Cyber-bullying

Case Study #2

This certainly is a case of cyber-bullying because it fits within the definition of cyber-bullying by the the Cyber-bullying Research Center that cyber-bullying is “ when someone repeatedly harasses, mistreats, or makes fun of another person online or while using cell phones or other electronic devices”.(Constitutional Rights Foundation,p. 1, 2010 )   The Myspace page “Marla Go Home” is set up purposely by a student to electronically harass another student by inviting others to post derogatory messages about Marla.  The page and the post contained on the page have a negative effect on Marla’s self-esteem causing her to leave school early and stay out of school for several days.  This page was created on school property in the computer lab.  For this reason, the student responsible for setting up the page should be suspended for two weeks from school.  All other students who contributed to the page in a derogatory way should be suspended for three to five days depending on the severity of their post.  The creator of the page is susceptible to a civil lawsuit as he violated the personal rights of Marla through the “intentional infliction of emotional stress and defamation”. ( Constitutional Rights Foundation,p. 3, 2010) A successful civil suit would likely result in monetary damages being awarded to Marla.   It would be possible but difficult to convict the student of any criminal laws pertaining to threats or harassment.  While there seems to be no threat made upon Marla’s life, it would be possible to find the student guilty of harassment.    

Case Study # 3

This is a definite case of cyber-bullying because students used the internet to create a disparaging and difficult environment at school for Alex by creating a fake Facebook page and insulting other students under the pretense of his name.  The students who created the page did so outside of school, but the effect of the page was a negative and dangerous school environment for the victim.  Since the effects of the page had a direct impact on Alex’s school environment, the creators of the page should be disciplined by the school. Both student’s should both be suspended from school for two weeks, because they not only had a negative impact on Alex’s life, but also the life of those that were made fun of on the page and responded in violence as they will be suspended from school as well. The two boys who created the fake Facebook page will be found guilty of identity theft in the court of criminal law because they stole the identity of Alex by creating a page under his name without his permission.  They will also be susceptible to monetary penalties in civil court because they recklessly caused emotional distress in Alex’s life.  

Bibliography:

1.  Constitutional Rights Foundation. (2010). Cyberbullying: Law and policy. Retrieved from http://www.crfcap.org/images/pdf/cyberbullying.pdf

EDTC 5010 Chapter 12

1. What can I do to "get ready" for a lesson in which my students use computers?

There are many things that a teacher must first prepare before teaching a lesson involving computers and they may vary dependent upon the content and method of computer use.  Before teaching a lesson, you must first make the instructions to the lesson available to the students through a hard copy they may refer back to as well as the verbal instructions given.  Instructions may be printed on handouts or posted upon the class webpage under the assignments tab.  It is also helpful for students to include a list of appropriate resources that they may use in order to complete the lesson.  Again this may be a printed handout or posted on the

class webpage.  You will also want students to understand how their assignment grade will be determined.  For this reason, it is helpful to prepare a grading rubric to share with the students.  When working with computers, it is important to maximize the student learning time and limit the amount of time that students spend on generic tasks such as finding sites, creating templates and folders to save their work in.  The teacher should do their best to maximize student learning time by creating or setting up things of this nature while still facilitating an independent learning environment.

2.  Where does the "computer part" come when I am teaching a lesson?

The "computer part" of a lesson is entirely dependent on the nature of the lesson and how the lesson is intended to engage students and by what means.  It may occur only at the beginning of the lesson, the middle, the end, or computers may be used throughout the entire lesson to deliver the necessary content.  What is most important about how the lesson is conducted is that it follows the NTeQ model which " emphasizes a student-centered environment.  The students are actively engaged in the learning process and assume the roles of researchers.  To engage them in this manner, the teacher must work with the students to create an atmosphere or culture that fosters and supports a high level of student involvement, not only with the information they are learning, but also with each other" ( Morrison & Lowther, 2010).  

