Documents in Sugary Sync'd Clouds

I just finished setting up my SugarSync Cloud storage and read that this will soon replace thumb drives. I think I could go for that, especially because I worry that my pictures and documents would be lost if something happened to my laptop. I have made backup CD's before, but it's kind of a pain. SugarSync detects changes to folders and automatically updates the changes. So if I add pictures to my pictures folder, SugarSync saves them as well without me having to do anything. It sounds too good to be true, but I am willing to give it a try. 

Ch5 Q2: You mean I might have to THINK?

Q2: How can I teach my students to solve problems?

Inquiry-based learning means integrating what we know with new information to produce new knowledge. In the classroom, this new knowledge should solve authentic problems, just like in the workplace.
 If the student has a guide for solving the problem, then the work should progress smoothly.

Picture Reference: http://www.snorgtees.com

One way to get students to solve a problem is to develop a THINK SHEET as a guideline for the inquiry. Every year our school sells candy bars. The supplier lets us choose which flavors of candy bars we prefer from a variety of choices. So how do we decide from year-to-year which candy bars to try and sell in order to have a successful fundraiser? The students conducted a survey and found which flavor candy bars were preferred among the staff. Suppose they graph the results and use it to make decisions regarding future candy sales. In order for them to analyze the data I constructed the following THINK SHEET:

Candy Bar Sales Think Sheet Using the graph you created from your survey of candy bar preferences, complete this analysis. 1)      Which flavor candy bar was the most popular? 2)      Which flavor was the least popular? 3)      Describe how much more popular was the most popular from the rest of the choices. (For example: Twice as popular, Hint: Try to use math words to describe.) 4)    Among the other choices, were any almost the same in popularity? 5)      Describe the main differences between the most favorite and the other choices. Use Compare and Contrast. 6)     In summary: What characteristics do people prefer when choosing their favorite candy bar?

References
Lowther, D., and Morrison, G., (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston, MA. Pearson Education, Inc. USA

Ch5 Q1 Motivating Students to Question and Research

Q5 How can I get my students to ask questions about the research the are conducting?

Thinking Maps - These are guides for the research to nudge students in the right direction and give them  some guidelines for their thinking. When my third graders studied carnivorous plants we developed a KWL chart in the classroom. This was a very helpful activity; the students were engaged and eager to learn more about the subject. It was easy to implement - we had chart paper  on the wall and markers. We then used read-aloud to read to the class about all types of plants that eat bugs. The students then read a "Time for Kids" magazine article about these plants and answered questions on a short quiz. For this 3rd grade lesson, we did not integrate technology, but we could have. We could have used the internet to let the students do research and find pictures of actual plants in the wild.

Reference: http://www.flowers.vg/flowers/flytrap01.htm

CARNIVOROUS PLANTS

K	W	L
KNOW	WANT TO KNOW	LEARN
1)      Carnivorous means it eats meat 2)      Venus Flytraps are carnivorous plants 3)      Venus Flytraps grow in North Carolina	1) Are there other carnivorous plants in North Carolina? 2) Are there other carnivorous plants somewhere else in the world? 3) Do carnivorous plants have teeth like we do? 4) How does the Venus Flytrap catch flies?	1: You can see Venus Flytraps at the NC Zoo 2: There are many other carnivorous plants in other places in the world. One is called the Pitcher Plant. 3: They mostly eat bugs and digest them but don’t have teeth- they use liquid to dissolve the bugs. 4: Borneo is a country on the other side of the world where there are lots of carnivorous plants

References
Lowther, D., and Morrison, G., (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston, MA. Pearson Education, Inc. USA

Ch2 Q6 Just How Much Should the Computer be Used?

Q6: Can you use a computer for every objective or lesson? 

Computers are powerful complex machines and when added to mobile devices, peripherals and networks, they have a myriad of applications. Many objectives and lessons are enhanced by use of technology, but I will not say that every objective or lesson can be taught using a computer. Is it possible to teach EVERY objective or lesson using a computer? Not likely, because the learning that goes on in the classroom exceeds the scope of the content of the lesson. Students must learn to work in groups, collaborate, self-regulate, and assess their work. These types of character traits are taught as students grow and mature and are part of the learning process.


