Readings

__**Chapter 1**__**:**

Web Enrichment Activity 2.)The No Child Left Behind Act of 2001's goals will affect a classroom teacher in a public school in the United States in the following ways:

Example 1: First of all, the teachers in public schools in the United States are going to have to be trained in how to integrate technology in the classroom. It's going to take a lot of documentation and a lot of time to train each and every teacher. Some teachers may think integrating technology is unimportant and will not take the training seriously and choose ways to get around integrating technology in their classroom. For all teachers though, there will be education required which will take time away from their lesson planning and lives.

Example 2: Secondly, the school systems are going to have to plan for the increase in funding that will be needed to uphold the NCLB Act of 2001. The education the teachers will need to ensure that they are trained in integrating technology into the classroom will cost a lot of money. Who will pay for this education? Will the teachers be reimbursed for their time, or will it be expected of them? When the teachers are fully trained in integrating technology, the school systems will then need to buy equipment that will make integrating technology possible. Teachers can individually apply for grants and I feel encouraged to do so, however many teachers may think that it is too tedious a process and will not want to deal with it.

TIP Model Scenario #8: Distance Education Issues

8.1) Before the superintendent decides to offer the school districts' high-level math and science courses online, he should consider how the students will be impacted by the change. In order to fully excel in an online course the students must have the time management skills and self discipline to complete the work without face-to-face interaction. On top of that the students must have access to a computer and the internet which may not be financially possible for all students. In order for the students to be able to focus on the course material, they will also need to know enough about computers and the software being used. Although online learning would offer more access to course content, the text points out that "virtual learning takes special skills not all students have, and dropout rates from distance courses are higher, which could further widen the digital divide" (p.19). The superintendent should consider not only the money online learning would save the school district, but also how online learning will affect the students learning process. Many students may not feel comfortable learning online, so instead they may take a lower level math or science course.

8.2) If the superintendent decided to offer the high-level math and science courses online, there are many resources that will make the transition more smooth for students. First of all, the students need to feel comfortable with this change because if they don't then they probably won't do well in the course. Students should be made aware of the change well in advance so they can get used to the idea. It is the schools job to educate the students on what it takes to succeed in an online learning environment. The school should also make sure that each and every student that was previously interested in these higher-level courses has the access to a computer and the internet that would make the online option available to them. Most importantly the students need to be comfortable with computers and the online software. Holding mandatory tutorial sessions to ensure the students know what they're doing would ensure that the mechanics of online-learning wouldn't be a problem. I also think there should be a preliminary period to see how the students do in the classes and how many people decide not to take the upper-level course because of their fear of online learning. Online learning can be great but it definitely is not for every student, and since these students are still in high school they have the right to learn in their most comfortable environment.


 * __Chapter 2__:**

TIP Model Scenario #4: Phase 4- Designing Integration Strategies

4.1) Luella's methods are primarily inquiry based because although she is presenting the information on how to use the software initially, the students are using the software to generate their own learning. The book says the appropriate time to use constructivist (inquiry based) strategies is when the students need to "develop global skills and insights over time" (pg. 57), which is exactly the case here.

4.2) I do not think the group-based strategy is a good one for this specific activity because Luella's objective is to prepare the students' for a college entrance exam in hopes that their performance will improve. The students won't be able to work in a small group on the exam, so having them work together to practice for the exam will not help them learn how to decode hard words on their own. On page 58 the book gives examples of when grouping is appropriate and says that students should work individually when the ultimate goal is for them to have individual mastery of a certain skill.

4.3) I also do not think that 15 minutes at the end of each class period for the last 2 weeks of the grading period will be enough to increase students' performance. Even if the students stayed on task and were all actively involved for the entire 15 minutes, 10 days is not enough time for students to acquire a good foundation of the skills needed to do well on college entrance exams. I would suggest that the students begin to utilize the vocabulary software at least 4 months prior to the test and on their own so as to reap the most benefits from the software.

