teacher, Volume 60 (7), April, 644-654.
Retrieved February 21, 2008, from Academic Search Premier.
Poole, Bernie (2006).Computer based learning and Montessori manipulatives. Education World,
November. Retrieved February 22, 2008, from the internet.
Roblyer, M.D. (2006). Integrating educational technology into education. Ohio. Pearson Merrill
Prentice Hall.
This lesson provided by:
Author:
Rhonda Hattaway
System:
COVINGTON COUNTY
School:
STRAUGHN ELEMENTARY SCHOOL
Title:
Where Am I?
Overview/Annotation:
During this lesson students explore the 50 states through the Internet. Students discover important facts and information by navigating the World Wide Web.
Content Standard(s):
TC(3-5)
4. Use developmentally appropriate keyboard techniques.
TC(3-5)
10. Demonstrate basic operations of a word processor.
TC(3-5)
12. Use a variety of media and technology resources to create and communicate knowledge products across the curriculum.
TC(3-5)
14. Use the Internet to locate information.
TC(3-5)
15. Determine appropriate keywords for finding information using a web search.
SS(3) People, Places, and Regions: Geographic Studies
2. Describe physical characteristics, including landforms, bodies of water, soil, and vegetation of various places on Earth.
SS(5) United States Studies: Beginnings to 1877
1. Locate physical features that impacted the exploration and settlement of the Americas.
SS(5) United States Studies: Beginnings to 1877
3. Compare major Native American cultures in respect to geographic region, natural resources, government, economy, and religion.
Local/National Standards:
Primary Learning Objective(s):
Students will gather important facts about the 50 states. Students will identify the states by their facts.
Additional Learning Objective(s):
Approximate Duration of the Lesson:
Greater than 120 Minutes
Materials and Equipment:
Technology Resources Needed:
Computers with Internet access, printers, presentation software
Background/Preparation:
Students should be familiar with navigating the Internet. Students should be able to insert a picture from clip art.
Procedures/Activities:
1.)To begin the lesson, inform students that they are going to be learning facts about all of the states. Then give students the handout with the names of the 50 states (see attached). Instruct students to write down any facts they already know about the states. Ask students to keep these papers handy, so they can check their facts later.
2.)Divide students into 10 groups. Assign each group 5 states. Give them the 50 States handout (see attached). Instruct the groups to use the websites below to learn facts about their 5 states. Have them record their findings on the handout.(50 States)This site has links to information on all 50 states.
3.)Website:(Fast Facts)This site has many facts about the states.
4.)Website:(All About the United States)This site has many links with information about the United States. There are also many games students can play to help them identify the states on a map.
5.)After students have completed gathering their facts, make copies of the completed handouts for each group. Allow groups to work together to learn the information about the states.
6.)Let groups add the information gathered about assigned states to the attached templete.
7.)When all the states have been added to the presentation, play the game "Where Am I?". (The presentation is set up where the state name will be the last thing to appear on each slide.) Show the presentation and have students take turns identifying the states according to the facts they know.
8.)After playing the game several times, print off the presentation in outline view after removing the state names. Have students fill in the state names to identify each state by their facts and picture.
9.)Make the "Where Am I" quiz available on the computer as a learning station for students to continue to practice learning about the states.
Attachments:**Some files will display in a new window. Others will prompt you to download.
50 state names.docThe 50 States.docwhere am i.ppt
Assessment Strategies:
The teacher will assess how well students identify the states by their facts and pictures.
Extension:
Remediation:
Accommodation:
Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.
Presentation of Material
Environment
Time Demands
Materials
Attention
Using Groups and Peers
Assisting the Reluctant Starter
Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.
Modification:
Variations Submitted by ALEX Users:
Rhonda Hattaway’s lesson “Where am I,” incorporates the use of several technologies in the fifth grade Social Studies curriculum. The lesson’s approach is to explore the fifty states through the Internet. By doing so the students discover important facts and information about the states they are researching through the World Wide Web. The key standards integrated into the curriculum include keyboarding and basic word processing skills. Ms. Hattaway also focuses on student’s knowledge of surfing the internet for information while using appropriate keywords in various search engines. Lastly, the students learn to use PowerPoint to create a presentation the class may visit later in the classroom.
