Teacher, Tech, and the Classroom -- Reflecting on What I Know #10

     After all of this study and reading on technology integration in the modern day classroom, I wonder what can I do to 'get ready' for a lesson in which my students use computers? One idea is making a step-by-step sheet for you and other teachers to use when planning the implementation portion of an NTeQ lesson. Though one could prepare for implementation in a variety of ways, one such list could include:

• Prepare Handouts
• technical step-by-step guides for students
• Resource guides
• Assessment tools
• Prepare Technology
• Create digital folders
• design templates
• load specialized software
• bookmark Internet sites
• Turn on computers and open applications

     One might also ask so, where does the "computer part" come when I am teaching a lesson? Once you have objectives and a problem that you want your students to solve, there are two factors to consider when planning this "computer part" of your lesson. First, ask yourself, "what activities will students be involved in while using a computer?" Think about how students will obtain the information needed to find an answer. These are the activities that revolve around the computer. Once they are prepared (before computer activity), students use the computer to find the information needed, organize the information, and/or present the information. So, the short answer is, the "computer part" of your lesson comes after background knowledge and before assessment of knowledge :)
     Many schools only have one or two computers per classroom (especially in the younger ages). This makes it a little more difficult to plan these kinds of lessons - but not impossible. Make sure that your lessons include rotating activities. Such as a before/after activity as well as a during computer use activity. Students rotate from one activity to the next in order to complete the project.

     

Graphic Organizers -- Reflecting on What I Know #9

     Graphic organizers are wonderful tools that help students go beyond memorization to a deeper understanding and learning. These organizers provide visual displays that demonstrate relationships between various concepts. You can be much more certain that students understand a concept when you assess their use of a graphic organizer. For example, if my Pre-Kindergarteners can design a concept web of "Pets" (example below), I can be more sure that the students understand what a pet is (rather than just memorizing what I've said in class).

     Graphic organizers also aid the teacher in discovering student misconceptions either from prior knowledge or from something they misconceived in the current lesson. For example, if students were making a KWL chart about U.S. presidents and several students listed "George Washington had wooden teeth" as part of "What I Know", you (the teacher) have uncovered a common misconception in students and can organize your lesson to help students discover the truth about Mr. Washington's not-wooden teeth :)
     Graphic organizers are one method of transferring student ideas into written, more-organized thoughts. One excellent app to use in this transformation process is "MindMash". Students can create all kinds of virtual graphic organizers. My personal favorite for large group brainstorming sessions is the "Drawing Mode" in which students can freely sketch their ideas. This promotes all types of learners as they draw words, pictures, 3D, 2D, etc. and then create their own graphic organizers as a group.

PhotoStory

Any PreK teachers out there ever heard of PhotoStory? Maybe I'm behind the times, but I just discovered this wonderful tool!

What is it? -- Y'all ready for this?? (adapted from wikipedia) Microsoft Photo Story is a free app that allows users to create a show and tell presentation from their digital photos! (WHAT WHAT!!) The software allows the user to add narration and background music to create a Windows Media Video movie file with transitions and pan and zoom effects. Once a photo story has been made it can be played on Windows Media Player or burned to a DVD or CD.

So, there are tons of ways to use PhotoStory in the classroom! How about an orientation/Welcome to School PhotoStory to show parents on "Meet the Teacher" night? (idea from pre-kpages.com). OR you can prepare a PhotoStory to communicate with parents techniques and activities they can try at home to enhance learning in the classroom.

Here's a good one -----> INSTRUCTIONAL TOOLS IN THE CLASSROOM. Check this out!

http://vimeo.com/469913

HOW TO GET GRANTS FOR TECHNOLOGY IN THE PRESCHOOL CLASSROOM!!!!!!!

