Flipcharts, Equations, and Quizzes...Oh My!

Promethean Planet offers numerous resources such as lesson plans, games, quizzes, forums, professional development and training. The software, such as ActivInspire, ActivPrimary and ActivStudio can be downloaded for creating lessons that can be utilized according to your lesson plans. Such technology has become so advanced that teachers and students are collaborating with others that are outside of their school system. Being involved in an engaged community is an essential condition for technology integration. Roblyer & Doering (2013) stated "technology has the most impact on achieving educational goals when schools involve the entire local community"(p.69).  Despite the positive results many have seen through the use of integrating technology in the classroom, funding for the needed equipment is a big issue. Some schools are overcoming this obstacle by going around the mountain and finding other strategies. "Strategies for optimizing available funds include competitive bids, scheduling hardware and software upgrades, using donated equipment, and using broken computers for spare parts"(Roblyer & Doering, 2013,p.67) Technology, even the most advanced, can be purchased or donated if there's a need shown (ex. Title 1 schools). "When schools and districts make hardware and software purchases, they are making cirricular decisions"(Roblyer & Doering,2013,p.67). For this blog, I chose the Promethen Planet flipchart on Mass, Weight, Volume & Density by Heather Wise. This flipchart utilizes ActivPrimary and ActivStudio, which encourages the students apply their knowledge through quizzes and games. Because of the significance of this material, the interactivities make it easier to comprehend. The Whiteboard software allows the users to add/edit the flipcharts based on the lessons or needs of their students. These software support tools will be essential in my classroom because it will allow me to create interactive lessons and exercises. "Whiteboard allows a teacher to develop a lesson that allows a student to move objects around on the whiteboard or touch the screen to select or enter an answer to a problem or question"(Roblyer & Doering,2013,p.147). The flipchart for this lesson is a good example of engaging students through the use of technology based on problem solving. It also allows the student to study at their own pace. These flipcharts that are downloaded are accessible to students whenever needed. It also allows teachers to effectively teach the students with learning disabilities. "Students depend on technology to compensate for vision, hearing, and/or, manual dexterity they need to read, interact in class, and do projects to show what they have learned"(Roblyer & Doering,2013,p.25). As a teacher, my goal is to make learning as enjoyable as possible, even through the most boring material. With the help of technology, I'll have more resources to use in class to keep them motivated and their interest peaked. Realistic pictures, equations explained, and quizzes included in my flipcharts will make it an enjoyable experience that they will carry with them.

http://www.prometheanplanet.com/en-us/Resources/Item/34681/mass-weight-volume-and-density#.Vbbs6hNVikp

References:

Wise, Heather. (October 17, 2008). Mass, Weight, Volume & Density. Retrieved from Promethean Planet. http://www.prometheanplanet.com/en-us/Resources/Item/34681/mass-weight-volume-and-density#.Vbbs6hNVikp. July 27, 2015.

Roblyer, M.D. & Doering, A.H. (2013). Integrating Educational Technology into Teaching. 6th ed. Pearson,Inc.

Integrating Technology such as Virtual Labs in Science Instruction

One major problem facing educators today is the ability to capture and maintain the attention of their students.  Technology today is capable of giving students instant information.  At the click of a mouse or touch of the finger, students can quickly download just about anything that peaks their interest.  I think using virtual labs in science can be helpful in holding the attention of just about all students.

Online lectures by video are fine for conveying facts, formulas and concepts, but they cannot help anyone learn “how to” put those ideas into practice.  This form of technology doesn’t give the students the experience needed in planning and experiment and analyzing data, working as a team, or setting up and using a microscope.  I think you only understand something when you know how to do it and that’s not possible through traditional online lectures.  The NRC(1996) mentioned that U.S. Department of Education and the National Science Foundation endorses mathematics and science curricula that “promote active learning, inquiry, problem solving, cooperative learning and other instructional methods that motivate students” (Roebyler & Doering,2013,p.317).

Advantages of Integrating Technology

During the 1990’s, a reformation in science began.  Roeblyer & Doering (2012) metioned that the American Association for the Advancement of Science called on teachers and schools to have their students engage in “doing science” not just hearing about it(p.318).  It was during that time that the phrase “Hands-on/Minds-on” was coined.  According to Haury and Rillero (1994), Karen Worth, defines hands-on/minds on as “engaging in in-depth investigation with objects, materials and phenomena and ideas and drawing meaning and understanding from those experiences”(Roeblyer & Doering, 2013,p.318).  Schools that have experimented with such labs state that simulated activities with chemical compounds and animal dissection in biology are considered hands-on activities.  It gives students that may have weaker constitution or have certain allergies the chance to work hands-on without the dangers of getting sick or experiencing unpleasant feelings. 

Using Multimeda in Science classes will not only be used for supplemental resources for lectures but hands on learning and maintaining the students attention. DigitalFrog is one example of a virtual lab site to incorporate in a Science class.