Integrating technology into the Social Studies curriculum allows students to become explorers of their universe. Ms. Hattaway does so through incorporating technology and allowing the students to become their own teachers. In chapter one of the text, Dewey believed “learning should be hands-on and experience based, and that the meaningful learning resulted from students working together on tasks related to their interest” (Roblyer, 42). The computer serves as the educational tool allowing small groups to work together to locate information pertaining to the five states they are researching. During lab time, students learn to use keywords as a basis of locating information through various search engines. Ms. Hattaway approaches this by reviewing how to appropriately use the Internet in direct instruction. The second phase of the project requires the students to type their information into PowerPoint and insert a picture of each state from clip art within the presentation. The PowerPoint template is already formatted; and the students work on inserting their information and clip art.
Overall, the technology affordances within this lesson are easily justified. “The Internet and other information and communication technologies (ITC’s) have the potential to revolutionize teaching and learning through purposeful integration of technology for thoughtful and critical thinking” (Boyd & Ikpeze, 644). This is evident in numerous aspects of the research and writing process. The internet allows for faster research in a shorter time frame. The word-processing program allows the students to view their text and cut, paste, copy, and delete with the stroke of a key. The ease with which revisions are made fosters continuous movement between writing and editing, which benefits the overall writing process. Word processing affords each group one copy of typed information stored instead of various copies floating around the classroom. Students also take turns in the typing and editing process. Lastly, students locate realistic pictures using clip art when formatting their states into the PowerPoint presentation. The text states “students who use visuals learn some valuable skills in making effective presentations. Visuals also help reduce students’ stress and focus on their presentation” (Roblyer, 316).
Ms Hattaway’s use of technology is impressive, but it would have been beneficial to introduce other resources from the library; such as books and atlases. Students need to learn there is a wealth of information in the printed form available to them. This also allows students to compare information located from various tools to check for accuracy. The freedom of presentation would be nice as well. Allow a group to develop a poster board or tri fold presentation to place in the classroom if so desired. This incorporates the use of art by students decorating their boards with drawn pictures and graphics. Another art activity is to have the students sew a state quilt to display all the information they learned about each of their states. The quilt may be hung somewhere within the school so students and parents may see the wealth of knowledge the class has gathered.
The use of math can easily be incorporated into the project. Let each group keep track of the date their states entered the union; and then develop a bar graph to display the information. These graphs can be developed on the computer or compiled the traditionally in the classroom.
The objectives stated by Ms. Hattaway at the beginning of the lesson are met and measured within the lesson. The Internet continues developing research and keyboarding skills; while word processing develops writing and editing skills. Lastly, students continue learning to use various presentation media in the lab. The only way students develop technologically is through continued practice. Ms. Hattaway realizes this and made a point being on hand to guide and direct her students. The project allows for spelling errors which releases the pressures for speed and accuracy.
The pedagogical approaches of direct instruction and collaborative learning are used within the project. All key points are addressed through direct instruction at the beginning of the project. The lessons are kept simple and to the point so not to overwhelm the students with too much information. Ms. Hattaway’s use of peer groups supports the collaborative learning philosophy. Students brainstorm together and exchange their knowledge with each other. Ms. Hattaway notes to pair students at different levels together. This allows a stronger student member to help guide the group and make sure all parts of the project are being accomplished. This way every member feels they are a valued part of the project.
The evaluation process is a little vague in Ms. Hattaway’s lesson. She mentions her evaluation is to print the PowerPoint presentation with clues and blanks and for the students to identify the states. There is no mention of a technological evaluation. I would develop a rubric which to evaluate the students as they are working on the computers. This would be a group evaluation based on their teamwork and understanding of computer knowledge. Since the PowerPoint presentation was a formatted template developed by the teacher, I would evaluate the group’s ability of inserting the information adequately. In chapter six of the text, it mentions that the University of Wisconsin has designed a rubric for the process. One can refer to www.uwstout.edu/soe/profdev/pptrubric.html (Roblyer, 203). Lastly, I would evaluate their facts for accuracy and check for sentence structure (fragments) and mechanics. As mentioned I would not count off on spelling, because the goal is to learn new information and develop their computer literacy.
Overall, Ms. Hattaway does an excellent job approaching social studies in a fresh and creative format. By introducing the states in a mini lesson and then dividing the class into small groups to research states, the lesson becomes educational and fun. The students become the teacher and are able to share all their new found information with their peers. This lesson easily fits into a Montessori environment. The learning goals of the lesson resemble the goals set in my classroom. Since Montessori children are allowed independence in their learning, the children would be the facilitators of their lesson. Mr. Poole states “The computer-based learning system gives the child complete control over the pace of learning. That echoes the aspiration of the philosopher George Bernard Shaw who said, "What we want is to see the child in pursuit of knowledge, not knowledge in pursuit of the child” (Poole, internet). So this is a great way to engage the child’s mind and make a lasting impact on learning about their homeland.
