Chapter Five Reflection

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

To get students to ask questions about their research, I feel like they have to understand of what they are doing.  I spoke about this in the last post as well.  When a teacher develops Think Sheets this allows the students to have an idea about what information they should be questioning and thinking. I think, as a teacher, we have to set up the classroom environment so the students are comfortable with asking questions.  If you have provided a Think Sheet with questions to think about and have developed a connection with you students, the student will become engaged in learning more about what they are researching.  The students will form curiosity about this topic, and will ask more questions to seek information.

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

You have to walk the students through the steps of the NTeQ Problem-Solving Process (p. 134-140):

1)    Define the Problem

·         Peak the student interest in the problem

·         The teacher verbalize the problem

·         Students show understanding by being able to come up with a common definition for the problem

2)    Identify what is known about the problem

·         Students create a list of what they know about the problem

·         Teacher can guide students to make a KWL table or provide a Planning Think Sheet.

3)    Identify what needs to know to solve the problem

·         Student predict what information they may need to solve the problem

·         Again continue to use KWL table

4)    Identify data that need to be collected to solve the problem

·         Action plan for what data is needed and how to collect it

·         What is needed to solve the problem?

5)    Determine how the data needs to manipulated to solve the problem

·         Students review the problem

·         Data analyze if focused on finding the answer to the problem

6)    Generate possible solution

·         Examine results of data analysis

·         Come up with several ways to solve the problem

·         Performance Think Sheet is helpful at this stage

7)    Determine how evaluate each solution

·         Use important criteria to evaluate possible soultions

8)    Select the best solution

9)    Present finding

·         Students decide what information to present, bsed off what information is critical to understanding the problem and solving the issue.

The teacher adapt the model has needed to fit the students.  I think that special education student could complete this process, but it would require additional time and support to complete.  The student would have to go through the process many times before remembering the steps to solve the problems presented.

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

Inquiry-based learning is centered on the teacher asking a question and student engage in series if problem solving activities to reach the solution.  The teacher is the facilitator and provides student with information to solve the problem (p. 12).  The teacher being able to integrate computer is a way for students to research the given material, to solve the answer.  The only difference I see is the fact the information is just found on the computer and may be presented on the computer compared to directly handing the students the information and them writing the answer with pencil and paper.  It would be hard work to change lesson over to inquiry learning approach, but change it to include computer might take a little more research on the teacher’s part.  I feel that the inquiry-based learning and including computers in the lesson fit well together.

Chapter Two Reflection

1.    How do I plan to integrate lesson that will work with my students?

We as the teachers have to be aware of the abilities of our students and their attention spans (p. 29).  I am returning to college to become an elementary self-contained exceptional children’s teacher and throughout is chapter I realize my lessons will be modified compared to students in general education classroom.  For my students, they will have more guidance and direction.  The students I have worked with in the past would not be able to complete this style of lesson plan independently.  Many of the students I work with are not able to read on their own.  The students could have technology included in the lessons, but I do not felt that these students are not at to point understand the problem and find the answer.

2.    Why do I need objectives to help with my planning lesson development?

Objectives define what will be covered within the lesson plan.  Lesson plans without objectives do not have a defined focus for the lesson.  In addition, if the plan does not have objectives how do you know that the students understood and gained knowledge from the lesson.  Objectives help teachers to develop the steps for the lesson.

3.    How can I encourage my students to engage in the processing of information?

The chapter express a way to get the student involved in the processing the information is through the Think Sheets.  These Think Sheets provide the students with guidance on the things they should be thinking about find the answer.  The questions on the Think Sheet help them get an idea of what information they should be looking for and how the analysis it.  If I know what I should be doing and have sample of what my outcome will be, I have a better understanding how to look at the information.  Students will not become engaged it they are not sure what they doing,

4.    Do I have to use a different lesson plan when I want students to use the computer?

I do not think you need a completely new lesson plan.  You just have to be willing to take the time to rework the current lesson plan.  The NTeQ model is setup so that the teacher can make sure they have included all needed items into the lesson plan.  I think if you are using the computer to do research on a question within the lesson; it will result in having to do more reworking of the lesson plan.  If you are just using the computer, as review tool then I do not see a reason to change of alter the plan.

