Final Post

For years I have implemented technology in the fields of mathematics and science instructions with my elementary students. This class has made me aware of how many opportunities exist to incorporate technology into the study of Language Arts. In the past  I have occasionally allowed students to use Word and PowerPoint to publish their work or to create presentations.  However, in the area of Language Arts I had relied on Internet sites such as  http://www.free-phonics-worksheets.com/ solely as a teacher resource  for materials.
  

New Eyes for Reading

   

Chapter 9: Technology in English and Language Arts Instruction challenged me to view the use of technology in a new way.  I often have students who need individualized instruction in phonics.  Many of these students were not ready to learn to read in first grade and need a little extra to help them catch up. Other are learning English as a second language. Owl & Mouse Educational Software allows the students to develop phonics skills at their own pace in the classroom, the computer lab or at home if internet access is available.
  
Open Mind for Writing
   

In the area of writing I was familiar with the 6 +1 Traits of Writing and had implemented lesson plans available through the Education Northwest web site.  I felt that second and third graders were too young to publish their writing on the Internet.  However, I have found that a number of web sites publish student writing in a secure way.  Samples posted on The Writing Fix web site can motivate other young writers to express themselves with improved word choice, voice and other writing traits that will soon be evaluated through the Common Core Curriculum.

References:

6 + 1 Trait® Writing.  (2011). Education Northwest.[Web site]. Retrieved from:      http://educationnorthwest.org/traits

Free Phonics Worksheets. (2011). Rock & Learn. [Web site]. Retrieved from: http://www.free-phonics-worksheets.com/

Roblyer, M. D. and Doering, A. H. (2010).  Integrating Technology into Teaching. Boston, MA: Pearson Education, Inc.
Writing Fix. (2001).  Northern Nevada Writing Project.  [Web site]. Retrieved from: http://writingfix.com/Index.htm

Technology in Mathematics

The National Council of Teacher of Mathematics supports teachers to ensure quality mathematics education for all students.  The NCTM is encouraging teachers of mathematics to take a constructivist approach to instruction.  Math concepts are to be presented to student partners or groups in real world contexts rather than in isolated "naked numbers".

Mathematics in Context: Word Problems                                  

The NCTM web site at http://www.nctm.org/publications/calendar/index.aspx?journal_id=4 provides members with a variety of resources including hundreds of word problems to support constructivist learning.

Illuminations: Virtual Manipulatives

Helping teachers to change their teaching styles is not an easy task. The NCTM's position is that technology is an essential tool for learning mathematics in the 21st century and all schools must ensure that all their students have access to technology.   Technology can also serve to move teachers toward a more student centered, active and relevant instructional style.  To support this effort, NCTM offers Illuminations. This web site at http://illuminations.nctm.org/ is available free of charge and offers a variety of virtual manipulatives along with over 600 lesson plans to guide teachers unfamiliar with implementing them in a constructivist format.  These interactive tools are grouped pre-K - 2, 3 - 5, 6 - 8,  and 9 -12.

 Adaptations for Student and Curricular Needs

While Illumination tools for third through fifth graders may ask them to calculate the amount of change they might receive after a purchase, tools for ninth through twelfth graders ask them to calculate compound interest on a credit card. 

National Council of Teachers of Mathematics. (2008). The Role of Technology in the Teaching and Learning of Mathematics. [pdf]. Retrieved from: http://www.nctm.org/about/content.aspx?id=14233

 

Roblyer, M. D. and Doering, A. H. (2010).  Integrating Technology into Teaching. Boston, MA: Pearson Education, Inc.

WebQuests - Integrating Technology Into Inquiry Based Learning

WebQuests were designed to bring together a variety of instructional practices into an integrated student activity which will emphasize critical thinking, constructivism, cooperative learning, authentic assessment and technology integration.

A real webquest is based on an interesting task. It requires higher level thinking, not simply summarizing.  It makes good use of the web.  While books and other media can be used within a webquest, the web is the heart of the lesson.  A typical webquest will include an introduction, a presentation of the assigned task, a list of on-line and text resources, a step-by-step description of the process, a rubric for evaluation and a conclusion that summarizes what students have learned.