Reference Page
Boyd, Fenice B. & Ikpeze, Chinwe H. (2007).Web-based inquiry learning: Facilitating
thoughtful literacy with webquest. The Reading Teacher, Volume 60 (7), April, 644-654.
Retrieved February 21, 2008, from Academic Search Premier.
Poole, Bernie (2006).Computer based learning and Montessori manipulatives. Education World,
November. Retrieved February 22, 2008, from the internet.
Roblyer, M.D. (2006). Integrating educational technology into education. Ohio. Pearson Merrill
Prentice Hall.
This lesson provided by:
Author:
Rhonda Hattaway
System:
COVINGTON COUNTY
School:
STRAUGHN ELEMENTARY SCHOOL
Title:
Where Am I?
Overview/Annotation:
During this lesson students explore the 50 states through the Internet. Students discover important facts and information by navigating the World Wide Web.
Content Standard(s):
TC(3-5)
4. Use developmentally appropriate keyboard techniques.
TC(3-5)
10. Demonstrate basic operations of a word processor.
TC(3-5)
12. Use a variety of media and technology resources to create and communicate knowledge products across the curriculum.
TC(3-5)
14. Use the Internet to locate information.
TC(3-5)
15. Determine appropriate keywords for finding information using a web search.
SS(3) People, Places, and Regions: Geographic Studies
2. Describe physical characteristics, including landforms, bodies of water, soil, and vegetation of various places on Earth.
SS(5) United States Studies: Beginnings to 1877
1. Locate physical features that impacted the exploration and settlement of the Americas.
SS(5) United States Studies: Beginnings to 1877
3. Compare major Native American cultures in respect to geographic region, natural resources, government, economy, and religion.
Local/National Standards:
Primary Learning Objective(s):
Students will gather important facts about the 50 states. Students will identify the states by their facts.
Additional Learning Objective(s):
Approximate Duration of the Lesson:
Greater than 120 Minutes
Materials and Equipment:
Technology Resources Needed:
Computers with Internet access, printers, presentation software
Background/Preparation:
Students should be familiar with navigating the Internet. Students should be able to insert a picture from clip art.
Procedures/Activities:
1.)To begin the lesson, inform students that they are going to be learning facts about all of the states. Then give students the handout with the names of the 50 states (see attached). Instruct students to write down any facts they already know about the states. Ask students to keep these papers handy, so they can check their facts later.
2.)Divide students into 10 groups. Assign each group 5 states. Give them the 50 States handout (see attached). Instruct the groups to use the websites below to learn facts about their 5 states. Have them record their findings on the handout.(50 States)This site has links to information on all 50 states.
3.)Website:(Fast Facts)This site has many facts about the states.
4.)Website:(All About the United States)This site has many links with information about the United States. There are also many games students can play to help them identify the states on a map.
5.)After students have completed gathering their facts, make copies of the completed handouts for each group. Allow groups to work together to learn the information about the states.
6.)Let groups add the information gathered about assigned states to the attached templete.
7.)When all the states have been added to the presentation, play the game "Where Am I?". (The presentation is set up where the state name will be the last thing to appear on each slide.) Show the presentation and have students take turns identifying the states according to the facts they know.
8.)After playing the game several times, print off the presentation in outline view after removing the state names. Have students fill in the state names to identify each state by their facts and picture.
9.)Make the "Where Am I" quiz available on the computer as a learning station for students to continue to practice learning about the states.
Attachments:**Some files will display in a new window. Others will prompt you to download.
50 state names.docThe 50 States.docwhere am i.ppt
Assessment Strategies:
The teacher will assess how well students identify the states by their facts and pictures.
Extension:
Remediation:
Accommodation:
Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.
Presentation of Material
Environment
Time Demands
Materials
Attention
Using Groups and Peers
Assisting the Reluctant Starter
Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.
Modification:
Variations Submitted by ALEX Users:
Tuesday, February 19, 2008
Chapter Five Response
Chapter Five Response:
I found this chapter to be informative and educational to me since I teach in a Montessori environment. Due to the environment I teach in many of the software tools I do not use. It is amazing that programs exist to help with IEP, test making and lesson planning.