Disadvantages of Integrating Technology

Robyler and Doering (2012) mention that the National Science teachers Association and the American Chemical Society take issue with this view, saying that “hands-on” means the students must touch the materials rather than just “do” the science on a computer(p.319).  Currently, the College Board requires virtual school and others who provide distance education courses to provide school-lab courses in order to retain it’s endorsements as AP classes, (Robyler and Doering, p.319, 2012).  Other disadvantages may arise when combining the mentally and physical challenged students with their peers if the proper supervision isn’t adequate.   Also, Roybler and Doering (2012), state that elementary teachers may face a special challenge because the number of math and science skills young students must master is increasing.  This means teachers at this level must become content experts in math and science topics they may not have learned in their basic education classes(p.324).
This article on Virtual Labs in the classroom by Rebecca K. Scheckler mentions the disadvantages of replacing traditional labs with vitrtual labs.

Specific Activities, Programs, etc

Here are some neat websites I found for teachers and students to use.

National Science Digital Library
https://nsdl.oercommons.org/browse/material_types/activities-and-labs

Annenberg Learner
https://www.learner.org/

Nasa Robotics project
http://robotics.nasa.gov/

National Science Education Standards
http://www.nap.edu/



Reference:

Roblyer, M.D. & Doering, A.H. (2013). Integrating Educational Technology into Teaching. (6th ed.) Pearson, Inc.

Module 3 - Technology in the Classroom

Search Engines

Since the 1970's , the Internet has become widely used in our daily lives. From a time where we had to physically do research for answers to just typing in a key word in a search box and the work is done for us, technology is now our main hub for research and entertainment. Roeblyer & Doering (2013) stated, "Web browsers are no longer just found on a desktop or laptop computer, but are now found on mobile devices such as smart phones and tablets"(p.214).

Google is one of the most popular search engines today. Not only is Google user friendly, but it also has many options available when searching the web. The “keyword” search made Google stand out from the rest of the search engines. Just type the search word or phrase and the search engine develops a list of websites who’s URL contain the word or phrase (Roeblyer & Doering, 2013, p.219).

Web Site Evaluation Video

The following video explains the main points for a website evaluation. I picked this video because I think that the format (realistic situation) would keep the students' attention and it’s easy to understand. It is very important that students learn how to properly evaluate websites to determine reliable sources. Roblyer & Doering (2013) stated, “ A website has to have good user design, meaning that is easy for a user to experience the features of the website”(p.225).

Favorite Web Site # 1

 I found Education Oasis http://www.educationoasis.com/index.htm and noticed that it had resources for all of the core subjects and available for both students and teachers. I really liked the variety of options for each subject. I think this would be beneficial to the student to utilize for all of their classes through one web site. As a teacher, I have access to lesson plans, resources, printables, organizers, etc. Utilization of templates as a first year teacher will save a lot of time and decrease the workload.

Favorite Web Site # 2

I also like Wikispace and how user friendly it is. Wikis are a collection of web pages located in an online community that encourage collaboration and communication of ideas by having users contribute or modify content (Roeblyer & Doering, 2013, p.223). It allows the teacher to make the page their own and are not limited to what is included. It also gives the students an opportunity to create discussions with their classmates, study guides, projects, etc. I feel that this type of interaction is important in the classroom to keep the students motivated and have a sense of control of their progress throughout the semester. Roeblyer & Doering (2013) stated, "Many instructors use wikis both in their classes for their students to develop their own wikis or they develop wikis to communicate their own content"(p.223-224). Here is an example of a detailed but user friendly Wiki for a Science class.

 http://landryscience.wikispaces.com/

References:

Roblyer, M.D. and Doering, Aaron H. (2013). Integrating Educational Technology Into Teaching (6th ed.). Pearson Education, Inc.

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

Module 2 : "Gettin' Real" in Education - Hypermedia Tools

Commercial Hypermedia Products

             The impact that a teacher makes in a student’s life not only comes from the personable student/teacher relationship, but most importantly, through leadership in the classroom and FUN lectures. Many teachers still cling to the traditional style of teaching such as writing on chalk boards and standing in front of the class to teach. Yes, I had two college professors that wrote on and covered FOUR chalkboards with the lesson for that day.

            I prefer more of a "hands-on" style lecture, as do most of the young students today. Roeblyer and Doering (2013) stated, “dramatic changes in the capabilities and development of tools, and internet media formats have changed the focus of this classification (hypermedia systems) system from the delivery medium to the development platform and to the type of capability the products have to offer" (p.174).  With that being said, Instructional software, such as simulations, can greatly improve the “fun” factor and keep the students attention.  Because multimedia presentations can include movement and sound, simulations can be even more realistic than textual narratives and imagery of a concept or context (Roeblyer & Doering, 2013, p.174). I’ve included a link to a simulation of how plants and animals work together to produce substances used for energy consumption. Seeing the cycle in this format, it's much easier to comprehend the purpose/function for each phase rather than looking a generic picture in a science book. 