TIP Model Scenario #5: Phase 5- Preparing The Instructional Environment

5.1) Esmeralda's plan is extremely irresponsible. On page 60 of the text, the book cautions that students should never be allowed to use the internet with out adult supervision. Since there is no lab manager and Esmeralda has to return to her classroom the students will be left alone for a substantial amount of time. It's also a bad idea for her to encourage the students to branch out on their own when finding resources and people to interview. If she has them interview anyone at all it should be people she knows and trusts.

5.2) The email she is having the children send also goes against what the book says about protecting the students' privacy and safety on the internet. She is having the children give their school name, real name, and address to complete strangers from whatever source they stumbled upon on the internet. Esmeralda is basically making these children give specific instructions (to strangers) on how to kidnap them.

5.3) To improver Esmeralda's plan I would change pretty much everything. Her idea to have the students interview experts in U.S. history is great, however she doesn't seem to consider their safety in the process. She should tell her colleagues and other people that she knows and trusts in her profession what she wants to do with her class and ask if they would mind if her students contacted them and conducted interviews. She should give the students a list of these trusted people and have them pick who they would like to interview. Emails should be sent from a previously set up email address that Esmeralda has the password to, and she should monitor these emails to make sure they are appropriate. The students should be instructed not to include any personal information in the emails, and should be informed that sending personal information over the internet is extremely dangerous. Lastly, the students should be monitored at all times while using the internet. Esmeralda should plan ahead specific days and times when she can spend the entire class period supervising the students while they are in the computer lab to ensure their safety.


 * __Chapter 3__:**

TIP Model Scenario #3: 3.1) Ms. Sharon is using the Drill-and-Practice software function. The book describes this software function as having the students work one example item at a time and getting immediate feedback about how they did. The type of feedback that the software Ms. Sharon is using would display positive feedback in the form of saying both words in their respective language. Ms. Sharon wants to start using this software because her students are having trouble with vocabulary and she thinks they would benefit from more practice before they write letters to students in Puerto Rico.

3.2) I think it would be best for students to use this package individually because although another student could help them find the right answer, it wouldn't be as beneficial for their own cognition. Even though they may be working on the newsletter together, using the software as a whole could lead to a couple students answering all of the questions while they majority of the students just sat there and still weren't grasping the vocabulary.

3.3) I would give the students weekly fill-in-the-blank vocabulary tests to see if their vocabulary was improving as a result of the software.

Web-Enrichment Activity: 2.) Simulation and games could be used as a motivator because it gives such a hands-on experience that the students wouldn't otherwise have. This hands-on experience can help students understand complex concepts. For example, in the video there were students from McKinley High School in Washington D.C. that were using computer software that simulates how the body deals with infections. Understanding what exactly happens during that process is hard and not all students can mentally picture it so being able to watch it as it happens and talk with your teacher about the process can really make the information stick. Since technology is evolving so much in the World the children are going to experience a lot of technology outside of the classroom. Like a professor in the video said, rather than ban the new technology teachers should welcome it into the schools and use it to benefit their learning. I think the students would be very excited to learn using new technology, specifically simulation software, and their knowledge would increase significantly.

__**Chapter 4**__**:**

Web-Enrichment Activities: 1.) Lesson Plans: [|Word Processing] [|Spreadsheet] [|Database]

TIP Model Scenario #1: 1.1) Mr. Gilbert's students were spending the majority of their time making mathematical computations and correcting their errors, however Mr. Gilbert wanted the focus of the lesson to be on hypothesis testing. Since spreadsheet software can perform complex calculations (Doering and Roblyer, 2010), Mr. Gilbert should have his students use it as the tool that address and hopefully solves their problem.

1.2) The relative advantages of using spreadsheets would be to save time and to help the students test hypothesis. "Spreadsheets help people visualize the impact of changes in numbers.. a user can play with numbers and immediately see the result" (Doering and Roblyer, 2010, p.121). As Mr. Gilbert mentioned, his students spend a significant amount of time recomputing data because of the complexity of the problems. Spreadsheets quickly and accurately perform calculations (Doering and Roblyer, 2010).

