UNIT 3: INTEGRATING TECHNOLOGY

I am a social studies major. I chose social studies because I wanted to teach history. I chose history because I find it extremely interesting while many students do not. With the use of technology in the classroom, I can further my goals by making history interesting for students. 

My idea of integrating technology into the classroom is simple. I want to cover the material using the textbook, YouTube, primary sources found on-line and anywhere else I can find them, videos, mp3’s, etc. I want to use technology to teach the students, not to replace what I am teaching them. I want to assess the students using just as many different methods. They can create podcasts, PowerPoint presentations, videos, web pages, etc. However, I do think there is a place for writing papers, quizzes, and exams. I want to use technology in the classroom, not have technology take over the classroom. 

UNIT 2: TECHNOLOGY STANDARDS

Grades 6-8:

-The standard is:

6-8.CI. Creativity and Innovation—By the end of grade 8 each student will:

The benchmark is:

6-8.CI.2. Create an original project (e.g., presentation, web page, newsletter, information brochure) using a variety of media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an audience

Then in the classroom you might:

Have the students create a webpage for a person they have researched. For example, I am currently in a 7^th grade Ancient History class; I think an interesting and fun project would be for students to create a facebook page for a Greek god or goddess during the unit on Ancient Greece.

-The standard is:

6-8.CC. Communication and Collaboration—By the end of grade 8 each student will:

The benchmark is:

6-8.CC.1. Use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle, Blackboard) to collaborate with peers, experts, and other audiences

Then in the classroom you might:

Have the students read different novels and create a podcast. For example, in an English class groups of four could each read a different book and then create a podcast of the book. My minor is English and we actually did this in my teaching English class. I was a bit nervous at first because it was something that I had never done before. However, it was a lot of fun and I was proud of the work my group did. After the work was complete we had to present the finished product to the class. You could also do this in a history class, and have the students read different historic novels.

-The standard is:

6-8.RI. Research and Information Literacy—By the end of grade 8 each student will:

The benchmark is:

6-8.RI.3. Understand that using information from a single Internet source might result in the reporting of erroneous facts and that multiple sources should always be researched

Then in the classroom you might:

Print off information on a specific topic from one particular site, I would use Wikipedia. Then in groups go over the information and check it against other sources. This is valuable for a couple reasons. It shows students that Wikipedia is not always entirely correct and not to use it as a source, but it also shows students that not everything you find on the internet is true and that you should always use multiple sources to give your work more credibility.

-The standard is:

6-8.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 8 each student will:

The benchmark is:

6-8.CT.2. Evaluate available digital resources and select the most appropriate application to accomplish a specific task (e, g., word processor, table, outline, spreadsheet, presentation program)

Then in the classroom you might:

Have students use PowerPoint, or some other presentation program, to teach other students about a specific topic. For example, if you were teaching a unit on Ancient India one group of students could present information on the geography of India. They could create a PowerPoint with photographs displaying the mountains, rivers, etc. Another could present information on the religion of India. And so on.

-The standard is:

6-8.DC. Digital Citizenship—By the end of grade 8 each student will:

The benchmark is:

6-8.DC.1. Provide accurate citations when referencing information sources

Then in the classroom you might:

Go over as a class the various methods of citing references, APA, MLA, Chicago style, etc. Then have students write a paper on a specific topic and require students to use multiple sources one being a book and another an on-line source. Or students could create a PowerPoint and cite their sources on the last page.

-The standard is:

6-8.TC. Technology Operations and Concepts—By the end of grade 8 each student will:

The benchmark is:

6-8.TC.1. Identify file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3)

Then in the classroom you might:

Download an mp3, open a word document, save a picture from on-line, etc. Show the students the various media and see first if they notice the difference and then explain if they don’t.

UNIT 1: INTRODUCTION

I agree with the majority of what the articles and videos from week one have stated. Technology in the classroom is important. It should not be limited to a computer class or a business tech class, like it was during the days I attended high school. In every discipline there are ways in which technology can be used to reinforce, compliment, and even teach the material. The quote from the Technology in Education gloster poster says it perfectly, 

"Teaching in the 21st Century requires all educators to be comfortable in discovering the use of on-line tools and options for learning, creating and presenting information and knowledge."

Twenty-first Century educators need, not only to know of the various technological tools, but also to be comfortable with them. If educators don’t know how to use these tools properly, it is not possible to train others to use them. Also, as the quote indicates, educators need to be able to use these tools to learn, create, and present information and knowledge. Educators need not only to use on-line tools for these uses, but also teach students to use these on-line tools themselves. 

However, while there are many benefits to using technology in the classroom, there are disadvantages as well. I will start with ones that are personal to me. I love reading. I love going to the library, getting a book, and having an actual book in my hands to read. However, with Kindles, Nooks, Ipads, Sony Readers, etc. becoming more popular, books will be something of the past. I find this incredibly sad. Also, if every paper is written on a computer, how will students improve their handwriting skills? I am currently doing my teacher assisting in a middle school classroom and I notice that my students' handwriting needs improvement. Some people might say that there is no need for students' to have the ability to write legibly if they are doing all there work on the computer, but what if you are just writing a small note to yourself, addressing an envelope, writing a thank-you note, or taking notes. Isn't it important that students at least have the ability to write legibly, even if a computer isn't present? Another disadvantage of using technology is that students do not take their spelling as seriously. Why learn to spell if spell check will do everything for you? I will be honest; this is something that I have a problem with. I am a terrible speller, and I rely on spell check completely. This is a problem for a couple reasons. One reason is, what if spell check isn't available? Another is that spell check doesn't catch everything. Students have to know what they're spelling in order to use it. 

Disadvantages of technology in the classroom as discussed in the articles are that it is costly and it can be difficult to get teachers on board. The article Shaping Tech for the Classroom by Marc Prensky says,

“The missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home. For true technological advance to occur, the computers must be personal to each learner. When used properly and well for education, these computers become extensions of the students' personal self and brain. They must have each student's stuff and each student's style all over them (in case you haven't noticed, kids love to customize and make technology personal), and that is something sharing just doesn't allow. Any ratio that involves sharing computers -- even two kids to a computer -- will delay the technology revolution from happening. (Go to Project Inkwell's Web site for more information about one-to-one computing.)

Many groups are working on solutions to the one-to-one problem, and this approach is being implemented in several places, including Maine; Vail, Arizona; Florida's Broward County Schools; and the Lemon Grove School District, in Lemon Grove, California. Those who cite cost as a barrier to implementing one-to-one computing should know that the prices of these devices, as with all technology, are falling dramatically. Although the expense is often estimated at $500 to $1,000 per unit, this year, according to longtime computer visionary Nicholas Negroponte, we will see a basic laptop computer for roughly $100.”

Even if laptop computers become available for $100, it is still expensive to purchase one for each student. I went to a small school. There were about 115 graduates in my class. Lets say that number stays the same each year. That’s $11,500 per year. Not to mention that number doesn’t include students who have dropped out or maintenance. Also, this is for a small school, and the number of students would not be the same each year. It is quite possible that, that number would increase. 

Also, getting teachers to cooperate is a real problem. Some are just stubborn and do not want to change how they do things. Others are scared or nervous to try something new, maybe because they themselves do not know how to use the technology.