Readings

__**Complete Book Citation:**__

Roblyer, M.D., & Doering, A.H. (2010). //Educational technology into teaching//. Boston: Pearson Education,Inc. __**Chpt 1:**__ After reading the goals placed on the No Child Left behind Act, it could affect public school teachers in the United States both in good and bad ways. When it comes to being a public school teacher, there is already so much pressure placed on you to ensure you do your job right. With having standards become the biggest priority in classrooms, being required to incorporate technology into the classroom as well, is simply adding another thing teachers have to make sure they do to ensure they are doing their job correctly. On the other hand being required to use technology can give teachers new resources to use, that they may not have thought about using normally. The internet itself has many wonderful resources that teachers who are not technologically advanced may over look because they are not up to date with electronics. If teachers are forced to be comfortable using technology it will provide students with more benefits as well. Being a teacher you also need to be aware that the technology you rely on may not always work as planned so it is crucial to always have a backup plan.
 * Web-Enrichment Activity #2:**
 * TIP # 8:**
 * Although learning through online courses can be beneficial it can cause some issues as well. Based on my experience with online classes, if you don’t understand what the teacher is asking for or how to access something they assign for you to do, it can be frustrating when you have to wait for an email response to move forward rather than them showing you as they can in a face to face class. When implementing online classes, the superintendent needs to realize that not all students who want to take the class may be proficient when it comes to technology. Also teachers need to be required to check their email on a frequent basis to reply quickly to students who may have questions.
 * To make the change work for students, I think there needs to be a seminar for students to become comfortable with the online sites they will be working with to make sure they understand how to navigate effectively. If the teacher hosts the first few classes in the classroom so they are there to answer questions as students work, I believe this will allow students to feel comfortable when they go to do the work on their own without the teacher there.
 * __Chpt 2:__**
 * TIP #1**
 * When reading over my TPACK analysis I would view it as a wakeup call in relation to my teaching techniques. Although I am proficient with the material I am teaching, I am not teaching as effectively as I should be, nor am I taking full advantage of the technological instruments which I could be to teach my students (Roblyer, & Doering, 2010).”  If I were to better my skills under pedagogy and technology, I could better my overall teaching skills, which would ultimately help my students become more successful.
 * When planning future lessons, I would try to incorporate technology to better my pedagogy and interest my students more. I would try to be open minded to although I do not feel technology is necessarily for me, it may be necessary in order to more effectively teach my students. In addition, it would be crucial for me to practice with the technology I am using before I actually carry out the lesson, since it is not something I am very familiar with. This is necessary because it will help me deal with any technological problems I may encounter while teaching.
 * TIP #4**
 * I feel as though Luella’s methods are mostly inquiry based since there is no direct result she hopes for the students to receive other than achieving better college entry scores (Roblyer, & Doering, 2010,p.417).” . For the most part the goal with using the software is open ended and simply a resource for the students to use. Also the students are set free to do the activity on their own which also directly corresponds to the inquiry based method.
 * I personally feel working in groups is a good idea for these students because they can help one another with words they may have trouble with. When students work together they can learn from each other in order to further their own knowledge. I think it is important however to make sure one child is not answering all the questions, and that every child has a turn.
 * I think students should have more than 15 minutes at the end of each class to use the software. With such a small amount of time, it is hard for students to gain a large benefit from the software. Another point I think should be adjusted is that students shouldn’t always use this software at the end of class. Towards the end of class students become bored and irritable and may not take full advantage of the software. Instead maybe students should use this software in the beginning of class when they are more attentive.