Using technology, the final product of a problem or research project can be very creative. Book reports as paper and pen, handwritten, and boring, are largely omitted or ignored as forms of expression. Using a camera or online pictures, students can produce a Power Point, movie, poster, or other creative presentation that will grab and hold the audience attention. Spreadsheets can turn data into a chart that is easily understood and visually stunning. 


Draw and paint apps can let the user be creative or edit a photo to make it their own. My daughter likes to take pictures using the setting that makes a coloring book page. She is learning how to process these images and what makes a good subject for this type of product. Imagine taking a picture of a students project and publishing it on the school website. This could motivate the student to produce their highest quality work and get a sense of pride in their accomplishment. 



References
Lowther, D., and Morrison, G., (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston, MA. Pearson Education, Inc. USA

Ch2 Q5 Relate Objectives to Computer Functions

Chapter 2 Q5: What is the relationship between objectives and computer functions?

Reference: Common Core Literacy in Science

file:///C:/Users/Teresa/Downloads/Common%20Core_ELA_Science%20ETC%20Standards.pdf

District Standards Effective as of August 2012

Students are expected to be literate in science and other subjects. The standards for reading and writing show what a student in a certain grade level is expected to accomplish. Below is one of the writing standards for students in 6^th grade along with my comments in italics:

TEXT TYPES AND PURPOSES

1. Write arguments focused on discipline-specific content. (In other words, stick to the subject.)

a. Introduce claim(s) about a topic or issue, (state the problem)

acknowledge and distinguish the claim(s) from

alternate or opposing claims, (make the problem clear and specific)

and organize the reasons and evidence logically. (put ideas in order)

I have tutored and assisted many students and peers in writing coherently. Even something as simple as a birthday invite or thank-you note must be readable and convey the intent of the writer. In the classroom a learner can use word processors to type the text. Also they should use grammar check and spelling check to review their writings, if the teacher enables those functions. There are templates that students can use to guide them, and the internet abounds with examples of just about every kind of writing.

There are 10 more standards for writing literacy in the Common Core for middle grades. Teachers are expected to begin implementing Common Core in August of 2012 when the Standard Course of Study (SCOS) standards will expire. Teachers as well as students will need to use technology resources to implement these new standards.

References
Lowther, D., and Morrison, G., (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston, MA. Pearson Education, Inc. USA

Ch2: WHY use the NTeQ lesson planner?

Q4: Do I have to use a different lesson plan when I want my students to use computers?

Every lesson plan needs objectives and problems as starting points. The NTeQ lesson planner inserts steps where technology can be inserted for use as tools for enhancing the lesson. The novelty of computers and other gadgets makes completing the lesson more fun and assists in achieving the final product more quickly. Computer search functions can aid the research and analysis of a problem, collection of data, and find possible solutions to the problem. Cameras and programs like PowerPoint give students many options for results presentation and assessment. Students will be expected to know the basics of computer use when they move into the work force. 



References
Lowther, D., and Morrison, G., (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston, MA. Pearson Education, Inc. USA

Ch. 2 Reflections: Objectives

Q2: Why do I need objectives to help with my planning and lesson development?

Objectives limit and help focus the lesson and ensure that the DPI standards are being addressed. These days teachers are under fire from parents and administration if their students do not perform well on standardized tests. Stating and documenting objectives gives the teacher a way to be accountable and show that the grade-level standards were addressed. In the fall of 2012 the state of NC is implementing a new way to evaluate teacher performance and teachers need to be ready if their methods and teaching abilities are questioned. 

Q3: How can I encourage my students to engage in the processing of information?