I CANNOT tell you how EXCITED I am that I stumbled upon this blog article, "Technology Grants A pre-k pages: Inspiration for Early Education". Links and instructions include how to write grants, where to submit grants, websites that are taking grant requests, AND MORE! I am studying up on grant writing presently, and this is some GOOOOD information :)

SHARE SHARE SHARE SHARE SHARE SHARE SHARE SHARE SHARE SHARE SHARE SHARE

http://www.pre-kpages.com/technology-grants/

Great Website Arguing FOR Computers in Early Childhood Classrooms!

Readers,
I just wanted to share this wonderful article about why every Early Childhood classroom should have at least one computer. It discusses the benefits of using technology with early childhood aged children as well as how to incorporate a computer center (AWESOME!) into the classroom. Check it out! Includes references :)

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=302

Integrating Software -- Reflecting on What I Know #8

     What are the benefits of using problem-solving or educational software? I can't list them all, but I can give you an example of the benefits of using one of each of these types of software in a Pre-Kindergarten classroom. A problem solving software such as "3 Great Adventures with Max" from Tivola, provides a fun, motivational way to encourage young students to use their noggins! This particular software is "a collection of exploratory software that encourages users to be observant, decisive and mindful as they try to find secret passageways and hiding places. Fun, rather than intellectual challenge, makes this program best-suited for younger children" (superkids.com). Educational software such as "Reader Rabbit", "Millie's Math House", and "Jumpstart Preschool" is a great tool for reinforcing the concepts learned in the classroom while preparing students to use technology for learning!
     How do I choose the correct software? There are some criteria for evaluating software for the classroom. The five key criteria for software evaluation are:

• Is the software effective in meeting instructional objectives?
• Does the software assess learning?
• Is the software easy to use (appropriate for your grade level)?
• Is the content accurate?
• Does the software use research-based instructional strategies?

     When I integrate problem-solving or educational software into a lesson, what changes will be needed? First, identify the basic function of the software to see whether or not it aligns with your objectives. Next, figure out how the software manipulates the data to aid in the students' process of learning. Ask, what do I need to add to this software to complete the objective? How much time should be allowed? How will the students present their results? Last, plan activities for before, during, and after computer use. The "during computer use" portion is simple -- students will use the selected software. Plan the before use to prepare students to use the software with background information or key vocabulary or skills that they may need to know to be successful. After computer use, allow students to complete activities that provide feedback on the software's effectiveness.

WWW -- Reflecting on What I Know #6

     Now that I have access to the Web, how can I use it effectively?

     How do I manage students' use of the Web in my class?

     Which features of the Web do I use?

The Softer Side of Things -- Reflecting on What I Know #5

     There are so many types of software; how do I know which ones to include in my lessons? Include the software that best matches the content and pedagogy of the lesson. There are many to choose from. Software can be divided into five categories: Productivity, research, communication, problem-solving, and educational software. I will give an example of how to use a particular software in each of these categories. A Word Processor is the most commonly used productivity software tool in the classroom. Preschool students can use this tool to practice finding letters, spelling their name, or typing out sight words. For research, students can use search engines such as Google, Ask, and Yahoo to find words that begin with the letter "a", for example. Students love to communicate via podcasts. Try letting them record a favorite song, poem, or story and then play it for the class to hear. Of course, preschool students love to problem solve using games! Starfall.com has many games for students to choose from. Educational software can contain drill and practice programming which can be used for memorization work in the classroom.
     I understand why students should use educational software and the Internet, but why should my fourth-grade students learn to use spreadsheet, database, or video editing software? This is a question that I hear often, especially in the realm of early childhood education. These types of software are important for any student growing up in the current technological day and age. The ISTE standards state that students should be learning creativity and innovation, communication and collaboration, research and information fluency, critical thinking/problem solving and decision making, digital citizenship, and technology and concepts through the use of technology beginning at the very youngest school age and moving all the way up into adulthood. The use of these types of softwares allow students to meet these criteria.
     How can students use of different types of software help improve scores on state tests? Almost any area in which students perform poorly on a state exam can be improved through the use of software. Not only does this type of assignment improve motivation and cause students to want to learn the material, it allows students to take in information in a variety of ways. Students who learn about the presidents of the United States by doing a WebQuest and then creating a FakeBook are more likely to retain this information for the state exam than one who simply reads a textbook and takes a multiple choice test.