3.  How do you ensure equal access for all students with only three computers?

When computers are a limited resource, it is best to create group projects.  Students will be placed into small groups and use one computer together to research, create, or develop what ever it is the project requires.  "Cooperative learning is effective for student learning"  ( Morrison & Lowther, 2010) as it allows students the chance to engage each other, share ideas and methods, as well as developing important social skills that are relevant to today's workplace environment.  "Cooperative learning experiences have also been shown to

improve the relationships among diverse students, when teachers are careful to construct groups of students from various cultures (Kagen, 1990) and levels of physical need and ability" (Stevens and Slavin, 1995B).  Just because technology resources may be limited in a school or classroom, it does not mean that the instructional environment is limited; it is just up to the teacher to find effective ways to use what is available.  

Bibliography: 

1.  Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30). Pearson.

2.  Cengage Learning. (1998). Cooperative learning. Retrieved from http://college.cengage.com/education/resources/res_topics/students/coop/index.html

EDTC 5010 Chapter 10

1.  How do I know that students understand a concept?

A great way to have students show their understanding of a concept is to have them complete a corresponding graphic organizer.  Through creating a graphic organizer, higher level thinking is achieved by the student as well as a deeper understanding of the content.  " Graphic organizers yield the best results when integrated into lessons for which student understanding is enhanced by visualizing, organizing, and depicting relationships among and between concepts, ideas, information, processes, systems, and problems." ( Morrison & Lowther, 2010)  When they are used in this manner,  they support four of the six ISTE NETS for students which are, "creativity and innovation, research and information fluency, problem solving, decision making, technology operations and concepts and critical thinking."( Morrison & Lowther, 2010) When these are addressed it helps students to understand the concept fully.  


2. How can you depict student misconceptions of key information?

When graphic organizers are used to present results of problem-based lessons, students should be required to "include a brief written or digital audio recording of the student's explanation of how the product presents a solution to the lesson problem.  This extension will enable you to identify any misconceptions that may not be evident in the results that are presented." ( Morrison & Lowther, 2010)   It is important to identify any
misconceptions that students may have and try and understand "how" and "why" they achieved these misconceptions about the content.  It is then the teachers responsibility to alter any methods, or materials that may of lead to a common misconception about the content to prevent future student misconceptions.

3.  How can students capture and transfer brainstorming ideas into written thoughts?

In health class, we spend a good deal of time discussing the importance of making good decisions in relation to personal health and well being.  I try and help the students understand that every decision they make is important and they all have good and bad consequences, whether intended or unintended.  To help them achieve this understanding, I have them first brainstorm about a recent decision they have made or one they will need to make in the near future.  Once they have one in mind, they are required to brainstorm about all
possible ways to go about the decision.  They will then write down the decision and connect all the possible choices to it.  From here, they will complete a cause and effect web or tree like graphic organizer, where they must write out a corresponding effect caused by each decision that is made stemming from the original decision.  The end result gives students a chance to to look back and reflect upon personal decisions and see just how greatly they affect their lives through the intended and unintended consequences.  

Bibliography:

1.  Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: Skills for the 21st century . (4th Edition ed., p. 30). Pearson.

Heart Rate Monitors in Physical Education

Some school systems are going away from the traditional gym class grading that consist of dressing out and participation and are now incorporating the use of heart rate monitors.  Student grades are dependent upon maintaining a heart rate within their target heart range for an extended amount of time.  I would love to incorporate this technology into our school as I feel this way of grading helps to emphasize the true purpose of physical education which is physical activity and not just dressing out and being cooperative.  In my experience, students understand that to get an "A" in physical education class they just have to dress out and minimally participate in the days activities.  This does nothing to motivate students to truly exercise and work up a sweat.  Grading that is dependent upon a students heart rate monitor's readings motivates students to do more than just the minimum and will in turn produce more physically fit students.