Motivation of students requires thought and planning - students need to see the connection between what they are studying and the "real" world. They should be able to see the value in the lesson and how they can use it in their lives outside the classroom. The words "genuine" and "authentic" come to mind - They should be able to answer the question "Why do I need to know this?" For myself this first happened in high school when asked to memorize the names of all the presidents of the US. Usually I did whatever the teachers asked, mostly because I like to learn new stuff. This time, I refused and explained to the teacher, respectfully, that this was something I was not going to memorize because I felt it was not something I needed to know. Also - If I ever needed that info. I would look it up somewhere. He gave me a chance to retest and I refused. This may have lowered my GPA, but at the time it made sense to me to need a real-world connection to the lesson. 


If the teacher is excited about the subject, it helps the students to get motivated. My field of study is middle school science. Asking "bigger picture" questions can get students motivated about subjects like plants and soil, rocks and minerals. The lesson could start with a brief tie-in to social studies by asking the question "If the Earth is so big, why can't we grow enough food to feed everybody and so no one will go hungry?" Well, that is a huge question involving not only the growing of crops, but distribution and logistics and political control. The question gets the students thinking, because most people are sympathetic to others in need, especially about the basics of life. In order to address plants and soil, rocks and minerals, the next question could be "Why do some plants grow better in some places and not others?" Or "Does Dirt Matter?", "Are dirt, rocks and minerals the same everywhere?" 


The students could then research on the computer about world hunger, what crops grow best under what conditions, what soil mixes and rocks and minerals contribute to food production, or places where the soil is unproductive. They could attempt to germinate seeds and learn the plant parts, varying the soil mixes and amounts of water and light. They would need to keep the data on spreadsheets and they could make graphs of the results. They could use websites, as well as books and magazines and prepare  presentations either in powerpoint or posters to share with the class. Knowing that their work will be seen by others is a great motivation for students to do their best.

References
Lowther, D., and Morrison, G., (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston, MA. Pearson Education, Inc. USA

Ch. 2 Reflections - Integrated Lesson Plans

Q1: How do I plan an integrated lesson that will work with my students?

The NTeQ (iNtegrating Technology for inQuiry) Model provides a lesson planner which is a tool teachers can use to effectively plan a lesson including technology. It is a graphic organizer to guide the planner through the thought process and make sure key components of the lesson are addressed. 

Every lesson, whether using tech or not, requires planning, and some things to consider are the length of the lesson and the complexity of the problem. I am working on lesson plans to help my daughter get introduced to basic Spanish. She has not had the opportunity to take this course at school and I feel this is a skill she needs. We have a text book and the computer and some friends who speak Spanish. These lessons will be short because it is not meant to be comprehensive but just an intro to the language. She has already had 1 year of Latin so the problem is not that complex.


The instructional objectives and content are also components of a good lesson plan. In fact, with the advent of Common Core, teachers need to make sure every lesson has value as measured by the DPI standards. Also consider the capabilities of the students and their attention spans. A lesson for younger students would not be as long as a lesson for middle or high school students.  My son has ADHD or ADD, since he is not really that hyperactive, but he had attentional differences that were obvious when compared to his classmates. His attention span varied because while ADD usually means a student cannot focus for more that a few minutes, he would sometimes hyperfocus where he lost track of time and place. This affected his ability to focus, but he learned to use it to his advantage and sometimes lost himself in a book or a math problem and was able to focus for hours at a time. 


An integrated lesson plan does not mean that the students use the computer all the time. The plan should provide activities before and after the use of the technology. Students need to know how to use tools such as magazines, surveys, dictionaries, an atlas and other maps, etc. They also need to engage in group activities, where they not only learn the content, but they learn the dynamics of working with others.

This is my son, Keith Who

References

Lowther, D., and Morrison, G., (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston, MA. Pearson Education, Inc. USA

Reflections of Chapter 3 - Continued

Digital Tools in Today's Classrooms

Q2: Most desktop computers do the same things as mobile devices, so why do teachers need to use both?