**__ Web- Enrichment Activity #2: __** As technology has become more widespread all over the world, teachers should consider using technology as a motivator in the class. Video games can be a very powerful tool in the classroom when learning about various subjects. For example there are multiple computer games kids can play to obtain new knowledge in a fun way. Many students get tired of sitting and constantly listening to a teacher lecture. Technology can be used in the classroom as a reward for students getting good grades, behaving throughout the day, etc. For example if students have perfect attendance all week, allow them 20 minutes of computer time to play educational games. This is a win-win for you as the teacher and them as the student. For the student, they are learning in a way that is more appealing to them, and as a teacher you achieve a desired result from students. Many teachers reward there students with food, which has been an ongoing issue. With the obesity rate constantly rising, technology is a better alternative to the candy jar when looking for a reward. **TIP Model # 3** The software function that this software provides is Drill and Practice Software Functions(Roblyer, & Doering, 2010,p.81).”. This software allows students to work example problems and then are provided with feedback. Ms. Sharon feels her students need this software because they are sending emails to students who are fluent in the Spanish language, and her students are limited in the vocabulary they know. To ensure they are sending content correct emails, students can use this software to learn new words, and therefore formulate emails correctly.
 * __Chpt 3:__**
 * __Chpt 3:__**
 * 3.1**

**3.2** It would be best for students to use this software individually so they can evaluate what words they individually need to work on. When the students can cater the software to their own individual needs, they will benefit more from using it. In groups or the whole class, some students may be able to correctly answer the question where other students do not know it, but simply move on because another group member was able to answer the question. This does not benefit the student who didn’t know the answer, because they may not take the time to go back and refresh on that particular vocabulary word. **3.3** To assess whether this software was helping students vocabulary or not, I would have students do a pretest with the software as well as a post test a month or so later. When students went thru the software for the first time, I would have them record what words they didn’t know the other language for. At the end of the month, I would quiz the students on the same words they didn’t t know in the beginning, to see if they learned the words.

__**Chpt 4:**__ **__Web- Enrichment Activity #1:__** Title - Introduction to Word Processing By - Lesley Fentiman Subject - Computers & Internet, Language Arts Grade Level - Kindergarten-2 Children are being introduced to the computers in the school (Macintosh and PC). They are being asked to write and recognize their name and draw a picture of themselves. They will also be asked to name certain parts of the computer. Outcomes (Objectives) After completion of the activities children will be able to: *write their name and recognize their name. Skills Equipment: Computers, Stencil with pictures and names of parts of the computer Outline Children have been previously shown pictures of: the mouse, the keyboard, the CPU and the monitor. These pictures have been displayed to the children and several children are questioned. Where is the mouse? Where is the keyboard? Where is the CPU? Can we see anything on the monitor? What does it look like? Children are then given a stencil to match the names with the pictures. When this is completed they are then asked to go to the computer and write their name and draw a picture of themselves underneath. With Kindergarten it is necessary to have the computers set to the Word Processing Package and then have them quickly changed to the Drawing section. This is best used with Microsoft Works or Claris Works. The actual skill of changing to the Drawing package is too difficult at this stage. Evaluation: Have children compare each others drawings and names. Print as many as possible in the lesson time. This lesson was carried out in a computer lab using 15 Macintosh computers and a networked printer. The stencils were completed while the partner was working on the computer. **__Spreadsheet__** Title - M & M GRAPHS By - Judy Leathers Subject - Math, Computers Grade Level - 3-6 INTRODUCTION: I used this as an introductory lesson on creating spreadsheets and graphs with 4th graders as a collaborative project with the classroom teachers for a math unit. The lesson was done in the Technology/Computer Lab and students were allowed 2 (35 min.) class periods to complete the project. Printed graphs were displayed on the math teacher's hallway bulletin board. THE PROCESS: Students are given a handful of plain M & M's in a sealed plastic bag and asked to estimate (guess) how many of each color they have. Estimates are recorded on a sheet, noting how many of each color. To make it easier for students to transfer information to a spreadsheet/graph, have them record guesses in colored markers which correspond to the colors of the M & M's. Students set up a spreadsheet with columns/row labeled "Estimate" and "Actual". Then they record their guesses in the "Estimate" column, count the actual number of that particular color M & M, and record the number in the "Actual" column. As each color is counted and recorded, have the students change the text color to correspond to the color of the M & M's. It makes for a colorful and easy-to-understand graph. The students then convert the spreadsheet into a bar graph, give it a title, transfer the graph to a new word processing document, and write about the steps in creating the graph. EVALUATION: Students are evaluated on the accuracy of the graph and the written report they give on the steps used to create the graph. **__Database:__** Title - Presidential Database By - Peter Dragstrem Primary Subject - Computers / Internet Secondary Subjects - Social Studies Grade Level - Materials needed: computers for students database program (Works or Access) Internet connection age appropriate web sites to research subject POTUS.com whitehouse.gov (make sure it is gov and NOT com)
 * __Word Processing:__**
 * draw a picture of themselves.
 * recognize pictures that have been presented to them be name and sight and match these pictures with a picture that has been hidden.
 * Children will be able to recognize the letters of their name on the keyboard (previous practice has been given)
 * children will be able to recognize pictures and name parts of the computer.