5.    What is the relationship between objectives and computer functions?

The relationship between objectives and computer functions involves matching a computer function that will meet the objective that you have set in your lesson plan.  The teacher finds the process the student needs to make the objective and then selects computer functions that could be used within the process.

6.    Can you use a computer for every objective or lesson?

It is not reasonable to think that you can reach every objective by using the computer (p. 29).  The model even includes a session called supporting activities.  These are activities have are not directly connected to the computer.  Supportive activities are linked to the objectives and can include research that does not involve the computer like books, surveys, and observations.  Student can use the time away from the computer to review information they have found, organize, and plan the next steps.

Chapter Three Reflection

1.    Why is it important to learn about different technology tool when they are constantly changing?

It is important because we are always saying there is no need to learn it because it will be replaced in a year or less.   In that case, many of us would never learn technology so it could be actively used in our classrooms.  In addition, each time a new generation of technology or  software of device is released it commonly stems from a past technology.  In my opinion, it is easier to learn how to continue using updated technology compared to learning it all at once.  Also many students are up to date on all the new devices, they understand and can relate to this new technology.  The teacher should learn this new technology to build a connection into the students learning.

2.    Most desktop computers do the same thing as mobile devices, so why do teachers needs to use both?

Desktop computers take up a large amount of space within a classroom, and teachers are limited to the number of connects they have for them. Mobile device can allow some students to continue to do research while other students use the desktop. Mobile devices are more specialized allow students to gain the information they need away from the desktop and then return to incorporate in the information into their project or assignment on the computer.  In addition, mobile devices are smaller and can be difficult to see and use, and to have to worry about the fact they can break when dropped.  The desktop computer and the mobile devices both have pros and cons, but when use together I feel like the pros and cons balance out.   

3.    How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?

Each one of these devices does have key functions and they work very well for the task in which they were developed for.  The text also discussed than devices and technology have about a five to seven year range, meaning these devices can to be used with older and newer technology.  Even if you feel like the cost is high on a device, if the teacher has planned how to use the device it can and will be able to use for many years.  The school will not lose money on these devices, as long as the devices are beneficial to the students and are used.

Chapter One Reflection

1.      Must I use a inquiry-based learning approach in my classroom to use computers as a tool?

Inquiry learning is one of the open-ended approaches.  Researchers have found the using a computer as a tool works overall better in open-ended classroom environment, but the teachers do not have to just use the inquiry learning  approach to use the computer as a tool.  The other two approaches that create a open-ended environment are problem and project-based learning.

2.      Can I still use tutorials and drill-and-practice software?

These items have been used in the classroom setting where they are the primary deliver of instruction.  This is not the correct way to use tutorials and drill-and-practice software.  These items need to be supplemented with a question for students to solve.  The students may use the tutorial for information yet also have to research for additional information.

3.      Won’t I have to spend a great time of time to develop these units of instruction?

It will take time to develop units of instruction that include the computer into the lesson.  I feel that a lot of this time is used for the teacher to gain understanding of the best way to use this educational reform of open-ended environment and learning additional information regarding computers and resources.  The teacher will use the same objectives, but change the layout of the lesson plan to allow the students to find answers through research.  The first time using the new form instruction for an objective with take more time, but  the times following the teacher will only need to make some alternations to better benefit his/her students.

4.      Won’t every student need a computer to use it as a tool?

Each student does not have to have a computer to be able to use it as a tool.  In some cases, it would be easier and better with each student to have their own computer to use.  Student can work together and still gain the skills and knowledge through taking turns using the technology and collaborating on their thoughts and understanding.