The software programs I am most familiar with are Print Shop and reference and research tools. I personally use Print Shop to publish our CMS yearbook. All pages are formatted and saved in a PDF format and then taken to the printer to be printed. All CMS yearbook includes student volunteers from the 3rd thru 6th grade. They work with me learning how to layout and design pages. This includes inserting text and clip art. Our last years’ yearbook sold 90 copies and was a success. This year we have added the sale of ads to the parents. These ads can advertise businesses or salute a Kindergartner or graduating 6th grader. We hope this will generate more income for the yearbook.
Our class also uses Encarta as a research reference tool. We regularly refer students to dictionary.com/thesaurus.com to find the meanings and etymology of various words. This has greatly enhanced many of our students writing skills.
One direction I would love to see my school go is towards on line registration. This would decrease the amount of paper copied and used; and also allow all information to be stored in on location with all teachers having access. I personally feel more parents would be on time in filling out the information and all changes could be made with a click of the button.
Lastly, I am interested in obtaining samples of many of the software programs to see if they could be adapted to the Montessori Method. These include the graphing software and the Inspiration software. I personally feel these programs would help both our accelerated and remedial learners in math and language skills.
I found this chapter to be informative and educational to me since I teach in a Montessori environment. Due to the environment I teach in many of the software tools I do not use. It is amazing that programs exist to help with IEP, test making and lesson planning.
The software programs I am most familiar with are Print Shop and reference and research tools. I personally use Print Shop to publish our CMS yearbook. All pages are formatted and saved in a PDF format and then taken to the printer to be printed. All CMS yearbook includes student volunteers from the 3rd thru 6th grade. They work with me learning how to layout and design pages. This includes inserting text and clip art. Our last years’ yearbook sold 90 copies and was a success. This year we have added the sale of ads to the parents. These ads can advertise businesses or salute a Kindergartner or graduating 6th grader. We hope this will generate more income for the yearbook.
Our class also uses Encarta as a research reference tool. We regularly refer students to dictionary.com/thesaurus.com to find the meanings and etymology of various words. This has greatly enhanced many of our students writing skills.
One direction I would love to see my school go is towards on line registration. This would decrease the amount of paper copied and used; and also allow all information to be stored in on location with all teachers having access. I personally feel more parents would be on time in filling out the information and all changes could be made with a click of the button.
Lastly, I am interested in obtaining samples of many of the software programs to see if they could be adapted to the Montessori Method. These include the graphing software and the Inspiration software. I personally feel these programs would help both our accelerated and remedial learners in math and language skills.
Tuesday, February 12, 2008
Chapter 4 Response
The information I gathered from reading this chapter was informative and educational at the same time. This was an easy chapter to read because many of the programs I am already familiar with. Yet, many acronyms and their uses were explained that I never knew the meaning of before. RTF and HTML are two names I had always heard but was too embarrassed to ask their significance in technology. I actually thought it was more complicated than what it really turned out to be.
The main benefit I derived from reading is the detailed explanations of the three basic software programs and the impact they are having on education today. Even though educators differ on their opinions of technology in the classroom, many do realize the impact it is having on our society.
Word processing is the program I am most familiar with and one I use regularly in the classroom. I require all my 6th year students to type all their writing assignments and book reports in MLA format in preparation for Middle School. Also, our Upper Elementary class types any research projects they might be working on in the classroom. I use the time they are at the computer to answer any questions and give mini lessons on formatting and editing. Many are beginning to internalize how Word works and how to use all the manipulative within program to make their projects look better. I know from personal classroom experience that some students are able to express their thought easier typing than writing. I believe if this benefits a child’s educational development, a teacher should allow a student to write the way it comes naturally.
Even though I am a proponent for technology, I believe word processing should not be introduced until students have a firm foundation in their personal writing skills with pen and paper. Younger students need time to develop fine motor skills and dexterity needed in daily skills such as writing and later keyboarding. It is imperative as educators that we make sure students develop these skills to their fullest potential. Students make a lasting connection when actually writing a story on paper instead of typing it in. Not only is the student connecting with the story; they are also internalizing the sounds and words they are actually writing. If keyboarding, younger students are more focused on the typing skills than the writing skill. It is not until later after reading for revisions that a connection might be made. Our lower elementary students do type papers occasionally, but it is only after being written and revisions are made. This way the teachers feel that the students have made that connection with their work.
The main benefit I derived from reading is the detailed explanations of the three basic software programs and the impact they are having on education today. Even though educators differ on their opinions of technology in the classroom, many do realize the impact it is having on our society.
