Monday, June 20, 2011

Final Reflection

Technology Adoption Scale

Where do you perceive yourself on the Technology Adoption Scale and briefly describe what this mean to you as a future teacher?
On the Technology Adoption Scale I perceived myself in the Stage 3: Teacher as a Co-Learner. As a future teacher I would to learn more way to integrate technology into the classroom. Being in Stage 3 shows that I still a lot to learn to integrate technology in my classroom.
How do you see yourself in 5 years in 10 years and how will you achieve this?
Within the next 5 years I hope to in the Stage 4 on the scale and in 10 years I would hope to be in Stage 5. To achieve these goals I need to learn more about technology so that I can use it effectively in the classroom and with peers I would enroll in more trainings, classes, and workshops.

Reflect on one of the articles from MagPortal Current Technology Articles.

The name of article:
Critical Issue: Promoting Technology Use in Schools
The URL of the article:
One idea or opinion that you got after reading the article and support that opinion with what you have learned in this course:
The one idea that I got from the article that supports what I have learned in this course is that technology in the classroom can be a useful tool to enhance learning. It can be a struggle if teachers are not trained and prepared to integrate technology in the curriculum as well as the classroom.

Unit 5 – Reflecting on What I Know

Chapter 11
Today many teachers are using problem-solving or educational software to enhance learning in the classroom. Students are able to analyze data, work in groups, and engage in interactive basics skill practices that provide individual performance feedback (Morrison & Lowther, 2010).  According to an article called Children’s Learning Software, educational software helps children develop and train different skills; it also helps them learn the alphabet, numbers, different shapes, rhythm, and explore colors; these educational software can also teach them in knowing cause and effect, creative expression, and enhance their thinking skills in dealing with problems( Choosing the right software depends on the grade level you are teaching. The software should be evaluated by teachers to make sure that students can learn and use the software. When integrating software in a lesson you should make sure there is an opportunity for all students to have assessed to the software. The teacher should use six components of the NTeQ lesson plan ten components. The lesson should include computer functions, research and analysis, results presentation, activities during, before, and after computer use (Morrison & Lowther, 2010).


Morrison, G.R., Lowther D. L., (2010).  Integrating computer technology into the classroom: skills for the 21st century. Pearson Education, Inc, 4th Ed.

Chapter 12
To prepare for a lesson using the computer the teacher should provided handouts and preparing technology information to the students. Some of the preparing handouts and technology used are technical step-by-step guides, resources guides, assessment tools, create digital folders, design templates, load specialized software, bookmark Internet sites, and turn the computers on and open applications (Morrison & Lowther, 2010). To ensure that all students have access to a computer they should be grouped of four students. After reading information on a one computer classroom having three can be very helpful in a classroom. The teacher should have a time limit if there are more than three groups to provide everyone the opportunity to use the computer.

Morrison, G.R., Lowther D. L., (2010).  Integrating computer technology into the classroom: skills for the 21st century. Pearson Education, Inc, 4th Ed.

Monday, June 13, 2011

Unit 4 – Reflecting What I Know

Chapter 7

Doesn’t word processing make the writing process too easy?
Some could say that it does but as a student working fulltime and going to school fulltime it doesn’t. When writing papers students must come up with the words I feel that is the hard part. The word processor makes it easy to correct your material instead of starting over so that saves time.

How can word processing be used to engage students in higher-level thinking?
From the SnapShot on page 174, Maria uses the word processor to write a letter that allowed her to increase her interest and engagement in writing, and enables her to enhance her letter beyond what is possible with paper and pencil (Morrison & Lowther, 2010).

In what ways are the individual needs of students met when their work is completed with a word processor?
Word processing has three key functions that can be used to enhance student learning: (1) entering and editing text, (2) organizing information with tables and graphs organizers, and (3) inserting objects and hyperlinks (Morrison & Lowther, 2010). My preschools are learning letters to form words and developing fine motor skills while using the word processors.

Morrison, G.R., Lowther D. L., (2010).  Integrating computer technology into the classroom: skills for the 21st century. Pearson Education, Inc, 4th Ed.

Chapter 8

Can you identify two types of data your students could collect as part of a lesson?
I engaged my preschoolers in a lesson where they could use the data on our discussion of frogs. The information would group frogs by size and would generate a graph. Another type of data that could be used with a lesson would be collecting information of how many boys and girls that came to school during a particular week.