1.3) Students should work in groups because learning the more complex features of spreadsheets is a developed skill (Doering and Roblyer, 2010) that not all students will perfect. If the students work in groups, they can figure out the software together in a more time-efficient manner. Since there will be a lot of discussion during this learning process, I would make groups of no more than 4 students and set groups in opposite corners of the room. It wouldn't be wise to have groups close together because with 4 students per group that would be too many students clustered together voicing their opinions.


 * __Tools For the Teks: Integrating Technology in the Classroom (Classroom Audio Podcasting)__:**

Summary: This article, by Wesley A. Fryer, suggests integrating the use of podcasts into the classroom to motivate students in ways that conventional writing assignments can't. "The potential of publishing for a global audience is precisely the characteristic of podcasts which gives them so much motivational power for student writing, however" (Fryer, 2005). Fryer also suggests that podcasts are an especially good way to integrate technology into the classroom because they don't have all of the bells and whistles available like some of the "... other types of multimedia modalities" (Fryer, 2005). "Podcasting provides a window into the classroom" (Fryer, 2005), meaning that students can share their work with parents, and the rest of society who isn't in their daily classroom. When making a podcast, the identity of the child can be concealed simply but them not stating their name. This is because audio podcasts only record audio, which "...involves few privacy concerns" (Fryer, 2005). Podcasts can also be shared with virtually anyone over the web, so they can not only broaden the audience for students work but also make it more interactive. Finally, "podcasting can be fun!" (Fryer, 2005). Children will enjoy the new technology and will be creative in the ways in which they interpret it**.** In conclusion, "[w]e need to get serious about education today's digital natives for the digital knowledge landscape of the twenty-first century" (Fryer, 2005) and podcasts are a great place to start.


 * __Learning in Hand__:**

Summary: The three types of podcasts are audio, enhanced, and video. The most common type of podcast is an audio podcast which is just recorded audio as a file, typically an MP3. Enhanced podcasts which are an AAC file, have images as well as audio. "Video podcasts are movies, complete with sound. VIdeo podcasts can be ina variety of formats, but MPEG-4 is the most popular" (Tony Vincent). Vincent addresses many educational benefits of creating podcasts and states that, "[k]nowing that there is a real-world audience gives students purpose and motivation to create a spectacular product" (Vincent). Teachers can preload equipment (handheld iPod, MP3 player, or laptop) with the episode and allow students to view it from their desk (Vincent). To keep current with new episodes of podcasts, many websites offer an option to have them automatically downloaded into your library and will alert you as new episodes are released (Vincent).

__**Chapter 6**__**:** TIP Model Scenario #3:

3.1) Mr. Eliott could use interactive books software in his classroom to help the english language learners with their comprehension. Many popular books can be downloaded for free online, and they offer audio with a narrator reading the story while the word that is being read is highlighted on the computer screen (Doering and Roblyer, 2010). "If a student needs to hear a word again, just clicking on it with the mouse pointer activates the audio" (Doering and Roblyer, 2010, p. 176). As far as answering comprehension questions, Mr. Eliott can create an interactive book for the children and include whatever questions he would ask them if he were doing this with him.

3.2) The recorded story will be recorded in a very clear voice with no background noise so it will be easier to follow along and pay specific attention to the pronounciations and the words on the page. Also, I visited the Scholastic website ([]) and there is an option there for the story to be read in Spanish or English. I don't know whether or not the children in Mr. Eliott's class speak spanish, but this would be a good way for the kids to experience multiple languages. Initially reading and hearing the story in their first language might help them to feel more comfortable and competent when decoding the english text and answering the comprehension questions.