Validating Websites

Recently I tried to find 15 websites that, after being evaluated, proved to be respectable. This was much more difficult than I thought. Unless it was a blog, an author or creator was often hard to find. A publisher was non-existent except with original resources. There was rarely a date. Links were only present half of the time. And when trying to validate the evidence there were mixed returns. Many sites claiming to be educational were either ONLY trying to sell a product or threw that little tidbit in at the end of the spill. This assignment took twice as long as I thought it would because many sites that I thought would easily pass "inspection" proved not valuable in the end. The Web 2.0 sites were a jumble of results within the evaluation process. Many of the tools did have creators but the reviews are so wishy-washy! To prove that they do what they say they will, a person has to try out the tools for a longer period of time than one sitting. After reviewing other's Delicious accounts I realized that, though there were a couple duplicated sites, many of my sites are centered around early childhood education while my peers are focused more on the elementary age. The fifteen sites that I finally did select are useful, have an author or generator that at least seems credible, don't try to sell anything, and have positive reviews (if applicable).

Multi-Media -- Reflecting on What I Know #7

     It seems to be a challenge to incorporate technology (especially multimedia) into the preschool classroom; however, it is not impossible. I repeat, it can be done! Here are a few ways that you can get young students to use multimedia for their projects. Allow students to summarize (tell you about) their favorite story book from class on video. Play the videos back for the class to listen to (and laugh with! They love to watch themselves!). Create a "Plants at Our School" documentary. Use photos you take with a digital camera to create a ten-slide presentation that has a title slide followed by a slide with a photo of one object, then a slide with a photo of two objects, and so on. Use this when teaching counting. Let students make their own presentations with your help.
     There are many applications available for creating a multimedia presentation such as the ones listed above. These include iMovie, Windows Movie Maker, Microsoft Powerpoint, and Prezi.
     There is no doubt that you will encounter some problems while undergoing these projects. Here are a few ways to place limits on how your students use multimedia in order to avoid some of the foreseen problems. I will use the ten-slide counting presentation as an example. While creating this presentation, students may become distracted by all of the different options that are available to them as far as colors and shapes and fonts. As a preschool teacher, focus on applying the pictures and, if time permits, at the end of the project give students choices as to what color background/font/shapes, etc. they would like to add to enhance the slideshow.

Think, Think, Think... -- Reflecting on What I Know #4

     I titled this post "Think, Think, Think" because the majority of what I discuss will be about encouraging students to ask questions and seek to find answers to problems on their own using think sheets. So, you've got a GREAT idea for a lesson plan. You've got a GREAT plan for your idea. Now, you need to figure out how to get students to ask questions about the research they are conducting so that you can facilitate learning. Let me introduce you to the phenomenon of a think sheet. A think sheet is some sort of organizer that you present to students that help them understand the content by using questioning within their research. For example, have you ever used a KWL chart (what I know, what I want to know, what I learned)? This is an appropriate think sheet for student planning. Students must question what they know and what they want to know which helps them begin organizing questions that they need to answer in order to reach an appropriate conclusion (129). Using a think sheet before or after computer use can also help students focus their attention on the task at hand. Using questions to analyze a graph is another great example. This meets the goal of helping learners make the connections they need to understand the data that they are analyzing (131).
     Think sheets can be used to teach students to solve problems as well. Whichever think sheet you choose to use, make sure they have these two components: orientation that encourages the learner to use a specific strategy (instructions) and a strategy that students are able to complete (133). Use think sheets to guide students through the problem-solving process. First, define the problem. No matter how you choose to generate a problem ("curiosity builders"), the end result must be a clearly written statement of the problem (135-136). Then, identify what is known about the problem (136). Identify what needs to be known to solve the problem (138). Identify data to collect and solve the problem (137). Determine how to analyze the data to solve the problem (139). Generate possible solutions! Problems should be ill-structured enough that students can come up with multiple correct answers (139). Evaluate each solution and then choose the best one (140). Present the findings (140). Through these steps, you are teaching your students how to solve problems now and later. If you think about it, any problem that you have is solved through this train of steps whether they be conscious or unconscious.
     I know what you're thinking... I've never used an inquiry-based approach, much less computers -- so how is a teacher supposed to do both of these at one time? Lucky for us, technology supports a problem-based learning system (143)! All technology is used to research, organize, analyze, or present some type of data. I'm willing to bet that the internet is the number one research tool used in the United States. Microsoft office, as well as many other software programs, allows for organization and interpretation of data as well as presentation of findings. Never fear! Give it a try and you will be amazed at how problem-solving and technology work together as a team :)

