Chapter 1 of Roblyer's Integrating Educational Technology into Teaching 1. The trend that I think holds the most promise is "portable devices" such as laptops and hand held devices. Having a laptop allows students to use a computer anywhere in the room or building, and since they take up less space and are wireless more students can be using a computer at one time. 2.The two configurations that I will likely use in my teaching are a stand alone computer and classroom work stations. A stand alone computer allows the teacher to access email, input grades, and if connected to a smart board allows students to view what the teacher is looking at on the stand alone, for example. With the classroom workstations, the students may have 3 or more computers in the classroom or many laptops for use. With these computers students can use them for tutoring, math, language, or phonics drills, research and quizzes, to name a few.
Chapter 2 of Roblyer's Integrating Educational Technology into TeachingBased on what you have read in this chapter, answer these questions:Looking back on your own education up to this moment, were you taught using directed (objectivist) methods, constructivist methods, or a mix of both? Which methods have dominated your education? Why? Growning up, my education was dominated by the directed (objectivist) method, because it was very teacher centered and I do not remember doing very many hands on activities.
In your own teaching practice, do you foresee yourself pursuing a direct methods, constructivist methods, or a combination of both? Why? In my own teaching practice I see myself using the constuctivist method with a little objectivist. I believe in "hands on" learning and Howard Gardners different learning methods.
What is meant by the term relative advantage, and why is it an important consideration in designing technology-enhanced instruction? Relative Advantage is when teachers are more likely to implement new technology if they see the benefits. If Teachers get training,support and understand technology's ability to solve learning problems and see immediate, measurable growth in student achievement they are more willing to use technology. Therefore this should be kept in mind when designing technology instruction so that teachers are comfortable and not intimidated with using technology.
On pp. 62-66, you read about Essential Conditions, those "conditions necessary for teachers to exploit the potential power of technology." After reading this, identify two conditions among the list of nine that you can either influence or directly control in your future role as a teacher. Do you feel that the absence of all Essential Conditions would excuse teachers from attempting to integrate technology in their classrooms? Why or why not? The two conditions that I chose were Skilled Personel and Professional Development and Appropriate Teaching and Assisted Approaches. Yes, I think teachers would use this excuse to not use technology and I think it would be a good argument. If teachers did not get access to hardware or software, no professional development, or no technical support etc... then most would not try and use it.
Chapter 1 Understanding by Design
1. What’s the problem with approaching planning from thinking about what we like to teach, and what activities we will do and what resources we will use? The problem is that although we do need to plan these things, if we do them first then we miss out on what it is we want the students to learn and get out of the teaching. Teachers need to focus on the learning and not the teaching.
2. What should be foremost in guiding our design: the methods, books, and activities we want to use, or the results we want for students? Why? The results. Because when we focus on the results we can then choose what methods, books, and activities we want to use to get those results.
3. What is activity-oriented design? At which level is this type of design more prevalent? (elementary, secondary, or both?) Doing a hands on activity where the students are not really learning the concept. It is most prevalent in elementary and lower middle school grades.
4. What is coverage-oriented design? At which level is this type of design more prevalent? (elementary, secondary, or both?) This is where teachers teach through the text book only and it is mostly done at secondary schools and college.
5. What do these twin sins of design have in common? Neither has a guided purpose for the learning. The students are not able to answer, why do we have to know this, what is the big idea or what have we learned from this.
6. What are the three stages of backward design? Briefly describe each stage. 1.Identify Desired Results – Teachers should ask themselves what students should know, be able to do and if the content is worthy. Teachers should consider goals, GPS, and curriculum expectations. 2.Determine Acceptable Evidence – Teachers should think about what assessments they want to give the students. Planning the assessment first guides the teacher into what activities to do and lets the teacher know if the students understand what is being taught. 3.Plan Learning Experiences and Instruction – This is where the teacher plans out the activities. The teacher must ask him self what facts, concepts, principles, and skills will students need to have to achieve desired results.
