I have always been one for trying new things in the classroom, if it helps the students understand the subject more completely, and I believe that computers in the classroom can and will have a great impact on the way our kids learn, both today and in the future. Technology today, unfortunately, is quickly outpacing the teacher’s ability to keep up with new developments, tools, and programs. The teacher of today must now find ways to integrate this technology into new lesson plans, and projects for the students, while trying to find the time to keep up with the business of teaching day-to-day. This new usage of technology can be both a blessing and a curse.
I agree that schools should have computers for the students to use for homework, group projects, and exploration of the wealth of information available to them through all the various forms of electronic media. However, until school systems can afford the enormous cost of hundreds, or even thousands, of computers for each school, true full usage of technology in the classroom as envisioned by the International Society for Technology in Education(1), will be nothing more than a pipe dream. It is true that more teachers and students today know and use these technologies regularly, if not daily, but there is still a large portion of the population, especially on Guam, who do not own a computer of any kind.
At this point, we as teachers must strive to build into sections of our lesson plans technology uses that help us teach concepts, while being sensitive to the limitations of equipment access to some of our students. In this class so far, we have learned how to meet the NETS*T standards 2A and 2B(2) in our lessons. I am hoping that I can learn even more ways to use technology in a classroom that most likely will not have a computer.
References
(1) International Society for Technology in Education. (2009). Retrieved February 22, 2009, from
http://www.iste.org/
(2) ISTE/NETS for Teachers 2008 Standards. (2008) Retrieved February 22, 2009, from
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS
_for_Teachers_2008.htm
Sunday, February 22, 2009
Tuesday, February 17, 2009
Lesson Plan Assignment #1
Analyze Learners
Class of 25 students
Well mixed m/f ratio, and well mixed racially
Audio, Visual, and Kinesthetic learners present
Previous lessons on use of Exel spreadsheets, and proper seed sprouting
procedures
State Objectives
At the end of 10 days, students will be able to analyze data from recorded
observations, and make an informed decision on which seed source has the best
performing seeds.
Select instructional methods, media, and materials
Methods - Lecture, demonstrations, and hands-on participation
Media – A report will be presented on a PowerPoint slide show, with Exel
spreadsheet data, and charts.
Materials – Each group will receive: paper towels, 50 kernels of seed corn – 10
from each of 5 different seed sources, and blank, printed datasheets.
Utilize media and materials
Set up area for the project.
Review procedures for seed sprouting, and data collection.
Demonstrate use of materials used for the project.
Issue materials to the groups, then start the project.
Require learner participation
Ensure each group member has a specific task to perform for the project.
Review procedures on sprouting and data collection several times during the
length of the project.
Give short worksheet quizzes on specifics of the project at the halfway point
and at the end of the project.
Evaluate and Revise
Assessment will be a combination of two quizzes, and the quality and content of
the final presentation.
Class of 25 students
Well mixed m/f ratio, and well mixed racially
Audio, Visual, and Kinesthetic learners present
Previous lessons on use of Exel spreadsheets, and proper seed sprouting
procedures
State Objectives
At the end of 10 days, students will be able to analyze data from recorded
observations, and make an informed decision on which seed source has the best
performing seeds.
Select instructional methods, media, and materials
Methods - Lecture, demonstrations, and hands-on participation
Media – A report will be presented on a PowerPoint slide show, with Exel
spreadsheet data, and charts.
Materials – Each group will receive: paper towels, 50 kernels of seed corn – 10
from each of 5 different seed sources, and blank, printed datasheets.
Utilize media and materials
Set up area for the project.
Review procedures for seed sprouting, and data collection.
Demonstrate use of materials used for the project.
Issue materials to the groups, then start the project.
Require learner participation
Ensure each group member has a specific task to perform for the project.
Review procedures on sprouting and data collection several times during the
length of the project.
Give short worksheet quizzes on specifics of the project at the halfway point
and at the end of the project.
Evaluate and Revise
Assessment will be a combination of two quizzes, and the quality and content of
the final presentation.
Saturday, February 14, 2009
Pet Peeve!
Re-inventing the Wheel!
What do I mean by this statement? Doing extra work - just to do extra work. If a teacher's Course, Unit, and Lesson Plans are correctly done, then a lot of extra writing is eliminated!
1. The Course plan should include a complete list of Standards that must be met for the course.
2. The Unit plan should include a complete list of objectives for that unit, and the reference number of the standard it satisfies.
3. The Lesson plan should be straightforward, simple, and should only have to list the materials and procedures needed to facilitate the lesson - Period.
Administration may say that it is required so that a substitute can look at the lesson plan and know why they are teaching this lesson. I disagree.
Besides, if a teacher has laid out the course correctly, it should all be in one big notebook - there for anyone who asks, to reference and read.
This blog entry merely states my logic, shows my reasons for the distaste I have for repeating all the same information from Course plan to Unit plan, and from Unit plan to Lesson plan. In my eyes, this wastes a lot of valuable time that could be spent more productively enriching the lesson plan with new, and interesting outside source materials!
What do I mean by this statement? Doing extra work - just to do extra work. If a teacher's Course, Unit, and Lesson Plans are correctly done, then a lot of extra writing is eliminated!
1. The Course plan should include a complete list of Standards that must be met for the course.
2. The Unit plan should include a complete list of objectives for that unit, and the reference number of the standard it satisfies.
3. The Lesson plan should be straightforward, simple, and should only have to list the materials and procedures needed to facilitate the lesson - Period.
Administration may say that it is required so that a substitute can look at the lesson plan and know why they are teaching this lesson. I disagree.
Besides, if a teacher has laid out the course correctly, it should all be in one big notebook - there for anyone who asks, to reference and read.
This blog entry merely states my logic, shows my reasons for the distaste I have for repeating all the same information from Course plan to Unit plan, and from Unit plan to Lesson plan. In my eyes, this wastes a lot of valuable time that could be spent more productively enriching the lesson plan with new, and interesting outside source materials!
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