Word processing is the program I am most familiar with and one I use regularly in the classroom. I require all my 6th year students to type all their writing assignments and book reports in MLA format in preparation for Middle School. Also, our Upper Elementary class types any research projects they might be working on in the classroom. I use the time they are at the computer to answer any questions and give mini lessons on formatting and editing. Many are beginning to internalize how Word works and how to use all the manipulative within program to make their projects look better. I know from personal classroom experience that some students are able to express their thought easier typing than writing. I believe if this benefits a child’s educational development, a teacher should allow a student to write the way it comes naturally.
Even though I am a proponent for technology, I believe word processing should not be introduced until students have a firm foundation in their personal writing skills with pen and paper. Younger students need time to develop fine motor skills and dexterity needed in daily skills such as writing and later keyboarding. It is imperative as educators that we make sure students develop these skills to their fullest potential. Students make a lasting connection when actually writing a story on paper instead of typing it in. Not only is the student connecting with the story; they are also internalizing the sounds and words they are actually writing. If keyboarding, younger students are more focused on the typing skills than the writing skill. It is not until later after reading for revisions that a connection might be made. Our lower elementary students do type papers occasionally, but it is only after being written and revisions are made. This way the teachers feel that the students have made that connection with their work.
Tuesday, February 5, 2008
Chapter 3 Response
After being a Montessori educator for the past 14 years, I am astounded at all the computer software available for classroom use. My only link to public education has been through my two stepdaughters, with one living with us through her high school years. Yet her high school years were spent at ASFA, so they were not a traditional experience either. I am now learning about this technology through my younger daughter, who is a sophomore at Pelham.
I personally feel that computer software programs, if used for the intended purpose within the classroom will definitely benefit a child. I do not believe a computer program will ever replace a teacher in the classroom, no matter how advanced or interactive a program becomes. A computer can not assess and internalize a child’s immediate needs; or infer any frustration and success on their part. A teacher is there to help guide and nurture a child’s learning to make sure they succeed and grow to their fullest potential.
I support the constructivist viewpoint on using software programs that allow interactions amongst the students using the programs. These include simulations, instructional games, and problem solving software. Upon reading, I am impressed with the way simulations allow children to interact with activities a variety of times and each time change the outcome based upon the criteria they set up. What amazed me was that SimCity was a simulation that my oldest daughter used to love to play when she was younger. She would spend hours on the computer building her city and setting up situations within her created environment. When I asked her about it, she mentioned that she liked the way the programs matured as she got older.
The problem solving software impressed me because it helps develop a student’s higher level thinking skills. The software programs I read about seemed interesting and would keep the students intrigued in the subject matter through interaction and exploration.
After reading about these software programs, I surfed the internet for Montessori software programs. Believe it or not, there is a software company dedicated to the Montessori Method (www.mecssoftware.com). The programs are reading and language centered for the preschool and elementary level. The other programs are centered on the cultural areas of geography and science. They even made software focusing on math facts and time. The website offers free download demos for Montessorians to try. I plan on trying some of these and seeing if this is something worthwhile for our upper elementary classroom. I find this amazing and it supports what have I always thought; that if Maria Montessori was alive today she would embrace the technological age.
I personally feel that computer software programs, if used for the intended purpose within the classroom will definitely benefit a child. I do not believe a computer program will ever replace a teacher in the classroom, no matter how advanced or interactive a program becomes. A computer can not assess and internalize a child’s immediate needs; or infer any frustration and success on their part. A teacher is there to help guide and nurture a child’s learning to make sure they succeed and grow to their fullest potential.
I support the constructivist viewpoint on using software programs that allow interactions amongst the students using the programs. These include simulations, instructional games, and problem solving software. Upon reading, I am impressed with the way simulations allow children to interact with activities a variety of times and each time change the outcome based upon the criteria they set up. What amazed me was that SimCity was a simulation that my oldest daughter used to love to play when she was younger. She would spend hours on the computer building her city and setting up situations within her created environment. When I asked her about it, she mentioned that she liked the way the programs matured as she got older.
The problem solving software impressed me because it helps develop a student’s higher level thinking skills. The software programs I read about seemed interesting and would keep the students intrigued in the subject matter through interaction and exploration.
After reading about these software programs, I surfed the internet for Montessori software programs. Believe it or not, there is a software company dedicated to the Montessori Method (www.mecssoftware.com). The programs are reading and language centered for the preschool and elementary level. The other programs are centered on the cultural areas of geography and science. They even made software focusing on math facts and time. The website offers free download demos for Montessorians to try. I plan on trying some of these and seeing if this is something worthwhile for our upper elementary classroom. I find this amazing and it supports what have I always thought; that if Maria Montessori was alive today she would embrace the technological age.
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