A  webquest can be incorporated into any curricular area.  Elementary students would enjoy researching animals.  Second and third grade science standards would be met with webquests designed to learn about frogs or butterflies.  Reading and writing standards would be met with  the webquest task found at http://projects.edtech.sandi.net/brooklyn/cinderella/ "Cinderella, Cinderella, Cinderella".  Older students might enjoy http://projects.edtech.sandi.net/balboa/coyotetrick/ where they must complete the task of creating and filming a commercial  to complete the webquest "Coyote, The Trickster".

Perhaps the biggest stumbling blocks in implementing a webquest are the time and computer accessibility factors.  In many elementary schools computer access may be limited to one or two hours a week in the computer lab and one or two student computers with internet access in the classroom.  Many students do not have computers or internet access in their homes. A webquest involves a dedicated period of time to an integrated unit of study.  Some elementary teachers are currently monitored for strict compliance with district schedules for particular instructional goals. This make this makes the scheduling of integrated units more difficult than it has been in the past.

If educators can integrate the different subject areas into the assigned tasks, webquests can be great motivators for student learning and can produce the higher level thinking skills and academic success that schools are hoping to achieve.

References:

Dodge, B. (n.d.). QuestGarden. [Website].  Retrieved from http://questgarden.com/

Grades 3-4 WebQuests. ( 2007). [Website].  Retrieved from http://www.literacy.uconn.edu/34webqu.htm

Roche, R. and Ryan, L. ( 2001). Cinderella, Cinderella, Cinderella. [Website] Retrieved from http://projects.edtech.sandi.net/brooklyn/cinderella/

Smith-Rios, D., (1999). Coyote The Trickster. [Website].  Retrieved from http://projects.edtech.sandi.net/balboa/coyotetrick/

Basic Internet Trouble Shooting

Classroom teachers with an understanding of technology are often called upon by students and fellow teachers to solve basic problems with internet connections.

There are two main possibilities that can cause difficulties with internet connections: 

1. There is a problem with the website or the host server.
2. There is a problem somewhere between your computer and the host server.

Internet Connection Problems

• Lock up - your web browser is locked up and other programs are still working: quit and restart browser application.  If the problem occurs only on a specific site, avoid the site or use a different browser.
• Net Connection - the browser is fine, but none of your usual websites can be located.   The Internet connection may be down.  Try to restart the connection or reboot the computer and try again.
• Reload images - you can access web sites but graphics don't show up.  Reload the page.  If the problem persists, the server is probably overloaded or the graphics have been moved and are no longer accessible.

Site Connection Errors

desi-zone.com

• Local or domain server is down 
• Firewalls - school district firewalls often prohibit access to many websites; teachers may sometimes be granted temporary access to websites with their district passwords
• URL syntax errors - each dot, punctuation mark and letter in a URL must be correct or the site will not load.
• URL errors occur in suffixes that follow the domain designator 
• Server traffic - a graphic intensive site may not be designed for high user traffic.  It may fail to load or may run very slowly
• Bad or dead links - a site may have been removed from the Internet

Features on the Site Will Not Work

wyden.senate.gov

• Plug in required - a special program may need to be downloaded and installed; pop-up boxes may need to be allowed
• Compatibility errors - Some sites will only function properly with a particular web browser; The Learning Institute which is used by the Little Rock School District to monitor student achievement on standardized tests, create Academic Improvement Plans and to develop practice questions in preparation for AACTAP testing can only be viewed properly when accessed through Internet Explorer.  Materials can only be printed if pop-up blockers are turned off. 

Learning Institute. (n.d.). [website]. Retrieved from http://www.tlionline.net/
MediaCollege.com. (n.d.). [website]. Retrieved from                                   
       http://www.mediacollege.com/internet/troubleshooter/connect-to-website.html