Morrison, Gary R., and Deborah L. Lowther. "Chapter 5 Think Sheets: Using Technology for Higher Order Learning." Integrating Computer Technology into the Classroom: Skills for the 21st Century. Boston: Allyn & Bacon, 2010. 122-44. Print.
     

Integrated Lesson Plans -- Reflecting on What I Know #3

     Go ahead and break out the coffee, ladies and gents, because planning a good integrated lesson plan takes time, energy, and a lot of creative brain power. When planning an integrated lesson plan that will work with your students consider these things:

• Does the length of the plan correlate with the attention span of your students?
• Are you using all available resources, including those not associated with the computer (i.e. books, newspapers, magazines, and journals)?
• Are you using technology in a way that will motivate and encourage students to learn? Do students use a computer as a useful tool in solving problems?
• Do you have specific objectives that are the ultimate goal of your plan? Do they cover all of the instruction for the unit? 
• Do the objectives match the functions of the computer? In other words, can the software that you are planning to use help the students learn what you want them to learn or accomplish what they set out to accomplish?
• Is the problem presented to the students motivating and based on real-world events, issues, or phenomena?
• Have you considered how students will gather data?
• Have you planned for activities before, during, and after computer use (especially in the case that not every student has access to a computer the entire class period)?
• How will your students present the results of their research?
• How will the objectives be assessed? Do the students understand how they will be graded on this project?

All of these are small pieces that can be put together to build a great integrated lesson plan. Units following the NTeQ model can be used across disciplines or in the confines of one specific subject area. Teachers can also collaborate and create a lesson that extends from one classroom to the next.

     One of the most important parts of any lesson plan is the objectives. Objectives are vital to planning and lesson development because they set clear goals for the students and the teacher. With a specific result in mind, a teacher can generate a unit full of tasks that are put in place specifically to help students meet that goal. Traditional behavioral objectives or cognitive objectives are both excellent as long as they cover all the instruction for the unit or lesson (including the technological portion). Any winning team is always working towards a common goal!

     Encouraging your students to engage in the processing of information is much easier if the problems presented relate to them. Problems based on real-world events, issues or phenomena are more meaningful to students as they work with data familiar, or at least interesting, to them. Problems become more relevant as they are brought to life before the students. 

     As we discuss integrated lesson plans, allow me to point out that you do not have to use different lesson plans when you want your students to use computers. Using the NTeQ model when forming your plans and units makes this especially easy. As you form problems, look at how using a computer can help your students meet the objectives. Match your objectives to computer functions and let the learning begin! Look at your objectives. Think about how you would achieve these goals as a student. Once you have figured out which processes you need to complete the objective, you can match it to one or more computer functions that will allow for those processes. For example, if objectives include words like calculate, draw, graph, and sort, OR if you would need to do these things to reach your objective, they would be easy to match to a spreadsheet. Build the use of technology right into your lesson plan and improve on it each year as technology advances.