Have the students set up a database that will cover all 43 presidents of the US and their vice presidents... (have the kids research on the Internet) I have used last name, first name, party, term, birth, death, state of birth, and vice president as just a few of the field names... Teaching databases can be done with almost anything that can be categorized... For the social studies teachers this project led to many questions about why some Presidents didn't have vice presidents. It gave me the opportunity to introduce some US Constitution lessons and I was able to teach them history from the questions they gave. It also leads to questions about assassinations and Grover Cleveland. WARNING I have done this project a few times and I will inevitably have one or two students accidentally go to whitehouse.COM instead of GOV as a matter of fact it was this project that made me realize that the .COM was a porno site. JUST BE AWARE... Have them print out a table and a finished report grade on accuracy, spelling, and capitalization... **__TIP Model 3: __** · When students first learn how to use word processing, they need time to play around with the program before being graded on it. The book shows a 7 step process of how to teach word processing. 1) Prepare for teaching 2) Demonstrate the basics 3) Assign individual practice 4) Demonstrate formatting features 5) Assign more individual practice 6) Demonstrate procedures with new files 7) Assign more individual practice. This method of teaching guides students through the information they need to be successful when using word processing, but also allows for individual practice where they can formulate questions (Roblyer, & Doering, 2010,p.417).” · I think the students ideas were not as well developed for two reasons. One when students use word processing they often skip drawing out a plan or model before writing and simply just start typing their thoughts in paragraph form. The other could be since the students didn’t understand how to effectively use the software; they were focusing more on using the features within the software as opposed to paying attention to what they were writing. · If she were to try this lesson again, I would defiantly recommend she follow the seven steps above and give the students some activities that she didn’t grade before assigning ones she did grade. I also think it is important for her to be in the computer lab with the students so they can show her directly on their screen things they may be struggling with, and she can help them right then and there so they can keep moving. Chpt 6:

TIP Model 1: · I think Mrs. Joaquin’s students would be more interested doing book reports using Adobe Flash as opposed to old fashion book reports because it provides more options for them. For example, students can create an interactive storyboard(Roblyer, & Doering, 2010,p.184). . Adobe is easy to use and allows users to combine pictures with words. This would be fun for the students to replicate what takes place in the story in an electronic way. Flash also offers tutorials which students could use to become more familiar with how to create their story board. · This software tool would be beneficial for students because Flash does a lot more than simply create story boards so it would allow for them to become comfortable with this software to use later on for other assignments as well(Roblyer, & Doering, 2010,p.191). . Since this program has a built in Script assist wizard, it allows for help with basic programming skills, which the students will benefit from knowing. · I would have students work in small groups at each computer. This way if one student didn’t know how to do something using flash, chances are another student at their group might. This way students work and learn from each other. Web Activity 1: I think history wired was a good simulation because it starts with broad concepts then narrows in on specific ones. I would incorporate this into my teaching by setting up a web quest where students have to explore specific concepts based on the broad ones I provide them with. I also found frog guts to be neat since it was an online dissection lab. If I were a science teacher I would use this one if we could not afford dissection materials or two if students were squeamish about dissecting, but still would benefit from seeing the different parts.

