Module 4 Blog

Promethean Planet Flipchart: Order of Operations

This flipchart brings together ways to practice order of operations by involving the whole class. In school, especially for math class, we hardly ever used any type of technology. It is nice to see activities that allow students to participate in fun activities that help them learn. This would be a great activity to study for a test about order of operations. Teachers could go as fast or as slow as the students needed to study. The game could be played individually or as small groups. The activity would probably help with students grades because they would actually enjoy the learning experience.

The hardware/software that I would use would be a SMART board. Roblyer and Doering (2012) stated, “Interactive whiteboards are screens that are connected to a computer and digital projector and allow information projected on the screen to be manipulated with special pens or one’s hands” (p.147).  A SMART allows students to participate all at once. Students would have the opportunity to basically play with the teachers white board. Students would even be able to practice with the whiteboard in small groups the text list in the Top Ten List “small group based: Practice on a SMART table” (Roblyer & Doering, 2012, p.149).

In the text there is a list for technology use based on problem solving. The main ones that stand out to me for this specific flipchart would be,

1.         “Gaining their attention”

2.       “Letting students study systems in unique ways”

3.       “Visual Literacy”

(Roblyer & Doering, 2012, p.25-26)

The flipchart link above is a great way to gain students attention. It gets students attention because it is technology and students are always interested in technology. Also, it allows students to learn in their own time, fitting to each students needs. If one student learns faster than another or slower than this is a great activity to divide into for the ones that need the extra study time. Visually it helps students think more without the pencil and paper. They have the opportunity to learn things through a screen than just on a sheet of paper they are told to figure out themselves. It allows students to gain help form each other and not just the teacher.

In regards to essential conditions for technology integration teachers must be able to teach with the technology that they have in the classroom. Roblyer and Doering (2012) stated, “Successful technology programs hinge on will trained, motivated teachers” (p.65). Not only do the students have to learn the technology, but the teachers have to know it well enough that they can teach it to the students.

The textbook list two of the software support tools as Notebook and ActivStudio/ActivInspire. Roblyer and Doering (2012), stated, “Whiteboard activity software is required to give whiteboard lessons their interactive qualities” (p.147). The software is what allows the board to become interactive so that all students can participate in all activities.

References

            Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching (6th ed.). Columbus, OH: Merrill Prentice Hall.

Module 5 Blog

Advantages of Integrating Technology in Mathematics

One of the most basic advantages of technology in Mathematics is the graphing calculator. Roblyer and Doering (2012) stated, “Research has shown that these tools can improve students understanding of functions and graphs as well as the interconnections among the symbolic, graphical, and numerical representations of problems” (p.313).  Roblyer and Doering also mention “Interactive or dynamic geometry software” (p.314), I’ve actually worked with Maple before for school projects. It is a great way to see actually graph in 3D. The following article, Geometry Software , shows the difference between what students thought of a math class before and after seeing interactive geometry software.

Disadvantages of Integrating Technology in Mathematics

One disadvantage of integrating technology in Mathematics would be, not being able to continue a specific technology throughout the whole course. Graphing calculators and geometry software can only be used on specific course work. In order to accept all the challenges in Mathematics, Roblyer and Doering (2012) stated, “is to use computer software and applications that can be extended for long periods of time across topics to engage students in meaningful problems and projects rather that providing a variety of applications with no internal coherence” (p.310). The use of a wiki account helps to make using technology a course long activity.There are actual “math wars” (Roblyer & Doering, 2012, p.310) that debate the idea of teacher based and student based Mathematics. Even though Calculators are listed as an advantage this website, Graphing Calculator ,lists the pros and cons of using a calculator.

Specific Activities, Programs, Etc. 

Check out these websites that are good resources for Mathematics technological uses.

Geometer’s Sketchpad  (Roblyer & Doering, 2012, p.311)
http://www.keypress.com 

Texas Instruments graphing calculators and CAS (Roblyer & Doering, 2012, p.311)

http://education.ti.com/educationportal 

Math World (Roblyer and Doering, 2012, p.312)

 http://mathworld.wolfram.com 

PBS Mathline (Roblyer and Doering, 2012, p.312)

http://www.pbs.org/teachers

Module 3 Blog

Search Engines

Search Engines are a great tool for any type of research. Students need to know how to use search engines efficiently. Search Engines can make looking up information very simple. Roblyer and Doering (2012) stated, “When searching Google, you are doing a keyword search” (p.219). Students do not even need to know the whole idea behind their search, just the key points. Search engines are a great asset to any teacher or student as long as they are used correctly.

Website Evaluation Video

The video below shows how to find a reliable website. Sometimes it can be hard to distinguish between a good web page and a bad web page. Roblyer and Doering (2012) stated, “at a time when everything in the world seems so high tech and highly controlled, the Internet is, in some ways, a wild frontier” (p.254). Not everything that is read online is true. This is why knowing how to evaluate a website is key to getting the right information. Some websites even have “works of complete fiction presented as fact” (Roblyer & Doering, 2012, p. 255). I think the video does a great job at identifying what to look for in a good website.

Favorite Web Site #1

http://www.educationworld.com/

This website is a collection of different lessons, some made by teachers, for all different subjects. Roblyer and Doering (2012) stated, “It should be very clear how a user can find the content they are looking for on the website” (p.255). This website made it very simple to look for whatever someone may be searching. It lists subjects and different types of worksheets. 

Favorite Web Site #2 

https://mrlambmath.wikispaces.com/

This is an example wiki for a math class. I like that it is members only, so I did not get to view much of the information. The links to different areas were easy to understand and navigate. I liked how he had each class their own link to their sections and class work. Roblyer and Doering (2012) stated, “links are provided so you can get back to the main page from any part of the site” (p.255). As I passed to the different links I always saw a link to get back to the main page.

