Chapter 3 - Digital Tools in Today's Classrooms

It is true that there appear to be as many different types of digital tools as there are stars in the sky!  It also seems like as soon as you buy one of them, a new and improved version comes out that makes yours look like a dinosaur.  Why then is it important to learn about these swiftly advancing technological gadgets?  It is important because each of them serves a unique purpose and the knowledge about each one is cumulative.  The more technological tools a teacher can use, the more perspectives s/he will be able to bring to his/her students.  The technologically saavy teacher is able to offer a variety of choices so that students can discover the tools that fit their individual learning style/intelligence (Gardner, 2000).  Knowing the functions along with the advantages and disadvantages of all digital tools, allows teachers to choose those that are best suited to achieve the objectives of the lesson plan.  A teacher who is up to date on the latest technology will not be left behind as the digital world evolves.  There will be less glitches and frustrations in the classroom, which will be filled with motivated students excited to use the digital learning tools.

Although desktop computers perform many of the same functions as mobile devices, teachers should know how to use both because each one has its pros and cons.  Desktop computers have larger monitors that make it easier for groups to work together on computer projects.  They also have removable parts that can be upgraded or repaired.  The problem with these machines is their size.  They take up a lot of space and are too heavy and cumbersome to move around.  Alternatively, laptops and other mobile devices are compact and travel easily.  Students and teachers can move these devices around the classroom, between classrooms, and even bring them to and from school.  Of course, the obvious problems that ensues from their mobility is the fact that they can easily be misplaced, dropped, or stolen (Morrison & Lowther, 2010, p. 67).

Another big issue with all of these tools of technology is their cost.  In today's economy how can we justify spending what little funds that are available to schools on these expensive items?  As we read in chapters one and two, it is vital to the future success of our students that they learn 21st century skills (Morrison & Lowther, 2010).  Due to the fact that many aspects of our modern world revolve around technology, it is crucial that students learn how to be technologically competent.  Furthermore, because our students have been growing up in this age of technology, digital tools are what they know.  We must offer them access to these tools in order to connect with them and create authentic activities that are meaningful and relevant to their daily lives.  As previously mentioned, digital tools allow students to view concepts, problems, projects, and other classroom activities from many different perspectives.  These tools renovate the classroom and change students from passive to active learners, who want to work to their potential and achieve the lofty goals they set for themselves.

References

Gardner, H. (2000). Can technology exploit our many ways of knowing?
       The Digital Classroom, Retrieved from
       http://www.howardgardner.com/docs/Can%20Technology%20
       Exploit%20Our%20Many%20Ways%20of%20Knowing.pdf

Morrison, G. R., & Lowther, D. L. (2010).  Integrating computer technology
       into the classroom: skills for the 21st century. (4th ed.). Boston:
       Pearson.

Chapter 4 - Computer Software in Today's Classrooms

The incredible amount of software options available for teachers can be overwhelming to consider, especially for those who are new to the technology world.  Fortunately there are ways to narrow down the list and choose those programs that will effectively supplement each specific lesson plan.  In their book, Integrating Computer Technology into the Classroom: Skills for the 21st Century, Morrison and Lowther (2010) place software into five convenient categories according to their function.  These are "productivity, research, communication, problem-solving, and educational software" (p. 93).  By organizing software in this way, teachers can easily choose programs to integrate into a lesson plan according to the function they want students to perform in each activity.  For example, when planning a language arts lesson on writing an essay, a teacher may choose software from the productivity category to help students produce an original writing sample.  S/he might start the lesson by using a graphic organizer to help students prepare for what they will write about (Cunningham & Allington, 2010, p. 175-177).  The instructor can discuss possible programs with the school media specialist and even with the students themselves.  S/he may also decide to search the Web to research the reviews of specific software available on educational blogs, websites, or wikis.