It may be that mobile devices will take over from desktop devices, but for the time being, desktops are what we usually think of when we say "computer." It is true that mobile devices are getting more powerful-AND THEY'RE MOBILE!! Teachers attend numerous meetings, and must take many notes and have an easy way to share files. Mobile devices are not the greatest for student use because many are fragile, and they lack the monitor and keyboard that desktops provide. Desktops still rule, but they are becoming smaller, at least the monitor is much smaller on newer models than those of a few years ago. 

The teachers at our school have access to desktop PC's in each classroom, and small laptops to carry with them to the many, many meetings they are required to attend. The laptops are very portable and so our teachers do not need PDA's or mobile phones provided by the school system. Most of our teachers have personal phones but they are restricted in using them at school. Many use the cameras on their phones for snapshots when something surprising happens at school - which is pretty much everyday.The students use desktops and laptops which are carefully stored and inventoried in a tech cart. 

For me, I prefer my personal camera for pics and vids, and then I can easily delete the unwanted ones and load them onto the school computer if I wish. Further, I can use my laptop as a mobile unit in my car with a device that hooks a power supply to the lighter. My laptop is kind of big compared to the ones the school supplies, but IT IS MINE - My Baby - and I am forbidden to use it on the school network. 

A big negative about small devices - THEY GET LOST EASILY and STOLEN. Also, they are fairly fragile and must be handled with care - this is a problem around young students. It is hard enough to get a parent to pay for a lost library book - can you imagine asking parents to ante up when their child drops and smashes a $200 camera? From my perspective mobility and security issues dictate that classrooms need both: desktop devices and mobile devices.


Q3: How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?


Shop carefully - school systems considering the purchase of new equipment must always consider the cost - especially now when budgets are beyond tight. IT departments and school personnel must have specific goals in mind before final purchase. Digital devices are an investment - these are the devices our learners will use in their lives outside of school, now and in their future jobs. School competes with TV, Games, Music, and many other activities for the kid's attention. Digital devices are one way that learners can become engaged and challenged in a learning environment.



References
Lowther, D., and Morrison, G., (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston, MA. Pearson Education, Inc. USA

Reflections of Chapter 3

Reflections of Chapter 3 - Digital Tools in Today's Classrooms

Q1: Why is it important to learn about different tech tools when they are constantly changing?

It has been noted by many that as soon as a new computer is taken out of the box, it is already obsolete. This frustration is shared by many computer users/owners, and shows how quickly the market for personal computers changes. 

One limiting factor when choosing new devices is compatibility – Will my new stuff be able to communicate with my old stuff? Many times our favorite old software won’t run on the newer machine, but soon we find new versions of similar software that is better and brighter, so we discard the old. (At my house, we decorated our old floppy disks into Christmas Tree Ornaments)

In our school system, we have migrated to using Mac’s for student work and IBM’s for the teachers. This dual system allows greater access to materials while providing security for our students. The computer platform often dictates which peripheral, mobile, and data storage devices are compatible, so usually the decision about which platform to purchase comes first when assembling a system of devices.

This complex of platforms and other devices is why the school system has IT personnel to make the decision about what to purchase. The information technologist puts together all the parts and makes sure they are compatible. Then the teachers and other personnel can call them when things don't work like they should. The teacher doesn't need to know as much as the IT person, but should have a basic understanding of the overall system. Devices

Computers: Consist of Operating System and needed software (programs/instructions) and hardware (nuts and bolts)

Computers are powerful and complex machines that perform a variety of functions. Both laptops and desktops can do many things:

• Play music and movies - My family never uses the television anymore - we get all of our music and movies from the computer and internet
• Connect to networks and the internet - My fav is Google Chrome
• Process words and data - I recommend Microsoft Office
• Store data and files - Almost all of my pictures are on the computer hard-drive or discs

THESE abilities allow users to perform a tremendous amount - some work, some play. Many users find the need to enhance their basic computer system with peripheral devices in order to get higher quality output/usage.