Roblyer, M. D. & Doering, A. H.(2010).  Integrating Educational Technology into Teaching.  Boston,  MA:  Pearson Education, Inc. 
Stewart, B. (2000). Living Internet. Retrieved from   

       http://www.livinginternet.com/tabout.htm

Interactive Story Books for Young Readers

Read Me a Story

Hypermedia has brought interactive technology to storybooks for readers of all ages.  Although interactive books can be purchased through sites such as http://www.alleducationalsoftware.com/ many sources are available free to parents and teachers.  These selections are available for use at home or school.
http://www.storyplace.org/storyplace.asp  will take you to the Charlotte Mecklenberg Library in North Carolina maintains Story Place The Children's Digital Library In Charlotte, North Carolina.  Here one can find tabs taking a reader to interactive stories for preschoolers or early elementary students.  Children who love Clifford will enjoy going to http://teacher.scholastic.com/clifford1/  where they can listen to a story and complete the pages by filling in correct vocabulary words.  Young readers may enjoy http://pbskids.org/lions/stories/ where stories may be read aloud by adults or acted out by puppets.  http://www.bbc.co.uk/cbeebies/stories/ also offers interactive stories for preschoolers and early readers.  The sites for younger readers have a very useful feature.  As the text is read aloud, individual words or phrases are highlighted.  This allows the young reader to focus on the text.  A reader can go back and have the text reread to him or her for additional practice.
Older students and proficient readers will enjoy http://grimmfairytales.com/en/main where they can read a number of Grimm's fairy tales.  This site often requires independent reading ability, but has a variety of humorous interactive illustrations to accompany the text.
Let Me Choose

Interactive storybook sites help support the constructivist model of education.  Within each site a reader is often given a choice of topics and reading selections within each topic.  On some sites the reader can choose to listen to the text read aloud or read the text independently. The reader controls the pace of the text. The reader also has control over the illustrations.  On the site presenting the Grimm's fairy tales one can animate the illustrations repeatedly or choose to skip the text altogether and simply enjoy the illustrations.  Some sites also offer a number of tabs that take the reader to games, thus giving the student further control over   the learning.

Practice Makes Better

Young readers need lots of practice.  They need to hear stories read to them and need to read lots and lots of books.  Many busy parents do not have time to spend reading to their children or taking them to the library.  Interactive storybook sites make access to literature possible for these parents.  The interactive features may motivate reluctant readers to practice necessary skills.  In the classroom teachers can assign sites by student reading ability thus providing for individualization. Storybook websites can be used to provide intervention for English Language Learners and reinforce word to sound connections in early readers. Many of these websites also provide connections to literature selections and genres from a variety of cultures. 

Roblyer, M. D. and Doering, A. H. (2010).  Integrating Technology into Teaching. Boston, MA: Pearson Education, Inc.

Technology and the Art of Sound

Music and Sound Editing

Magnetic tape was used for recording and editing sound from the late 1940’s until the mid 1990’s.  Today most sound editing is done digitally using specialize software. Instead of doing all the work by ear, the computer user can acquire many free or low cost software applications to help the recording and editing process.

Editing is considered both a skill and an art.  Proper editing keeps a listener’s attention.  Extraneous sound tends to bore listeners.  Short audio pieces accentuated by music or sound effects can help keep a listener’s attention and help make your point.  Over time a proficient editor can acquire a sense for eliminating, adding or accentuating audio for projects.  

Editing can help you correct glitches, fix accidents and create smother intros to music files.  Knowing how to use today’s digital audio editing software can also provide you with a skill sought after by radio stations. 

MIDI Sequencing Applications

 

MIDI consists of small text commands to control the playing of synthesizers.  A MIDI sequencer allows you to record and manipulate many tracks of MIDI information and lets the computer play back long complicated pieces that might be unplayable by a single person.  One person can program an orchestra to play back their music.  In 1984 the SynthAxe guitar was developed in England. This guitar synthesizer is played via a fretboard touch system.  The neck acts as a MIDI controller allowing the guitarist to produce a full range of synthesized sounds. 

A Sample of Software Tools

Audacity

Audacity is a free, open source editor available for Windows, Mac OS and Linux/Unix systems.  It performs basic audio editing in a way that beginners should have no difficulty understanding.  Audacity can be used to record from a microphone, tape deck or turntable.  Mistakes and unwanted noises can be edited out. 

MIDI Maestro

MIDI Maestro is music software designed for use by amateur and professional music directors, conductors and musicians in live musical theaters or in worship bands, techno bands, karaoke and solo-guitar backup.

GarageBand

GarageBand is a digital audio work station and a music sequencer that allows you to play over 100 sampled musical instruments on your computer.  GarageBand allows the player to use a USB or MIDI keyboard or a on-screen keyboard to create the music.  Some of the virtual instruments include piano, various drum kits, guitar, bass guitar, and a wide variety of synthesizers.  GarageBand can download pre-recorded music lessons from GarageBand’s Lesson Store for guitar and piano.  The teacher presents the lesson with video and audio instruction along with musical notation.