Spreadsheet, database and video editing software all fall under the category of productivity software.  Although they share the common purpose of creating a product, they each perform separate functions that are used differently in the classroom.  For instance, word processing applications are normally used for composing textual documents while spreadsheet applications are used to create graphs and charts for analyzing data.  Video editing software is even more specialized in that it is used to produce and edit digital video files (p. 94-95). Students who use these various types of software gain different perspectives on the content they are studying.  They employ higher levels of thinking when they create, analyze, evaluate, and critique.  Instruction then becomes increasingly enriched with the addition of each type of software that is integrated into a lesson.

As students acquire critical thinking skills through the use of various software applications, they gain insight into the concepts they are studying.  This allows the content to become meaningful to students, which solidifies understanding of the material (Ornstein, Levine, & Gutek, 2010, p.440).  As long as the instructor follows the state standard course of study, students will be learning the content they need to know to perform well on standardized tests.  Additionally, teachers can incorporate testing software into classroom activities so that students can practice test-taking skills (p. 119).

References

Cunningham, P. M., & Allington, R. L., (2010).  Classrooms that work: they

       can all read and write. (5th ed.).  Boston:  Pearson. 

Morrison, G. R., & Lowther, D. L. (2010).  Integrating computer technology
       into the classroom: skills for the 21st century. (4th ed.). Boston:
       Pearson.

Ornstein, A. C., Levine, D. U., & Gutek, G. L. (2010).  Foundations of
       education. (11th ed.).  Australia: Wadsworth, Cengage Learning.

Exploring the World Wide Web in the Classroom

Now that 100% of public schools in the United States have access to the internet (Morrison & Lowther, 2010, p. 146), a fact I was surprised to learn, teachers and students have an incredible amount of information available to them at the click of a mouse. Along with this valuable gift come many opportunities and risks. It is the teacher's responsibility to make sure that the World Wide Web is used effectively and securely in the classroom.

There are numerous ways in which features of the Web can be applied as useful learning tools. Search engines such as Google and Yahoo can be used to research and explore infinite amounts of information (p. 150). Applications such as Google Docs function as ways to create, store, and share documents and presentations developed by students (p. 152). Email, websites, discussion boards, blogs, wikis, and web-based video conferencing are tools students can use to communicate and collaborate with other students, experts, and people all over the world (p. 155-156). Teachers can also use these forms of communication to provide parents and community members access to the classroom (p. 159-160).

With all of the advantages of technology come disadvantages of which teachers, parents, and school administrators need to be aware. Despite the filtering software installed on school computers, it is possible for students to access inappropriate information on the Web. Because of this reality, teachers must have classroom management plans in place to deal with these types of security situations. Morrison and Lowther (2010) suggest three ways of handling inappropriate use of the internet. Teachers can organize work areas so that s/he is able to see every computer screen. This makes it easy to monitor the sites students are visiting. Teachers should also know how to use the history tab to supervise the websites students access. When the situation arises that a student mistakenly types the address of an unsuitable website, s/he can close the laptop and notify the teacher who can investigate the incident (p. 163).

As long as teachers and school administrators take the necessary steps to ensure that our students safely and effectively use computers, we can take advantage of the numerous educational benefits technology offers.

References

Morrison, G.R., & Lowther, D.L. (2010). Integrating computer technology
       into the classroom: skills for the 21st century. (4th ed.). Boston:
        Pearson.

NTeQ: Designing an Integrated Lesson

NTeQ, or "iNtegrating Technology for inQuiry" is an instructional model used to design a lesson plan that integrates the use of technology in the classroom (Morrison & Lowther, 2010, p. 15).  This model consists of steps that teachers follow when designing a student-centered lesson in which computers are used to solve a problem, answer an open-ended question, or create a project.

Teachers must first get to know each individual student in their classroom in order to tailor the lesson to suite their unique needs, interests, abilities, and learning styles.  By using student input when designing a lesson, teachers can capitalize on the intense student interests to motivate them to participate in the activities.  When lessons are aligned with the specific learning styles of students, they are more likely to benefit from the activities.  Lessons that are authentic and meaningful encourage student engagement and help them acquire 21st century life skills.