     I am asked, "Can I use a computer for every objective or lesson?" My answer to that is -- yes! Using a variety of digital tools will keep students interested while teaching them the necessary skills that they need to be successful in this digital time that they live in. Computers take on many forms that are great tools to be used in the classroom. Desktop computers, laptop computers, e-readers, digital cameras, smart phones, cps receivers, iPads, graphing calculators, personal response systems, interactive whiteboards, printers, scanners, science probes, and flash drives are only the beginning of a very long list of possibilities. If the teacher is willing to do the proper planning, technology can be integrated throughout the school year.

Resources: So I Don't Lose Them :)

Technology Integration Resources:

• Noodletools: 21st Century Literacies http://www.noodletools.com/debbie/literacies/
• Noodletools: Curriculum Collaboration Toolkit http://www.noodletools.com/debbie/consult/collab/
• NC Wise Owl: http://www.ncwiseowl.org/ 
• Education World: Projects http://www.education-world.com/a_tech/archives/projects.shtml
• Mac Education Resources https://www.apple.com/education/mac/resources/

Gadgets Galore -- Reflecting on What I Know #2

     In my lifetime, technology has been practically introduced (at least as far as a personal computer goes) and has evolved every day, or so it seems. I can't even keep up with what the latest smart phone is. By the time I am ready for an "upgrade" my phone is considered OLD SCHOOL! I am afraid to go to Best Buy and look at the latest computer models. My poor little ol' laptop might get its feelers hurt. As time moves forward, the world of technology continues to advance. As far as education goes, this raises quite a few concerns for teachers.
     With so many different types of technology and with the way that they change so quickly, it is easy for teachers to think to themselves, "It's no use. I can't keep up. Why even try to learn to use a piece of technology if I'm just going to wake up tomorrow and have to learn the even newer version of it?" I can see how and why this weighs on the shoulders of educators. Looking at the bright side, most of the "new" technology either works with or as a part of the "old" technology. Updated media players, cameras, calculators, whiteboards, printers, etc. (in most cases) work with the same old computer that has been in the classroom for two years now. These new devices simply enhance what is already there. Even if this isn't the case, learn to use the technology you have because it is still effective even if it is outdated. Yes, I believe that students need to be as up-to-date as possible when it comes to them moving into the workplace; however, schools can only move so fast when it comes to expensive technology. Learning to use one piece of technology might cover you for many years. Even better, most technological pieces basically run the same way. If you learn to use one operating system, you at least have some idea of how to use the next. Word to the wise, there is always at least one student who either already knows how to use something with expertise or can figure it out in half the time you can -- use the resources you have!
     So now you are saying, "Okay, I can see why we should learn to use the technology we have even if it moves faster than us, BUT why do we have to use things that accomplish the same tasks?" The most popular case would be the use of computers and smart phones. After all, a smart phone is just a tiny, hand-held computer, right? We can add to that list tablets, personal response systems, even calculators -- after all, a computer has a calculator built right into it. So, let's look at some of the pro's of using these mobile devices in addition to the computers in your classroom.

• So, obviously, they are portable. Portable is, 9 times out of 10, an item of convenience. Students can move about the classroom, the school, or even from school to home with these mobile devices. 
• Have you compared prices lately? Mobile devices are very often a good bit more cost effective than the all-in-one computer systems. 
• Mobile devices use far less power than laptops or desktop computers.
• How many teachers out there have enough storage space? I know I'm not raising my hand! Smaller, mobile devices can more easily be stored and/or put away than large computer systems.

The list can go on and on. In today's world of technology we need to use every piece of equipment we can get our hands on. Plus, why not introduce some new gadget to hold the kiddos attention, even if it doesn't do a single thing different than the last hot item?