How could your students manipulate the data to discover relationships or trends?
In the classroom we collected information everyday during the week and made a graph to show how many girls and boys. The students drew pictures of girls and boys to represent each student in the class. They learned math concepts during the week such as adding and subtracting.

Can you identify three graphs or charts your students could make that would help them develop a better understanding of the content?
Computerized spreadsheets offer students and teachers with a way to view data in various formats (pie charts, line graphs, bar graphs, and the like). When students and teachers are able to view data in various formats, they are able to make important visual discoveries about their data (

Is it possible to create an interactive simulation or model with a spreadsheet?
Yes it is possible to create an interactive simulation or model with a spreadsheet. This following web site gives ideas and ways to create a simulation in using spreadsheets, agents and JAVA authorizing tools

Monday, June 6, 2011

Unit 3-Reflecting On What I Know

How can my students use multimedia for their projects?

According to Morrison and Lowther (2010), multimedia can incorporate text, graphics, pictures, and photographs, videos, sound, hyperlinks, and animated objects. In my preschool classroom the students uses cameras, tape recorders, and video cameras during different activities in the classroom. Beth (2010) states, “one of the great surprises of transforming the songs and worksheets into multimedia has been its success with children as young as 3 years from very varied socio-economic backgrounds as well as ESL and Special Needs”(

What applications are available for creating a multimedia presentation?

“With tools like Apple’s iMovie, Windows Maker, PowerPoint and other applications like Adobe’s Flash your students can easily incorporate a variety of media into a single presentation (Morrison & Lowther, 2010).

Should I place limits on how my students use multimedia?

There should be limits for preschools just because they need monitoring and supervision to complete the presentation. When working with older students the limits may be different.

Morrison, G.R., & Lowther, D.L., (2010). Integrating computer technology into the classroom: skills for the 21st century.  4th Ed., Pearson Education, Inc.

How do you know that students understood a concept?
Graphic organizers yield the best results when integrated into lesson for which students understanding is enhanced by visualizing, organizing, and depict relationships among and between concepts, ideas, information, processes, systems, and problems (Morrison & Lowther, 2010). Scholastic shows how to use graphic organizers to: help students construct meaning; can be used with any book and across all grade levels;  to use them to assess your students understanding of what they are reading: and to observe their thinking process on what you read as a class, as a group, or independently (

How can you depict student misconception of key information?

To handle students’ misconception of key information they should be provided with a graphic organizer to find the correct information. There are so much information available using graphic organizers. Providing students with the right tools can enhance their learning experiences.

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

Students can use brainstorming a graphic organizer tool that allows the recorder type in an idea of one student and creates a link and new icon ready for the next idea (Morrison & Lowther, 2010). According to Morrison and Lowther (2010), after brainstorming the students can review the ideas, modifying and rearranging them into meaning full groups.

Morrison, G.R., & Lowther, D.L., (2010). Integrating computer technology into the classroom: skills for the 21st century.  4th Ed., Pearson Education, Inc.

Monday, May 30, 2011

Unit 2 – Reflecting What I Know

Chapter 3

Why is it important to learn about different technology tools when they are constantly changing?

It is important to learn about the different technology to determine which one works best for you. The technology tools are constantly changing to provide a better service to the people that use them. The changes may be in the operating software, the memory (hardware), better design or style. The changes may allow some software to work with other systems.

Most desktop computers do the same things as mobile devices, so why do teachers need to use both?

It is important to use both desktop computers and mobile devices to backup information.  Some mobile devices may not be capable of running different applications so the desktop computer is needed in that case scenario. Some of the mobile devices are costly because they are replaced instead no repaired.

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

Digital devices are very helpful in the classroom for teachers and students. The cost is justified by the performance of the students that have the opportunity to use these digital devices.

Morrison, G.R., Lowther D. L., (2010).  Integrating computer technology into the classroom: skills for the 21st century. Pearson Education, Inc, 4th ed.

Chapter 4

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

Morrison and Lowther (2010), notes that there are six primary types of software applications used in today’s classroom: productivity, research, communication, problem-solving, and educational software. Teachers should use the software that supports student achievement of content knowledge and skills as well as ISTE’s NETS for Students (Morrison & Lowther, 2010).

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?

Fourth-grade students can use spreadsheets to perform calculations by taking the numeric information and completing graphs or charts. Databases are used for spreadsheets application to perform sorting functions where fourth-grade students can quickly examine information from multiple perspectives. Fourth-grade students should learn to use video editing software to capture the different stages of their work or performances.