I would use a wiki like this to get my students all connected. Each class would have assignments posted and a PowerPoint to help with the lesson. They would be able to ask for help from each other and the teacher. Wikis make it easier for items to be added to different links. 

References

GCSC Library (2013 February 12). Evaluating Websites. Retrieved from https://www.youtube.com/watch?v=aem3JahbXfk

Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching (6th ed.). Columbus, OH: Merrill Prentice Hall.

Module 2 Blog

Hypermedia and Multimedia

Commercial Hypermedia Product

Roblyer and Doering (2012) stated, “Various studies have reported positive impact of interactive storybooks on children’s enjoyment of reading and development of reading skills” (p. 175). Interactive or electronic storybooks are any type of book that can be read through a screen (p.175). I have a Nook app on every handheld device that I own. E-books are really the only form of electronic storybook I have tried myself. My textbooks are also electronic, but I have heard that textbooks can also be linked to an online guide or extra practice. Also the use of electronic storybooks, “have been reported with groups from primary teachers and students to toddlers” (Roblyer & Doering, 2012, p.175). Instead of having a hard copy of text, many students are going to forms of electronic books. Students have the ability to highlight words, have audio read challenging words, and make notes in the text with electronic books (Roblyer & Doering, 2012, p.175). E-textbooks or E-books are a great form of electronic storybooks. I tried to find a link to some teen books that someone could read online, but most of those sites either require a subscription or to pay for the books. I did however; find a link that has some older books where a student could go to read the whole book without paying a subscription. This is the link, http://www.publicbookshelf.com/teen/. A student may be able to find a book for an English class from this website. 

Chosen Multimedia Authoring Tool

There are four types of multimedia authoring tools. Type four discusses virtual environments. Virtual environment can go from extreme like full immersion systems to QuickTime VR. I think that QuickTime VR is a great way for teachers to communicate with students in a new way, and it’s free. QuickTime is available free from Apple. Roblyer and Doering (2012) stated, “A classroom could be recorded by setting up the camera in the middle of the room on a tripod” (p.195). Teachers can make videos of them at the board teaching a subject and the kids watch, it almost looks as if they are standing in the classroom. Here is the link to download the QuickTime program, https://www.apple.com/quicktime/download/.

I could not find a video of the actual use of QTVR, but I did find this video of someone teaching about numbers. It doesn’t even seem like a video. Which with VR, it should feel like your in the classroom with the teacher instead of sitting at home watching from your computer.

References

Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching (6th ed.). Columbus, OH: Merrill Prentice Hall.

Synonym Classroom (2014 August 25). Methods Math Teachers Use to Reinforce Really Big Numbers to Students. Retrieved from https://www.youtube.com/watch?v=jRRhIUaVx3k.

The Basic Three

Word Processing Software

Roblyer and Doering (2012) stated, “No other technology has had as great an impact on education as word processing” (p.116).  Word processing is probably the easiest to use of the “Basic Three” (Roblyer & Doering, 2012, p.114).  Teachers can use word processing because it “saves time”, “enhances document appearance”, “allows sharing of documents”, and “allows collaboration on documents” (p.116-119). A great use for teachers is if they save documents, they can reuse different items year after year (p.120). Although there are great uses for word processing, some people also have issues with using it. Some people think it may be introduced to students to early (p.120). Because it is introduced to early, it could have an impact on handwriting and proofreading skills (p.120). In a classroom, I would use word processing for handouts and test.

Spreadsheet Software

Roblyer and Doering (2012) state, “Spreadsheets are programs designed to organize and manipulate numerical data... [which] is stored in rows and columns” (p.122). Spreadsheets are mostly used for grade books, mathematics, and business (p.122). Teachers use spreadsheets because it “saves time”, “organizes displays of information”, “supports asking what if questions”, and “increases motivation to work with mathematics” (p.122-125). Teachers can use spreadsheets to make mathematics more visual to the students with charts and graphs (p.125). Though teachers and students can benefit from the use of spreadsheets there are also some issues. Students are usually already scared of mathematics, so when a teacher introduces it on spreadsheets they usually retreat from that form too (p. 125). Unlike word processing students take longer to learn the different steps involved in using spreadsheets (p. 125). In a classroom, I would use spreadsheets for grades and charts.

Presentation Software

Presentation software is an upgrade in technology. Roblyer and Doering (2012) states, “presentation software is designed to display information including text, images, audio, and video, in a slideshow format” (p.128). With the help of presentation software teachers can make learning more visual. It allows students to take notes and work in groups. However, there are some issues with presentation software. Teachers usually misunderstand how to use the software the right way (p130).

Classroom Use

In a classroom, I would use all the software, but the one I find resourceful is spreadsheets. There are so many uses for it, but some teachers are not proficient in the use of spreadsheets. For classroom use, Roblyer and Doering (2012) mention the use of spreadsheets for students calculating their own grades (p 126). I think that would be a great use for students. Students can be shown how to put grades into spreadsheets to tally their averages. This keeps the students informed about what grade they have at all times throughout the year without having to ask the teacher every time. As a bonus, it can be very simple for the students by just having a generalized format for all the students in a class. Below is a video that shows students how to make their own grade sheet.

References

Cari. (2011 June 22). Average Your Grades Using Excel. Retrieved from https://www.youtube.com/watch?v=kFmBEEgBWmE.

Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching (6th ed.). Columbus, OH: Merrill Prentice Hall.