  

Technological Games in Today's Physical Education

Over the last decade, the popularity of "gaming" has increased drastically due to detailed, realistic graphics and life-like game-play.  The popularity of video games has lead kids to spend more time inside playing games, rather than outside playing and being physically active.  It has also lead to a decrease in the desire to be good at traditional sports as kids seem to feel it is just as important to be good at video games and simulated sports.  Whether kids prefer video games or real sports, the fact is that kids still need to exercise and get daily physical activity.  Some gaming systems like Wii have attempted to use people interest in video games to help them become active and move while playing.  This is also a growing trend in physical education classes as it is becoming increasing difficult to get kids to exercise through traditional sports and games.  Video games can be incorporated into the physical education class to help students achieve the desired physical fitness level.  As a coach and a traditionalist when it comes to sports, I do not particularly care for the trend and use of video games, but I do realize the benefit for a large percentage of children when it becomes the only means to get them to exercise.

EDTC 5010 Chapter 11

1.  What are the benefits of using problem-solving or educational software?

There is an increasing trend in today's problem-solving software to include games and simulations that help motivate students and engage them with the content.  "A key benefit of well-designed educational games is that they are structured to require application of content knowledge and skills in order to "win" the game which results in students wanting to learn the information, rather than learning it pass a test" ( Morrison & Lowther, 2010).   Simulations allow students the chance to control certain componenets of the simulated environment and " actively engage students in critical thinking activities that require real-world application of knowledge and skills" ( Morrison & Lowther, 2010).   Educational software consist of drill and

practice, tutorials, and integrated learning systems which can be useful when used frequently.  "One of the key benefits or drill and practice software is the opportunity for students to engage in interactive basic skills and practice that provides immediate individual performance feedback" ( Morrison & Lowther, 2010).  This instant feedback allows students to understand their performance level relative to their level of effort they just put in. Drill and practice software also allows for more effect time management as "With educational software at your disposal, you can opt to move at your own pace, and return to modules you did not understand completely. No more concerns about face to face interaction with the lecturers or other bright pupils, you can decide to review lectures at any convenient time" (Ignitionmedia, 2012).  Effective tutorials use interactive elements that engage students and make them more interested in the content which in turn increases their content retention and understanding.  

2.  How do I choose the correct software?

There are so many different choices when it comes to problem-solving and educational software, it can be difficult to choose the most efficient and effective one that will benefit your students.  When choosing it is important to keep these criteria in mind: " content accuracy, research-based instructional strategies, alignment with instructional objectives, assessment of learning, ease of use, teacher support materials, technology system requirements, and what student tools are provided" ( Morrison & Lowther, 2010).  While the teacher should test out all software before using it with their students, it is still important to get student feedback to see how they feel about the ease of use of it and the educational effectiveness of it.  "The benefits of

collecting student performance and attitude data outweigh the effort"  ( Morrison & Lowther, 2010). You may also want to check out fellow teacher and student reviews of the software before using it to gain a general sense of the product.  

3.  When I integrate problem-solving or educational software into a lesson, what changes will be needed?

The lesson will still address all ten of the components of the NTeQ lesson plan model, but slight changes may need to be made for the following six components: computer functions, research and analysis, results presentation, activities during computer use, activities before computer use, and activities after computer use.  These changes should reflect on the the objective for the computer to be used as a tool for "when the computer is integrated as a tool, students apply the same skills used in the workplace to analyze and manipulate information. By using the computer in this manner, students not only learn lesson objectives but also develop real-life knowledge and skills. This type of integration supports the current teaching practices, which emphasize a student-centered, open-ended learning environment that uses realistic contexts for learning" (Pearson).  

Bibliography:

1.  Ignitionmedia. (2012, 06 11). 5 benefits of using educational software. Retrieved from http://www.unicentralaccommodation.com.au/student-resources/5-benefits-of-using-educational-software/

2.  Pearson. (n.d.). Integrating technology for inquiry: The nteq model. Retrieved from http://wps.prenhall.com/chet_morrison_integratin_2/0,5603,92855-,00.html

3.  Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30). Pearson.