     So here's another question (and this one's a biggie!) How can the cost of digital devices be justified when the functions they perform are limited in number and scope? I think that Richard Culatta, the director of the Office of Educational Technology in the United States Department of Education, answered that question in one sentence in a recent letter written to encourage federal funding to take initiative in providing technology to school systems. The letter's opening sentence states, "Technology can help transform learning when used with innovative instructional approaches [...]" (Culatta). This answer is just that simple -- the cost of technological devices is nothing when compared to the cost of our children's education. Knowing that technology greatly enhances such education makes the cost much less of a factor. Training teachers to use technology in the most effective way is the first factor in transforming our classrooms and providing the technology necessary for our students to succeed in this 21st century is the next.

Culatta, Richard. Letter to Colleague. 5 Feb. 2014. EdBlogs. Department of Education, n.d. Web. 23 June 2014.

Morrison, Gary R., and Deborah L. Lowther. "Chapter 3 Digital Tools in Today's Classrooms." Integrating Computer Technology into the Classroom: Skills for the 21st Century. Boston: Allyn & Bacon, 2010. 57-90. Print.

The 411 on FAQ -- Reflecting on What I Know #1

     When considering how to use technology in today's classrooms, most advise involves inquiry-based learning approaches; however, this is not the only way to use computers as a tool in your classroom. Technology is a very broad tool that can be used in lessons molded and shaped to each individual teacher's style of teaching and preferences. The three most commonly (and most successfully) used models of technology-based learning are (1) inquiry-based learning -- in which the students begin with a question and work to solve the problem as the teacher acts as a facilitator and provider of information (Morrison 12), (2) problem-based learning -- where teachers do not provide information to students seeking answers to a problem, but simply act as facilitators to learning (Morrison 13), and (3) project-based learning -- an active learning strategy that focuses on a problem, yet has a defined ending. In this type of model, the teacher acts as a leader or coach and offers feedback throughout the process in order to help students achieve the end goal (Morrison 13). These are each excellent examples of how to use technology as a tool to facilitate active, student-centered learning; still, as stated before, technology as an educational tool is an open link to a broad spectrum of possibilities.
     With this type of research and discover method to using technology as a learning tool, many teachers forget that tutorials and drill-and-practice software can still be used in the classroom. As long as the teacher plans for the use of such rote learning mechanisms to be used as part of forming a basis for the knowledge needed in order for students to solve the overall problem, this is a great use of technology in the classroom. One example that I can think of off the top of my head is using a tutorial on how to effectively search for a subject using google (such as the one found at www.googleguide.com) and then allowing students to use what they learned to answer an overall inquiry or problem.
     Technology-based lessons, such as lessons using the NTeQ model (find examples at www.nteq.com), do take a good amount of time to develop and prepare for. Like any good lesson, ones that evolve around the use of technology take brainstorming, organization, and preparation in order to successfully meet the goals set. Also like any well-developed lesson plan, technology-based lessons can be used year after year. Once the base for the lesson is set and performed in the classroom, the next year's time is spent simply making adjustments to better it. A teacher should always consider saving his or her lesson plans to be tweeked and reused for many years to come. After all, why put so much effort and time into something if it can't be utilized for student's now and later?
     The big question when considering technology-based lessons in the classroom: Won't every student need a computer to use it as a tool? The answer to that question is bluntly, no. In my opinion, these types of lesson plans are more successful in promoting student learning when they are designed around group efforts. A classroom that only has a few computers can be easily used to promote social growth and group involvement among peers. A teacher should definitely have a plan for divvying out duties within the task so that no one student is stuck doing all of the work (and this is a harder job than one might think unless students are very closely monitored). Even classrooms with only one computer can successfully use this machine to answer open-ended questions and to transform the average student into an information-craving researcher! Teachers simply must put the effort into forming lesson plans that keep students actively engaged in learning environments that promote discovery.

That's all for now! Look for more coming soon --

Works Cited:
Morrison, Gary R., and Deborah L. Lowther. "Chapter 1 Rethinking Computers and Instruction." Integrating Computer Technology into the Classroom: Skills for the 21st Century. Boston: Allyn & Bacon, 2010. 1-25. Print.