Teaching and Learning

Students with an interest in music would benefit tremendously from software tools such as music editors, sequencers and MIDI tools.  These tools foster constructivist learning as students  explore sound and the creation of music. Garage Band offers lessons for those who wish to have some direct instruction, but others may just want to jam.   Young composers can have access to innumerable instruments within their computer.   Some young people take it further and have "bands" where two or three individuals use computers to create an entire ensemble of musical instruments.  A number of gathering places for young people such as Juanita's in Little Rock allow these "technobands" to play on their amateur nights.   MIDI Maestro is recommended for theater productions and might be useful in stagecraft instruction.
Audacity allows for editing  downloaded sounds and music. These can be added to podcasts, tutorials and other multimedia presentations.  About.com offers several tutorials on how to implement Audacity to create sound effects and to edit out extraneous noises.  Software such as this would be of benefit to students learning to develop a variety of  multimedia projects.

References:

Bertucci, B. (n.d.) Review of Audacity Audio EditorAudio Editor for the People. Retrieved from: http://podcasting.about.com/od/recordingequipment/fr/deepaud.htm

Deitz, C. (n.d.). What Is Audio Editing And Why Do It? About.com Guide Part 2 of a Free Online Course.  Retrieved from: http://radio.about.com/od/funradiothingstodo/a/bleditaudio2.htm

GarageBand Wikipedia, the free encyclopedia

http://en.wikipedia.org/wiki/GarageBand

Jackson, E.  (n.d.). And Beyond … Retrieved from:

http://www.netplaces.com/guitar/the-origin-of-the-guitar/and-beyond.htm

Kimball, A. (n.d.). Retrovirus Records. Retrieved from: http://www.retrovirusrecords.com/home.php

Schonbrun, M. (n.d.). Types of Music Software.  Retrieved from: http://www.netplaces.com/home-recording/computer-recording-tools/types-of-music-software.htm

Chapter 4 - Basic Software Tools

There are three basic software tools used in education and in society: word processing, spreadsheet and database programs.

http://www.desktopclass.com

Word Processing Programs

Word processing programs allow educators to produce typed documents on a computer screen with several benefits:

• Save time - Let teachers modify materials rather than create new ones.
• Allow sharing of documents - Teachers can exchange lesson plans, worksheets and other materials.  These can be modified to meet a teacher's needs.
• Create templates - Conference forms, growth plans, reports, flyers, parent letters.
• Enhance appearance - Adult and student work can include clip art to make the document more appealing.
• Allow for Individualization - Word processing programs allow for individualization in the classroom. Students with fine motor disabilities can be allowed to type their work rather than use paper and pencil.  Individual exercises in English grammar, spelling or creative writing can be developed for students that are working at levels above or below the general class level. 

Spreadsheet Programs   

Spreadsheet programs are computerized ledgers consisting of rows and columns that help educators organize and manipulate numerical data.   Educators use spreadsheets to:

http://www.jegsworks.com

• Organize student data - spread sheets can sort students by data type from high to low or low to high for instructional purposes.
• Average grades - quickly recalculates averages as new grades are entered.
• Keep financial record s - club budgets and checkbooks.
• Create performance checklists - Observable learning expectations can be recorded.
• Create charts for math and science data - students groups can record  information on pre-made charts

Data Base Programs                                                      

http://www.filebuzz.com

Data base programs allow educators to store, organize and manipulate information thus reducing redundancy. Data base programs are useful for:

• Data Mining - Testing data is stored on websites and can be accessed for Academic Improvement Plans.  plans can be developed for future instruction and student growth over time charted.
• Inventorying and Locating Instructional Resources - a catalog of library materials is available to teachers and students.
• Teaching Research and Study Skills - Students learn to locate and organize information.
• Analyzing Information During Research - Students learn to recognize relationships between bits of information

        James, B. (2009).  Excel Tutorial [Website]. Retrieved from: http://people.usd.edu/~bwjames/tut/excel/1.html

Roblyer, M. D. and Doering, A. H. (2010).  Integrating Technology into Teaching. Boston, MA: Pearson Education, Inc.