Mobile Devices:  Handheld kinds of mini-computers dedicated to a limited amount of functions

Mobile devices are small and can perform many of the functions of a computer, but each function requires a different machine:

• Play and record music, pictures, and movies: digital music recorders and players, cameras for photos and movies - YouTube has caught on in a big way - In the classroom the students can record themselves and then watch themselves on the computer. 
• Replace books,books on tape, books on CD: ereaders - These haven't really caught on  in a huge way- people like the looks and feel and even the smell of a book
• Navigate the globe: GPS uses satellites to show your location - (I prefer a map) - although navigation systems in cars are a big enhancement - especially for people who don't like to ask for directions.
• Take math skills to a higher level: Graphing Calculators: I will admit that I know very little about these, but many use these for algebra, calculus functions and engineering.
• Put your life in your hands: PDA's - personal data assistants - hold everything dear to you from photo, to your banking info. These are hugely popular and new applications are being created in volumes.
• Poll everyone all the time: Personal Response Systems: These allow users to agree/disagree with pollsters. Teachers can use them in the classroom to make a lesson more dynamic and engaging

OFTEN cost and effectiveness dictate what mobile devices we use. Most phones are mobile and often contain PDA's, nav systems, calculators, and cameras - all in one. There is not one machine that does everything and yet remains small and mobile, but there is a trend in that direction as technology improves. 

Peripheral Devices: These are the devices that make a computer system GREAT - Add-On devices that add power and higher quality to a basic computer or mobile device

• Increase Audio: microphones, speakers, headsets - most built in devices have a limited range that enhanced audio is necessary in order for the sound to reach every part of the classroom
• Enhance Visuals: Webcams, Interactive Whiteboards and Projectors such as SMART boards - Every classroom at our school now has SMART technology - thanks to the PTA for providing them
• Print and Scan: This is often needed with computers - people love to use paper media. 
• 
  

AT OUR school we recently switched from individual inkjet printers to several centrally located photocopier/printers/scanners. The school system hopes to save money on energy use by limiting the number of devices plugged in to electricity. 

DATA Storage Devices: These are exactly what they sound like - They store data - all kinds from all sources

• Increase memory capacity: External Hard Drives hook to the computer system and can hold whatever data you wish to collect. They also serve as backup for the internal hard drive
• Make memory and data portable:

• Flash Drives - aka thumb drives, jump drive, or USB drive. These are small and currently I have three that I carry to and from school - they are easy to plug in and use and carry between computer systems and devices. They can carry a variety of data such as pictures or text or other documents.
• Storage Cards -  These are needed by the device and store data such as pictures on a camera, or digital sound on a music player. Game consoles use these and they can be traded or resold.
• 
  

MOBILE data storage devices have changed the way we communicate and transfer data from one computer to another. Imagine a powerpoint project or movie that can be created on one computer then distributed to many users or to different locations easily and quickly using a thumb drive. There are many applications for external data storage devices.

References:

Lowther, D., and Morrison, G., (2010). Integrating Technology into the Classroom: Skills for the 21^st Century. Boston, MA. Pearson Education, Inc. USA

Reflections on Chapter 1

Reflections on Chapter 1: Rethinking Computers and Instruction

Q1: Must I use an inquiry-based learning approach in my classroom to use computers as a tool?

Inquiry-based, Problem-based, and Project-based learning can be enhances through the use of computers as tools. They all begin with a question and encourage the learner to find a solution by gathering and looking at information. The computer and other technology make this part of the exercise more streamlined, faster, and more information can be incorporated into the analysis, if needed. Often there is too much information available and the learned/researcher must decide what information is needed, disregard information that is not relevant, and form an answer or complete a project. The teacher provides guidance and maybe some information, and evaluation, but not the answer. The student takes an active role in finding the answer, and stays engaged in the work during the process.
It is important that the problems posed to students have genuine applications in the world outside the class. Even if the question is fiction, it needs to have a real-world connection that motivates the student. In teaching math, it would be great if we could use real supplies to build a real fences and use real measuring tools in order to illustrate the ideas of perimeter and area. Since this is not feasible, we can use computers to allow students to build virtual fences with measurements specified in the problem. The question could be open-ended if there is more than one solution, and extended into a lesson on area. Ideally then, each student or small group would have formulated their own picture of a fence, which may be different in shape than another answer, but both have found a solution to the problem. Then the learners can share how they arrived at the solution and classmates can see that different approaches can solve the same problem.