Chapter 5: Web Enrichment Activity #1: []

TIP Model # 3 5.1 Ms. Hortense should use the Materials Generator, test generator. I she uses the random generator, it will "select test items randomly from an item pool to create different test versions(Roblyer, & Doering, 2010,p.142). 5.2 This will allow for her to pass out different forms to children sitting next to one another to prevent "eye wandering" 5.3Most of these generators create answer keys as well when they make different test formats. She could also have students use computer based testing which "scores and complies data," for the teacher to get quick feedback. Scantron sheets also could be used to administer different test formats and run through a machine for quick feedback.

CHPT 7 Web-Enrichment Activity #2 No the website cannot be taken as accurate or acceptable. At the top of the website it states, "ATTENTION: This site has been hijacked by Sheikh Yarbouti. We are trying to resecure it. Because of this the proper Web address may not appear in your browser address window above." Therefore you do not know whether the information that is provided is true or not.

TIP Model # 1

1.1 Students need to understand what websites they can trust, what websites provide reliable information, how to cite websites, and what information is ok and not ok to share on the web. As far as the research goes, Ms. Eltona should teach children which websites have been peer reviewed and provide reliable information.(Roblyer, & Doering, 2010). 1.2 Ms. Eltona could do an example search for the students to see. For example if they are researching different countries in the world, she could show them a proper search using a country no one signed up to research. This way they are seeing a search that pertains to what they are doing, but still allows for them to practice it on their own. 1.3 She should require students to include citations in the paper and a works cited page so if she has questions on whether the information is reliable she can access the website they used to double check.(Roblyer, & Doering, 2010,p.219).

**__ Chpt 8: __** TIP Model 2: · The relative advantages are the fact that students can be in the classroom communicating with people all over the world. Students get quick responses. Children can talk to adults they are unfamiliar with in a non face to face atmosphere. · The name for this web activity is Interpersonal Exchanges (Roblyer, & Doering, 2010,p.241). · Mr.LeDoux picks who the kids work with to prevent safety and privacy issues(Roblyer, & Doering, 2010,p.217).If the teacher knows who the kids are talking to they can make sure they are safe and reliable resources whereas if kids find their own people to talk to, this may not be the case. Citation: <span style="color: #333333; font-family: Calibri; font-size: 9pt; letter-spacing: 1.5pt; line-height: 115%; margin: 0in 0in 10pt;">Roblyer, M.D., & Doering, A.H. (2010). //Educational technology into teaching//. Boston: Pearson Education,Inc. **__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Web Enrichment 1: __** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">I think students could address the standard, “ <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; line-height: 115%;">Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information.” Digital storytelling allows kids to tell a audio story but use visual picture to go along with the audio.  //<span style="color: #333333; font-family: Calibri; font-size: 9pt; letter-spacing: 1.5pt; line-height: 115%;">Citation: //  // Ncte / ira standards for the english language arts // . (2010). Retrieved from []

**__<span style="font-family: 'Times New Roman','serif';">Chpt 15: __** **__<span style="font-family: 'Times New Roman','serif';">Web Enrichment #2 __** <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 10pt;">I did the screen reader simulation. Screen readers essentially tell a blind individual what is taking place on the computer screen so they can interpret things they can not see. This allows people with vision problems the ability to still benefit from technology. **__<span style="font-family: 'Times New Roman','serif';">TIP Model 1: __** · <span style="font-family: 'Times New Roman','serif';">Ms. Cinqela could use the technology- based strategies for physically disabled students. She could use a alternative keyboard, which “can be use to create customized keyboards, (Roblyer, & Doering, 2010,p.417).” · <span style="color: #333333; font-family: 'Times New Roman','serif'; letter-spacing: 1.5pt;">This allows for keyboards with more spread out letters to be made which will make it easier for this student to type. · <span style="color: #333333; font-family: 'Times New Roman','serif'; letter-spacing: 1.5pt;">This student could work alone or with other students, however the more this student works on the keyboard, the more proficient he or she will become.