EDTC 5010 Chapter 9

1. How can my students use multimedia for their presentations?

"Multimedia is communication that involves more than one format" (Mayer, Moreno, Boire, & Vagge, 1999) and can be used in the classroom in numerous ways.  "Multimedia can incorporate text, graphics, pictures, and photographs, video, sound, hyperlinks, and animated objects" ( Morrison & Lowther, 2010).  Multimedia is most appropriately used by students to create presentations to display, and explain content knowledge that is enhanced through the inter-activeness of the multimedia platform.  "This publishing process can help students synthesize ideas as they work through their data and determine what they want to tell

others (Brookes, 1988; Corbine, 1995; Johannessen & Kahn, 1991) and to become active and involved in the learning ( Keys, 1999).  The creation of multimedia presentations also provides a period of time of reflection upon the material for the students. The use of multimedia in these presentations engages the audience as well as the creators and presenters to help ensure the retention of the material.  

2.  What applications are available for creating a multimedia presentation?

 "With computers, mobile devices, projectors and Interactive White Boards becoming more common in American classrooms, teachers have increasingly greater opportunities to bring multimedia resources into the classroom. Whether creating a presentation to guide student learning, or showcasing a video to illustrate a new concept, presentations and multimedia add a new dimension to the classroom" ("Teaching and learning,").  Applications that can be used in the classroom to create multimedia presentations include but are not limited to the following; 
1. PowerPoint
2. Prezi                                                 
3. VoiceThread
4. Downcast 
5. Blogger
6. iMovie
7. Keynote
8. Sliderocket
9. Xavier Presentation
10. SlideGrabber

These multimedia platforms provide great ways to present content material in informative, interactive, and engaging ways.

3. Should I place limits on how my students use multimedia?

The limits placed upon students will vary depending on the grade level, the content, and the desired outcome of the multimedia usage.  Students in elementary and middle school may need explanations on how to properly create and present their material as they are more inclined to use distracting and time wasting features. "There are two approaches to addressing this problem.  First, let the students experiment and see what they can craft.  Then have them explain how the "supercharging" helps communicate their idea rather than get in the way.  The second approach is to limit the presentation to a rather plain background and design as they create their presentation" ( Morrison & Lowther, 2010).  Then you can give them a short period of time to go back and spice it up a bit.  High school and college students should be trusted to use the multimedia platform properly and in a highly functioning manner that is both informative and engaging.  A good presentation should support and enhance the content material while not taking away from it or distracting the audience.  

4.

3.

2.

Bibliography: 

Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30). Pearson.

Teaching and learning with multimedia. (n.d.). Retrieved from http://edtechteacher.org/index.php/teaching-technology/presentation-multimedia

EDTC 5010 Chapter 6

Now that I have access to the Web, how can I use it effectively?

For the Web to be used it effectively, it first must be supportive of the content and pedagogy in relation to using the TPACK model.  When technology, the content, and the pedagogy all support one another, the educational environments potential is maximized.  In regards to the Web, it can " provide educators and students with a tool for communication, research, and collaboration"  ( Morrison &

Lowther, 2010).  The web provides a plethora of information at our fingers tips through browers like Internet Explorer, search engines such as Google, and databases like EBSCOhost.  It allows us to communicate and collaborate through various forms.  We can collaborate by working together in systems such as the Cloud and Google Docs.  "Google Docs is a free set of web-based applications students can use to create and share documents"  ( Morrison & Lowther, 2010).  Communication over the Web can occur through many different mediums such as email programs like GMail, and web-based phone and video conferencing software like Skype and Flash Meeting. Students may also communicate through chat rooms along with Web 2.0 websites that foster interaction like Piazza, Facebook, and BlogSpot. 

Using the Web effectively in the classroom is done by the teacher using appropriate content management features, communicating in a timely manner with students and parents over the Web, and making course content easily accessible to students and parents. Content management systems such as Blackboard contain features like discussion boards, material list, assignments, a calendar of events, and an online personalized grade book.  To truly use the Web effectively, it must be done in an open student-centered learning environment where "  technology allows the tables to be turned. Instead of teaching (push), students can be given projects that require them to learn (pull) the necessary material themselves. Key to this is the ability to get the information they need any time anywhere, without being in the physical presence of a teacher. This project-based pull approach makes learning far more interesting for the student," ( Page, 2007) which in turn leads to a higher retention of the content.