Q2: Can I still use tutorials and drill-and-practice software?

Practice-practice-practice - With math students are presented with the basics of the process, but it doesn't sink in until they have repeated the process many times. The computer allows students to use games to drill-and-practice as their understanding grows. They stay engaged and have a little fun, and usually they get immediate feedback on their progress and where they need to improve.

Q3: Won't I have to spend a great deal of time to develop these units of instruction?

Yes - it takes time to prepare any lesson but using the computer, that lesson can be shared with the grade-level, and (hopefully) easily modified for use in the future. Our lesson on plants was enhanced by the use of an overhead projector to magnify tree rings while the instructor explained how they are used to measure the life span of the tree. Other parts of the plants were examined in this way so the entire class could see the plant parts onscreen.

Also this year we used a powerpoint to answer "How do children in other countries celebrate Christmas?" Their was paper for documentation as the researchers travelled through the powerpoint to various linked websites to find answers to specific questions. This could be modified for any holiday, or for holidays that our culture does not celebrate.

The solar system could be taught using computers to get really great images of the planets. Imagine a project where real images are used and where the students have tagged the images with information about the planets that they researched. This could be a collaborated effort where students are responsible for each piece of the project.

Q4: Won't every student need a computer to use it as a tool?

I my classroom the students share two computers and the lesson is modified so they have adequate time to complete the assignment. It is the same with 10 computers: the students need to learn to share and cooperate with each other. There could be a time, maybe as a classroom reward, where the students get to use the computer by themselves, perhaps to play educational software games. I think it is better to have the students share because of the socialization that occurs when working with others. Very few people get to pick their classmates or co-workers, so at least part of the lesson is learning how to get along with people. 


Integrating technology means using equipment that the students will be expected to use in the real-world. My jobs have always used computers, and many younger students don't remember life before computers, phones, and digital media. It is important that students use the newest equipment available, because this is what they will encounter in their lives outside of the classroom.


References
Lowther, D., and Morrison, G., (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston, MA. Pearson Education, Inc. USA

My First Blog - THIS IS GREAT!!

Blogging is brand-new to me - I know that seems incredible to some, but it has not ever been something I wished to join - Putting my words out into the world seems like I am writing a diary that everyone can read- and an intrusion into my head - Anyway - On my last post I neglected to reference the book that I discussed. So Here it Is:


References
Lowther, D., and Morrison, G. (2010). Integrating Technology into the Classroom: Skills for the 21st Century. Boston, MA. Pearson Education, Inc. USA


The first chapter reviews the reforms occurring in education - making the learning open-ended and student-centered. Recently I heard a description of teaching and schools that went something like " School is where the teachers chase students around and try to give them knowledge." The description went on to say that school should be where the students are chasing the knowledge and teachers help the students catch the knowledge.
More later...TV

Reflections on Integrating Technology

Reflections on Integrating Technology

My jobs have always depended on computers as tools for data storage and retrieval. In my view the power of the computer and peripheral devices never gets completely utilized - whether I am using a computer in an office or in a classroom. Many people who use computers daily only know how to do a few things on it - the things that they are required to know to perform their jobs. 


It takes a lot of time  - in my opinion - to integrate the technology - computer/internet/Smartboards, etc. into the classroom in an effective way. I would love to have the time to set up surveys that use the personal response systems - it is effective in getting the students involved in the discussion. Making a lesson using powerpoint takes time to set up, and many teachers do not have the time. 


Thanks to our PTA we now have SMART boards in every class in my elementary school. It took several years and many fundraisers to make that happen. And what do the teachers use the SMART board for - in some instances it is nothing more than a glorified over-head projector. That will change as teachers become more tech savvy - for instance, the class, EDTC 5010, spends an entire module on SMART technology and I am looking forward to that learning experience. 
More later...TV