1. The trend that I think holds the most promise is "portable devices" such as laptops and hand held devices. Having a laptop allows students to use a computer anywhere in the room or building, and since they take up less space and are wireless more students can be using a computer at one time.
2. The two configurations that I will likely use in my teaching are a stand alone computer and classroom work stations. A stand alone computer allows the teacher to access email, input grades, and if connected to a smart board allows students to view what the teacher is looking at on the stand alone, for example. With the classroom workstations, the students may have 3 or more computers in the classroom or many laptops for use. With these computers students can use them for tutoring, math, language, or phonics drills, research and quizzes, to name a few.
Chapter 2 of Roblyer's Integrating Educational Technology into TeachingBased on what you have read in this chapter, answer these questions:Looking back on your own education up to this moment, were you taught using directed (objectivist) methods, constructivist methods, or a mix of both? Which methods have dominated your education? Why?
Growning up, my education was dominated by the directed (objectivist) method, because it was very teacher centered and I do not remember doing very many hands on activities.
In your own teaching practice, do you foresee yourself pursuing a direct methods, constructivist methods, or a combination of both? Why?
In my own teaching practice I see myself using the constuctivist method with a little objectivist. I believe in "hands on" learning and Howard Gardners different learning methods.
What is meant by the term relative advantage, and why is it an important consideration in designing technology-enhanced instruction?
Relative Advantage is when teachers are more likely to implement new technology if they see the benefits. If Teachers get training,support and understand technology's ability to solve learning problems and see immediate, measurable growth in student achievement they are more willing to use technology. Therefore this should be kept in mind when designing technology instruction so that teachers are comfortable and not intimidated with using technology.
On pp. 62-66, you read about Essential Conditions, those "conditions necessary for teachers to exploit the potential power of technology." After reading this, identify two conditions among the list of nine that you can either influence or directly control in your future role as a teacher. Do you feel that the absence of all Essential Conditions would excuse teachers from attempting to integrate technology in their classrooms? Why or why not?
The two conditions that I chose were Skilled Personel and Professional Development and Appropriate Teaching and Assisted Approaches. Yes, I think teachers would use this excuse to not use technology and I think it would be a good argument. If teachers did not get access to hardware or software, no professional development, or no technical support etc... then most would not try and use it.
Chapter 1 Understanding by Design
1. What’s the problem with approaching planning from thinking about what we like to teach, and what activities we will do and what resources we will use?
The problem is that although we do need to plan these things, if we do them first then we miss out on what it is we want the students to learn and get out of the teaching. Teachers need to focus on the learning and not the teaching.
2. What should be foremost in guiding our design: the methods, books, and activities we want to use, or the results we want for students? Why?
The results. Because when we focus on the results we can then choose what methods, books, and activities we want to use to get those results.
3. What is activity-oriented design? At which level is this type of design more prevalent? (elementary, secondary, or both?)
Doing a hands on activity where the students are not really learning the concept. It is most prevalent in elementary and lower middle school grades.
4. What is coverage-oriented design?
At which level is this type of design more prevalent? (elementary, secondary, or both?) This is where teachers teach through the text book only and it is mostly done at secondary schools and college.
5. What do these twin sins of design have in common?
Neither has a guided purpose for the learning. The students are not able to answer, why do we have to know this, what is the big idea or what have we learned from this.
6. What are the three stages of backward design? Briefly describe each stage.
1. Identify Desired Results – Teachers should ask themselves what students should know, be able to do and if the content is worthy. Teachers should consider goals, GPS, and curriculum expectations. 2. Determine Acceptable Evidence – Teachers should think about what assessments they want to give the students. Planning the assessment first guides the teacher into what activities to do and lets the teacher know if the students understand what is being taught. 3. Plan Learning Experiences and Instruction – This is where the teacher plans out the activities. The teacher must ask him self what facts, concepts, principles, and skills will students need to have to achieve desired results.