2. How do I manage students' use of the Web in my class?

The use of the Web by students and faculty and staff must be inline with the school district's "acceptable use policy concerning the internet" ( Morrison & Lowther, 2010).  The use of the internet

should always have some educational value and some alignment with related state standards for that course.  Students should understand that using the internet is a privilege that can be taken away if it is misused in any way.  A teacher should also have their own classroom policy that reinforces the district's.  A classroom rule within the policy may be that any student found off task (looking at material unrelated to the assignment) will loose their internet privileges for the day, thus falling behind in the assignment.   Most importantly, to enforce these policies, the teacher must be constantly observing student interaction on the web by walking throughout the room.  While observing to make sure students are on task, the teacher should also be providing direction and feedback as to what they are working on.  

3.  Which features of the Web do I use?

The Web tool itself that is chosen to integrate into instruction is not as vital as it is that the tool chosen helps to maximize learning and retention of content material.  The chosen feature must also be appropriate for the grade level, and fit within the pedagogy along with supporting the content.  When choosing an appropriate technological tool to use within the classroom, Mary Beth Hertz points out that there are several things to consider.    

Is it free?

Do I need an account?

Do my students need an account? If yes, what kind of information does the service ask for?

Does it offer teacher accounts?

What are the Terms of Service? Can my students legally use the site?

Can my students' finished products be easily archived or shared?

How long will it take my students to set up an account or log in?

What are the most vital workings of the tool that I will need to show my students to get them     started?

How long will it take to produce a finished product?

How will my students hand in their work?

                     --(Hertz, 2010)

Making these considerations will help to choose the right Web tool to aid in the lesson.

 

Bibliography:

Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30). Pearson.

Page, J. (2007, 03). Ten reasons why technology is vital to education.. Retrieved from http://www.mathopenref.com/site/techreasons.html

Hertz, M. B. (2010, 09 `3). Which technology tool do I choose?. Retrieved from http://www.edutopia.org/blog/best-tech-tools

EDTC 5010 Chapter 4

1. There are so many types of software; how do I know which one to include in my lesson?

Choosing the software to integrate into your lesson depends on the teaching style that you wish to employ, the content you are teaching, how you want to assess their knowledge of the content, along with what you want them to produce/create to demonstrate their knowledge (if anything).  The production or creation of something is done through productivity software.  " The eight key types of productivity software used in today's classroom are word processing, spreadsheet, presentation, database, mapping/planning, audio/video editing, and authoring" ( Morrison & Lowther, 2010).  The two most commonly used in the classroom seem to be word processing and presentation software like Microsoft Word, and PowerPoint.  Research software includes browsers, search engines and plug-ins.  Communication software consists of email, discussion boards, podcasts, instant messaging and other forms of social media and Web 2.0 platforms.  This "digital communication occurs in two forms- asynchronous and synchronous or real time"( Morrison & Lowther, 2010).  Using communication software appropriately within the classroom can have a profound benefit on collaborative learning as " introducing technology into the learning environment can encourage cooperative learning and student collaboration. If they are allowed to converse, most students like to talk about their computer work and share their strategies. Classroom activities that are structured so that computers encourage collaboration build on learners' desire to communicate and share their understanding. It takes planning and intervention to build successful cooperative groups with or without computers, but groups that use computers as teamwork tools have a better start toward collaborative work."(Sears) Commutative software also fosters a professional community outside the classroom where teachers alike can share ideas, information, strategies, and lesson plans.  Problem-solving software requires "the use of higher-order thinking skills to achieve the intended outcome"( Morrison & Lowther, 2010).  They are either games or simulations that related to the content material and help demonstrate the students content knowledge.  Educational software's

intended purpose is to teach the user through either drill and practice, tutorials, integrated learning systems, process tools, and testing software.  "The degree of teaching depends on the type of software that is used"( Morrison & Lowther, 2010).  

2. I understand why students should use educational software and the Internet, but why should my fourth grade students learn to use spreadsheet, database, or video editing software?

For every grade level, there is appropriate software and technology that can be integrated into the lesson to aid in the students educational development. In some instances, the software is programed specifically for that age or grade level.  In other instances, the software must be applied within the appropriateness of the content being taught.  For example, a fourth grade teacher may use spreadsheet to have her students create a multiplication table from 1-50.  The content is appropriate for that grade level, and the software helps to easily create the desired outcome. 