In addition to considering the opinions of students when planning an integrated lesson, teachers must also follow the objectives listed in the standard course of study published by their particular state educational organization.

It may not be necessary to create a completely new lesson in order to incorporate the use of technology.  Modifications can be made to an existing lesson plan, in order to integrate the use of technology as a learning tool.

Computers are to be used as tools to enhance the learning process and achieve the objectives of a lesson, rather than simply as an alternative method of delivering the lesson.  During the process of designing an NTeQ lesson, teachers should keep in mind the relationship between the computer functions and the lesson objectives.  They should consider the different types of computer functions and decide which ones would work best to achieve the specific objectives of the lesson.  Teachers should test this relationship by performing the activities themselves prior to conducting the lesson in the classroom.

It is likely that almost any lesson plan can be modified to integrate technology by including the use of a computer.  However, Morrison and Lowther (2010) do not recommend using a computer in every lesson.  Rather, they suggest varying instructional methods to include alternative ways of gathering information, collecting and manipulating data, and solving problems.  Students will then be introduced to the wide range of ways that information  is available in the "real world."

References

Morrison, G.R. & Lowther, D.L. (2010).  Integrating computer technology
       into the classroom:  skills for the 21st century (4th ed.).  Boston:
       Pearson.

Rethinking Computers and Instruction

Although there have been and continue to be tremendous advances in the technology available for use in United States schools, there is much debate over the effects this has on student performance.  In their book Integrating Computer Technology into the Classroom: Skills for the 21st Century, Morrison and Lowther (2010) suggest that the apparent lack of progress being made is due to the ineffectual use of technology in schools.  They assert that advancements in technology both in and out of the classroom require a complete reformation of school practices.  In order for students to be prepared for life in the technologically advanced age of the 21st century, they must acquire 21st century life skills.  These skills include, but are not limited to technology competence, communication, collaboration, specialization, and problem-solving.

To accomplish this goal, the authors propose using a student-centered rather than the traditional teacher-centered approach to instruction.  This modern way of teaching significantly changes the roles of the teacher and the student.  As the teacher continuously monitors student progress, s/he must reflect on his/her practice and modify the instruction accordingly.  The teacher guides the students as they build upon their knowledge in an "open-ended learning environment" (p. 11) designed and facilitated by the teacher.  Students will actively solve authentic problems, answer meaningful questions, or work on stimulating projects.  The teacher chooses one of these methods of instruction by combining the interests and learning styles of the students with the standards of the curriculum.  As a result, the students are highly motivated and engaged in the classroom activities, which provide the content mandated by the national, state, and local educational agencies.

Initially creating these integrated technology lessons with open-ended approaches does take time.   However, the lessons which prove to be successful can be used over and over again with slight modifications made according to the unique needs and interests of the students.

The computer should be used in the classroom as it is used in the workplace, the home, and all other "real world" settings.  It should be used as a tool that allows students to accomplish the objectives of the interactive lessons, which should reflect authentic "real life" situations.  Teachers should take care not to overuse tutorials and drill-and-practice software which tend to promote passive learning and rote memorization.  These types of traditional school practices are neither  meaningful nor relevant.  They do not increase student motivation and engagement, and therefore fail to enhance the mastery of the life skills needed to thrive in the 21st century.

Ideally, each student will be able to work on a computer. In reality, two or more students will have to share a computer.  Teachers must adapt to the confines of their particular circumstances.  They can make optimal use of their unique situation by encouraging the development of communication and collaboration skills, which are vital to life in the 21st century.  Teachers can structure group lessons so that each student must actively participate in and contribute to the activity in order for the whole group to succeed.

References

Morrison, G.R. & Lowther, D.L. (2010).  Integrating computer technology
       into the classroom:  skills for the 21st century (4th ed.).  Boston:
       Pearson.