How can students use of different types of software help to improve scores on state test?

Students can use different types of software to help improve score on state test by providing ongoing standards-based assessment, feedback from quizzes, and software that target specific grade-level subject areas. The use of the software can help students that have difficulty taking standardize test as well.

Morrison, G.R., Lowther D. L., (2010).  Integrating computer technology into the classroom: skills for the 21st century. Pearson Education, Inc, 4th ed.

Saturday, May 28, 2011

Unit 1 - Reflecting on What I Know

Chapter 1

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

Teachers should use a learning approach in their classroom that works for them. According to Morrison and Lowther (2010), when students use computers to retrieve, evaluate, and manipulate real-world information to solve meaningful problems, they not only increase their 21st-century skills, but also gain a deeper understanding of core content.  The learning approach that I used id one that will keep the children interested in the lesson and the only way to determine that is in an open-ended environment. This way the teacher can see what is being learned from the students.

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

Tutorials and drill-and-practice software are used as tools to provide practices and feedback but doesn’t allow the teacher to track progress over time as the integrated learning systems. I feel that using them in the classroom can be a tool for the student to practice and get feedback. I think being able to track your students from beginning to end is very beneficial.

Won’t I have to spend a great deal of time to develop these units of instructions?

As teachers we spend a great deal of time on lesson plans already. Using integrated computer lesson may make it easier and faster.  In integrated lesson plans teachers can expand on the topic or subject using the same lesson plan.

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

Not every student will have a computer even though is would be great if that happens. This goes back to the one computer classroom and how effectively it can work with the teacher and the students. If there are not enough computers teachers should allow the children to work together in groups.

Morrison, G.R., Lowther D. L., (2010).  Integrating computer technology into the classroom: skills for the 21st century. Pearson Education, Inc, 4th ed.

Chapter 2

How do I plan an integrated lesson plan that will work with my students?

As a preschool teacher I use the Creative Curriculum to plan an integrated lesson plan. The children decide on a theme or topic and generate questions of what they want to know. The information is then used to create an integrated lesson plan that will work for your students because they had input on what is being learned.

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

The lesson plan starts with specifying your objectives which should cover all the instructions for the unit or lesson, not just the information related to the computer components (Morrison & Lowther, 2010).  The objectives that I used are outlined in the Creative Curriculum through GOLDS. There are thirty five objectives are divided into the following domains: social/emotional, physical, mathematics, cognitive, language, literacy, science and technology, social studies, and the arts.  Each week the objectives are used and the students are observed in the domains for assessments.

How can I encourage my students to engage in the process of information?

The students are encourages to engage in the process of information through group discussion and voting. The students feel they have something to do with what they are learning. In group the unit that has the most votes will be chosen for the lesson plan for the following week and second choice will be the next week. Sometimes depending on the unit it may extend for more weeks as long as the interest of the students is there.

Do I have to use a different lesson plans when I want my students to use computers?

Lesson plans should be done so that the objectives can be used with or without computers. When completing your lesson plan know what you want to be used with computers and what you want used with other resources.

What is the relationship between objectives and computer functions?

The relationship between objectives and computer functions depends on what you are doing. An example would be the objectives gives you the information to input and from the information the computer takes it and generates a graph or chart.

Can you use a computer for every objective or lesson?
The computer should be used for some objective or lesson but not all. There should be other resources for students to use for each objective as well. Some students may need hand on and that should be available to them beyond the use of computers.

Chapter 6

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

Teachers can use the Web as content management of their classroom, connecting with the parents and the community, and professional development (Morrison & Lowther, 2010).

How do I manage students’ use of the Web in my class?

According to Morrison and Lowther (2010),  teachers can manage their students usage of the Web by placing the teacher's desk in the back of the class and putting the chairs and tables in a U shape so you can walk around to observe the students.

Which features of the Web do I use?

The most popular features that I use on the Web is the search engines. They are helpful to find ideas for lesson plans, classroom activities,  and any information about the unit or subject.

Morrison, G.R., Lowther D. L., (2010).  Integrating computer technology into the classroom: skills for the 21st century. Pearson Education, Inc, 4th ed.

Morrison, G.R., Lowther D. L., (2010).  Integrating computer technology into the classroom: skills for the 21st century. Pearson Education, Inc, 4th ed.