3.  How can student use of different types of software help improve scores on state tests?

While high state test scores are important for schools as a whole, it is just as important to individualize each student and their learning development and not just lump them into generalized categories like the state does.  When educators focus on individual learning, the outcome will inevitably be higher state test scores even if that was not the specified desired outcome. 

Individualized learning is best when aided by technology to help reach the all the different types of students through many different ways of hearing, seeing, doing, and learning.  "Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals" (Edutopia, 2008).  Addressing these key components while supporting the curricular goals will lead to the desired high state test scores.

 





 Bibliography:

1.  Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30). Pearson.

2. Sears, C. (n.d.). Building on technologies promise: Computers and constructivism. Retrieved from http://www.sedl.org/pubs/tec26/cnc.html

3. Edutopia. (2008, 03 16). Why integrate technology into the cirriculum? The reason are many.. Retrieved from http://www.edutopia.org/technology-integration-introduction

Delicious Assignment

It can be difficult and time consuming to find reliable, and resourceful educational websites.  There are so many sites that can waste your time because they know what key words will be looked for in search engines and they include those key words in there description to match your search parameters.  I certainly clicked on a few websites that were not at all what I was looking for and wasted my time.  However, I was fortunate enough that most of the websites I included on my delicious page were sites that I have seen or heard of other teachers using them.  Though I had never used most of these sites before, it gave me a starting point and I was able to go through the website and examine its validity and resourcefulness.  While looking for these educational websites I did not run across any websites that were just trying to sell me something, although I know they are out there because I have come across them before while searching for other things on the internet. While I was searching, for every one valuable website I found, I found two sites that were not valuable.  Most of the web 2.0 websites I went to I had heard of but never really examined or experienced them and I was quite impressed that they were user friendly and so interactive.  Each one offers up its own

unique benefits that can relate to all kinds of courses and curriculum.  It is certainly an eye opener to explore more of these web 2.0 sites and discover those that would work best in my classroom for my students to better their educational development.  " Web 2.0, the social Web, is us finding ourselves once again. And, it is finding how we naturally learn--not in timed segments in a regimented and pre-packaged way, but constantly, in conversation, in groups, serendipitously.   Web 2.0 technologies and open education learning design, employed by imaginative teachers, create a landscape of learning--collaborative, problem-based, experiential--that is closer to our nature than the ranked, single voice classrooms so abundant in recent times" (Batson, 2009).  I did not have many of the same sites as my fellow classmates that I followed.  This may be due to the fact that several of my sites are related to my subject of health and physical education and this is not their field.  Of the websites I selected, I liked that they offered some value either for me, or my students or both.  They either helped provide me with ideas, templates, activities, lesson plans, modifications and accommodations. They also provided my students with interactive social websites that engage them and help them learn. 

 

Bibliography:


Batson, T. (2009, 04 15). Why is web 2.0 important to higher education?. Retrieved from http://campustechnology.com/Articles/2009/04/15/Why-Web-2.0-is-Important-to-Higher-Education.aspx?Page=3

Technology and Physical Education

 

 

A Convaluted Relationship

Technology may be used in may ways for physical education classes, but I feel the best use of it is to track and monitor progress.  Others may use it to teach a method such as how to run properly.  While a video may teach it well, the video cannot assess the students form and provide real time feedback for appropriate changes.  This is why know the content knowledge as a physical education instructor is imperative to be an effective and good teacher.  While you may use technology to introduce or explain how to throw, run, or kick a ball, you yourself must know all the facets of the skill as well along with the bio mechanics and be able to explain it without the use of technology and most importantly be able to assess the skill and provide feedback on it.  As a coach and middle school physical education teacher, it is frustrating to find that students lack the fundamentals in almost all areas of all sports these days. Are they not being taught these skills in elementary school or are they not being given feedback to fix their mistakes? Over the last decade there has also been a trend to the idea that everyone is a "winner" no matter what, and all that matters is that you try.  This methodology coupled with the lack of teaching of fundamentals has lead to a dramatic talent and success decrease in the sports programs in our area.  As a result, game attendances are down, which means less booster money for the school and less community pride.  Why are we teaching children that winning doesn't matter when sports and games are a perfect parallel to show that in life and in sports, hard work, dedication, determination, competitiveness, and the will to win will in fact ensure success.  Just as important, we must also teach children how to fail in the sense that we will all fail at something but cannot let failure deter our dreams and goals. 