3.3) On page 183 of __Educational Technology into Teaching__ by M.D. Roblyer and Aaron H. Doering say that, "individual headphones provide students with privacy and prevent a noisy computer lab" (Doering and Roblyer, 2010, p. 183). Not only will individual headphones prevent a noisy classroom, but they will also help block out any classroom noise that would interfere or distract these students. I've noticed in the classroom I'm observing in that while these headphones eliminate the noise from the computers, surrounding students can still become distracted. To keep the other children focused on their activities, I think it will be best to make sure the computer screens do not face the rest of the classroom.

Web-Enrichment Activity: ThinkPort.org

From the Thinkport.org website ([]) I clicked on the "Student Materials" link which took me to the readwritethink website ([]). This "Student Interactives" page has many programs designed for students to use. The website describes this section as an "...online literacy learning with these interactive tools that help [students] accomplish a variety of goals—from organizing their thoughts to learning about language—all while having fun." (IRA/NCTE, 2010). When you first arrive at the "Student Interactives" page, five featured interactives are shown first. Using the naviagting tool on the left, you can refine your search by grade level, learning objective, interactive type, or theme. I am going to click on Kindergarten under grade level and when that page opens up, go to ABC Match. ABC Match could be used in my Kindergarten classroom to solidify letter recognition. Currently I am observing in a Kindergarten classroom and they have center time with one of the centers being the computer. In my classroom I could use this same idea and have the children play ABC Match (or any of the simulations from this site that are developmentally appropriate). Under the Kindergarten grade level I found twenty-two simulations. The variety available on the readwritethink website is important because children will get bored of the same game oncer they've mastered the skill and played it enough times. Therefore, this website could be useful to me and my students for a long time.

From the Thinkport.org website ([]) I clicked on the "History Wired" link which took me to the website History Wired website ([]). The purpose of this website is to "introduces visitors to some of the three million objects held by the National Museum of American History, Behring Center." (History Wired, 2010). After reading the "About the Program" article, I learned that the purpose of designing this site is because only 5% of the museums collection is only public display (History Wired, 2010). Going back to the main page ([]) you can begin to play around with the intended time period and category to see what artifacts the museum has. If you keep the category on "general' and open up the time frame all the way (from 1400 to 2000), then all of the spaces are white, meaning they fall under those parameters. As you alter the category and time frame, the artifacts that do not fit in your selected parameters will turn grey indicating that they don't fit what you're looking for. This website would be perfect in a social studies course in leu of going to a museum to research a specific artifact. Once you determine the category and time frame, you can click in any of the white boxes and another window opens describing that artifact in further detail. In your social studies class, you could have your students use this website to research an artifact in a museum with out the cost and other obstacles that a field trip would include.


 * __Chapter 5__:**

Web- Enrichment Activity: Puzzlemaker I went to the Classroom Resources section of the Discovery Education website and made a "Criss Cross" puzzle with vocabulary words from Chapter 5 (http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp).

TIP Model Scenario #3: 3.1) Ms. Hortense should use Test Generators software. This software will allow Ms. Hortense to enter test items which will then be "selected randomly from an item pool to create different versions of a test" (Doering and Roblyer, 2010, p. 145).

3.2 & 3.3) Using test generator software would allow Ms. Hortense the various forms of tests she desires with out the time consuming efforts it would take for her to create each version of the test. Since "most programs automatically provide an answer key at the time the test is generated" (Doering and Roblyer, 2010, p. 146), Ms. Hortense will also save time grading the tests. It will also help her ensure that her students aren't cheating, since they students in their immediate area will all have different versions of the test. Available for purchase are "test item banks" (Doering and Roblyer, 2010, p. 146), which contain pre-existing questions in various content areas.