http://vcell.ndsu.nodak.edu/animations/energyconsumption/movie-flash.htm

Multimedia Authoring Tool

Full immersion systems allow the user to engage in a more realistic experience. Through a headset (head-mounted display), the user “sees” the computer generated environment or the user can also have the same experience when the environment is displayed on a large, curved projector screen (Roeblyer & Doering, 2013, p. 194).  I found this software very interesting because the versatility not only gives a “life-like” 3D experience in all categories in education but it’s also user friendly. Roeblyer and Doering (2013) mentioned a source that stated "this software is also being used to help teach special education students and those with attention deficit disorders"(p.196). Incorporating this software into a biology class will allow the students to “see” and “explore” life as it is. Giving the students the opportunity to practice, exploration (i.e. dissection or see the various types of cycles “in motion”), communication and collaboration with fellow students showed an increased achievement of high school students (Roebyler & Doering, 2013, p. 196-197). “Hands-on” experience trumps time spent staring at words in a book. 

Here’s a YouTube video showing how full immersion software can be used for dissections in a Science class or medical school. I couldn't help but wonder if doctors and surgeons will one day adopt this software to pair with our xray, CT scans and MRI scans to aid in diagnostics and surgical procedures. 

References: 

Roeblyer, M.D. & Doering, A.H. (2013). Integrating Educational Technology into Teaching (6th ed.). Pearson Educaton, Inc.

Malek, Karem (2013, December 11). Individual Virtual Dissection.
Retreived from https://www.cyber-anatomy.com/

MODULE 1 - THE BASIC SUITE

Overview
Roblyer and Doering (2013) stated that “the most widely used software support tools in education are word processing, spreadsheet and presentation programs” (112). Teachers choose them not only because they have qualities that aid in classroom instruction and help make classroom time more productive, but also because they give students experience with 21st century tools that they will see again in their workplaces(Roblyer & Doering, 112). As a teacher, I will implement the use of Microsoft suite to aid in a creative way of teaching as well as using it to help prepare my students for college and their careers. 

Word Processing Software
According to Roblyer and Doering, word processing is the most commonly used program in education due to its value as an aid in teaching and ease of use (112). From a first time user to the most experienced, word processing allows the user to create their own projects through templates or with their own material (Roblyer & Doering, 116). However, after numerous studies, researchers concluded that the increased use of word processing in the classroom may negatively affect the student’s ability to write legibly and proofreading (Roblyer & Doering, 120). In my opinion, word processing offers many benefits to both students and teachers. As a teacher, I would implement the use of word processing through scientific research projects, group activities and providing the students with weekly or monthly assignment sheets. Students will have the opportunity to improve their typing skills and learn the capabilities that will assist them in future projects.

Spreadsheet Software
Excel is widely is used by educators for keeping grade books because it saves time, neatly organizes the information and calculates percentages so there’s less room for error. Utilizing this program in the classroom will allow the students to create their own graphs and timelines from information they’ve gathered through labs, research, and surveys (Roblyer & Doering, 125).  According to Roblyer and Doering, the main issue using spreadsheet software is that it is not as easy to use as any other software program because teachers have to spend extra time teaching the basic fundamentals of the software before the students can begin using it (125). I agree that excel is not very user friendly unless ample time has been spent familiarizing yourself with the software. However, I plan on using this software for making lesson plans, progress charts and grade books to keep track of progress throughout the semester.

Presentation Software
Presentation software has become widely used as well, but misused at the same time. Many teachers rely solely on the PowerPoint to teach the lesson instead of using it as a visual aid to assist with the lecture. Roblyer and Doering (2013) stated “when used correctly, the presentation will enhance the impact of spoken information and allows collaboration on presentations” (128).  A major underlying issue when PowerPoint is used in the classroom is lack of effort in teaching style (Robyler & Doering, 130). Creative use of this software will capture the students’ attention regardless of the lack of interest. I feel that PowerPoint presentations not only serve as an alternative to traditional teaching methods but also allow the student to have a hard copy of information they need to focus on for their tests (i.e. hard copy used for study guides).

Classroom Use
I would choose presentation software to go along with my lectures. My goal is to make the lectures fun and interesting for the students. Often times teachers get caught up in rushing through the material that the students retain very little information that was given. With the rate that technology is increasing, I feel that the generations we will be teaching will learn more through interactive teaching than traditional teaching. They can relate the material to images or animations/videos to the material being taught than just merely memorizing what the instructor was saying.  I’ve included an article link that gives a few suggestions on the “Do’s & Don’ts” when creating a power point presentation. 

 http://theinnovativeeducator.blogspot.com/2013/03/10-dos-and-donts-to-delivering-lectures.html


Robyler, M.D. and Doering, Aaron H. (2013). Integrating Educational Technology into Teaching (6th ed.). 
Pearson Education, Inc

Neilson, Lisa (2013, March 20).10 Do's and Don'ts to using  PowerPoint to deliver lectures that don't suck.
Retrieved from http://theinnovativeeducator.blogspot.com/2013/03/10-dos-and-donts-to-delivering-lectures.html