What is TPACK?

1. Describe a class room where “technology integration” takes place.

In Mrs. Gray’s eighth grade classroom at First Flight Middle School, technology has been seamlessly integrated into her classroom to help facilitate a functional and progressive learning environment. Once a week, on scienceThursdays, her students use a digital video camera to record and perform a short science demonstration which is then presented over the digital projectors to the entire school for part of the morning announcements. Once her class begins, every day starts with a few warm up questions to review the latest material over PowerPoint slides.   Each day’s instruction varies, but they often have research to conduct before they begin a lab experiment. The class is broken into small groups. A typical class has 21-29 students in it. There are only 2 desktop computers in her classroom. Two of the groups use the desktops for their research. The other groups are allowed to use their smartphones. Not every student has a smartphone (because these are personal devices from home) but each group has at least one and there are generally three within the group. Anytime the students are broken into groups, they know the drill, pullout their phones and get right to work. Mrs. Gray also has the students use free science apps on their phoneslike goREACT, and Bill Nye the Science Guy app. The class also uses practical and relative technology for the class like a combo pH and EC meter for certain lab experiments. All of these devices help to create a student centered learning environment and helps the students achieve a complete understanding of the curriculum and prepare them for the future.

2. In your discipline area, what are the essential components in a classroom where "technology integration" is appropriately utilized? Why?

My subject area is Health and Physical Education. Technology integration is rarely used in the gym for physical education class except when we play a work out video over the digital projector for the class to follow along to. Technology is however very much integrated into the health classroom. All of the health lessons are put into PowerPoint and Prezi presentations that are embedded with relevant health videos and other links to graphs, charts, factsheets, nutrition labels and current news reportings. I only have one desktop computer in my classroom so I often allow them to use their smartphones in small groups to complete an assignment or work on a project. One example of a project they complete with their smartphones is writing their own ideal food consumption guidelines for one week. After a brief introduction on nutritional foods, they are to use their smartphones to formulate a dietary guideline for one week that is healthy in relation to their weight, calorie, protein, carbohydrates, fats, vitamins, minerals,and water consumption. They also use their smartphones to record surveys conducted during and outside of school with people about the related healthtopic of the week. They are to condense their recordings, and then analyze their findings and we discuss them as a class. This type of technology integration helps me to keep the health class informative and in sync with curriculum standards, while also relevant to the health aspects that affect them the most.

3. What instructional outcomes are possible when embedding technology in classroom instruction?

When technological, pedagogical,and content knowledge are properly combined to integrate technology seamlessly within the classroom, an open-ended student centered dynamic learning environment is created. The standard classroom material is covered while teaching other useful skills like problem solving, thinking outside the box, working well with others, and practical technology use. The best possible outcome is seamless integration where “students are not only using technology daily, but have access to a variety of tools that match the task at hand and provide them the opportunity to build a deeper understanding of content” ("What is successful," 2007). This deeper understanding allows students to retain the information for a much longer period of time and use the information accordingly outside of school to become more well-rounded, intelligent and productive people.