 * __Chapter 7__:**

Web-Enrichment Activity #2:

http://city-mankato.us/ Total yes: 7 Total no: 14 Total n/a: 3 Accuracy acceptable?: I would say no because first of all at the very top of the page it says "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." (http://city-mankato.us/). The website looks like something anyone who knew how to do a simple google search to find information could make and manage. The website says it is updated the first Monday of every month but by clicking on the articles it is evident that the information hasn't been updated since 1997. However, there is a link towards the bottom of the page for the "Other City of Mankato home page" (http://city-mankato.us/). I think when this website was made it was an above average website, however I think it is stuck in the past and hasn't been updated or thought of in a while. It isn't visually stimulating.

http://descy.50megs.com/NewHartford/newhtfd.html Total yes: 15 Total no: 9 Total n/a: 0 Accuracy acceptable?: This website is acceptable because it is easy to follow and has a link directly on the homepage that directs you to the site map of the website. There are many links accessible from the website that include further information. Also, on the bottom of each page there is a link to either go back to the home page or go to the "virtual tour" (http://descy.50megs.com/NewHartford/busindx.html) which is this website's version of the site map. This website was updated on January 1st and June 3rd of 2010 (http://descy.50megs.com/NewHartford/busindx.html) which makes it accurate because it is unlikely that the information given about the city has changed dramatically enough (in 6 months) to effect the information provided.

TIP Model Scenario #5: 5.1) Ms. Courtney should have the students use an online organizer like //"del.icio.us//" (Doering and Roblyer, 2010, p. 213). The entire class could use one delicious account to save their website because delicious allows you to connect a tag to the website when you save it (along with a title, and description). The groups could make their group name the tag, and when they went to the delicious bookmarks page they could simply type in their group name and everything that their group tagged would come up.

5.2) Using delicious would be a better alternative than using a word document because they could access the website from anywhere and it would provide a much more organized way to view saved websites. As I previously mentioned, you can write a title and description of the website when you save it which would help you remember exactly what they website consisted of or what you used it for. A word document would probably be overwhelming for students because it would just be a list full of websites, which would be extremely hard to differentiate.

5.3) You can monitor the students' use of the website delicious because it organizes the websites by the date in which they were bookmarked. This will help Ms. Courtney decide if her students are consistently finding research over a period of time, as opposed to finding quick sources at the last minute. The students should be told at the beginning of the project, when they are being taught how to use delicious, that they should have a variety of sources found over a period of time and they will lose points off their final project grade if it appears that they rushed their research.

__**Chapter 15:**__

TIP Model Scenario #3: 3.1) According to Table 15.2 in "Integrating Educational Technology into Teaching" Mr. Bartle should use an online calculator or "teaching tool such as Virtual Math Manipulatives" (Doering and Roblyer, 2010, p. 419) for his at risk students.

3.2) Since these students lack basic skills in math facts and operations the online calculator will help them break the barrier put up by their lack of basic operation skills. "The key with all of these uses is to balance remediation of skill deficits with activities that help develop more creative, higher level thinking skills" (Doering and Roblyer, 2010, p. 416).

3.3) Since the students are low-achieving and need motivation to practice the skills, the students should begin by working together in a group of three so they don't feel like they are being punished (since they will be doing something different than the rest of the class). However Mr. Bartle should monitor how to students work together and make sure that they are in fact all working together, and should make adjustments accordingly. After the students realize that the program they are using isn't a punishment but rather benefits them, they should have the confidence to do the work on their own.

Web-Enrichment Activity #2:

http://www.webaim.org/simulations I did the distractibility simulation and the dyslexia simulation and was extremely frustrated with both. I started the distractibility simulation on the easiest setting with the slowest bomb speed and died 10 times in a row before I even found out what I was supposed to be doing. When I realized that I was supposed to be trying to find an e-mail address I didn't even know where to begin. I tried to click on a few different icons on the page but seemed to die right before I clicked on any of them. I never completed any of the tasks and gave up. The dyslexia simulation was a different kind of frustrating because I couldn't read what was in front of me, and I tried to guess however that didn't help me on the comprehension questions that followed to paragraph. After seeing both of the simulations I now understand why using technology to help students with disabilities is so important. The disabilities put the students at such a disadvantage, and since there are technologies out there that can help these students they should be available to all students.