Bibliography:

1. Whatis successful technology integration? (2007, 11 05). Retrieved from https://blackboard.ecu.edu/webapps/portal/frameset.jsp?tab_group=courses&url=%2Fwebapps%2Fblackboard%2Fcontent%2FcontentWrapper.jsp?content_id%3D_6760799_1%26displayName%3DLinked%2BFile%26course_id%3D_371398_1%26navItem%3Dcontent%26attachment%3Dtrue%26href%3Dhttp%253A%252F%252Fwww.edutopia.org%252Ftechnology-integration-guide-description

EDTC 5010 Chapter 5

1.  How can I get my students to ask questions about the research they are conducting?

To often when students are conducting research, they simply find the information they are looking for and transform it slightly into their own work without truly understanding the information they have been tasked to find.  As educators, it is an essential goal that students learn, understand, and retain the class content and curriculum. The coupling of self-regulation, generative strategies, and Think Sheets can help accomplish this goal.  "Self-regulation is a cyclical process"  ( Morrison & Lowther, 2010) that cycles through the three stages of forethought, performance control, and self-reflection.  This process should be conducted within a student-centered inquiry approach to foster an appropriate research environment.  " Students may still need help in developing and refining their reading, research, and questioning skills. Self-regulation provides us with a means for helping students develop these skills within the context of their problem." ( Morrison & Lowther, 2010) Generative strategies allow students to become "active learners who seek to relate new and unfamiliar information to what they already know by generating new ideas, concepts, and principles"   ( Morrison & Lowther, 2010) through the use of strategies such as recall, integration, organization, and elaboration.  Think Sheets require the student to use their inquiry skills to understand the material.  "By combining our knowledge of self regulation and generative strategies, we can create a variety of Think Sheets that will help our students develop an understanding of the information they discover through their inquiries."  ( Morrison & Lowther, 2010) The use of these three strategies will create active and independent learners who will look to absorb and understand new material by engaging themselves in the process or researching and learning.

2. How can I teach my students to solve problems?

       The NTeQ problem-solving process coupled with Bloom's Taxonomy and different levels of learning is a great way to teach students to solve problems.   Each step of the model is aligned with a Bloom's Taxonomy level that requires an appropriate student action to fulfill that level.  The steps are as follows:

1. Define the problem.
2. Identify  what is know about the problem.                                        
3. Identify what needs to be know to solve the problem.
4. Identify data that needs to be collected to solve the problem.
5. Determine how the data needs to be manipulated to solve the problem.
6. Generate possible solutions.
7. Determine how to evaluate each solution.
8. Select the best solution.
9. Present the findings.
 ( Morrison & Lowther, 2010)

Each of the nine steps fulfills one or more of the five highest levels of Bloom's Taxonomy of learning objectives from comprehension to evaluation. "Bloom's Taxonomy  of learning objectives is used to define how well a skill or competency is learned or mastered." (McNeill) Using these problem solving steps with these learning objectives is an effective and efficient way to solve any problem while fully comprehending the use and knowledge of the content needed to solve that problem.

3.  I've never used an inquiry-based approach, much less computers- so how is a teacher supposed to do both of these at one time?

The initial integration of technology into ones lesson plans can be time consuming but once the lessons are integrated, they can later be quickly used again and/or adapted accordingly.  The creation of technology integrated lesson plans within a open-ended learning environment does take longer because " problem-based learning involves anticipating learning needs rather than directing learning activities." (Goktas) Problem-based learning, requires a teacher to take a facilitative role, while managing learning activities and supporting self directed learning.  Technology resources are the best way to allow teachers to take this role as a facilitator.  Students can use the computer or other devices to help define the problem, research the problem, solve and present the problem all while the teacher interjects only pertinent information to facilitate their completion of the required tasks while providing feedback at each step.  Problem-based learning, inquiry based learning, and project-based learning are all similar methods used to created an open-ended learning environment and " these three strategies provide a means to integrate computer technology into the classroom through the use of authentic problems that are of interest to your students." ( Morrison & Lowther, 2010)

Technology and Inquiry Based Learning Video



Bibliography:


1. Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30). Pearson.

2. McNeill. (n.d.). Activities at various cognitive levels of learning. Retrieved from http://enpub.fulton.asu.edu/mcneill/blooms.htm

3. Goktas, Y. (n.d.). Facilitating technology-enhanced problem-based learning (pbl) in the middle school classroom: An examination of how and why teachers adapt. Retrieved from http://www.academia.edu/364194/Facilitating_Technology-Enhanced_Problem-based_Learning_PBL_in_the_Middle_School_Classroom_An_Examination_of_How_and_Why_Teachers_Adapt