Individual Summary -
Becky chose the four business cycles: prosperity, recession, depression, and recovery. According to TEA, students are required to understand supply, demand, employment, gross domestic product, and prices along with their correlations between all factors. Students will acquire how to evaluate high/low unemployment, basic laws of supply and demand, calculate GDP, and factors dictating business and consumer confidence. Becky feel that Scratch can be used to identify the correct business cycle, Xtranormal can develop animated scenarios of the cycles, and use YouTube.com to demonstrate the basic laws of supply and demand.
Kimber chose to go with the main topic rate of change explained by examples demonstrating slow and fast change. Students were to observe big rocks breaking down into smaller rocks, demonstrate how water and wind move nonliving things, and sort, group, and classify Earth materials according physical observations. Kimber used TEKS to describe student expectations for the kindergarten and first grade. She felt student could best grasp these concepts by using video clips, geocaching, and virtual field trips.
Lauren’s concept was precipitation and what it is, its cause, and the types for second graders. Students are to have prior knowledge of heating and cooling of materials (liquids especially) along with the different states of matter. Teachers are to begin with states of matter, heating and cooling of objects, the water cycle, and the breakdown of precipitation. BrainPOP would be best used throughout the entire lesson including all the subtopics.
Research:
1. After reviewing my teammates digital programs to use during or with their curriculum, I began thinking of the validity and/or rigor of content standards offered by these programs. I have no doubt that the use of Scratch, video clips, and BrainPOP would be used as a tool to enhance my teammates proposed lessons; however, there are those teachers that use these tools as a “babysitter.” So, how do we measure the validity of program content in the digital world?
2.
Schaffhause, D. (2012, April 9). Maintaining content standards in a digital world. the Journal, Retrieved from http://thejournal.com/Articles/2012/04/09/Digital-quality-content-standards.aspx?Page=1
Teachers have typically built their lessons around what's in the textbooks. But in an environment where the individual instructor can get onto a website and download a learning object to teach a concept, what happens to that vetting process? Who ticks off the checklist of standards that are met? Who defines and makes sure quality is maintained? And will teachers be teaching what our children need to know? Some things you can trust and some things you can't. You don't know who in the world is presenting what. You don't know what their credentials are. So you've got to be very careful with it.
Hart, M. (2012, April 18). Navigating a digital world. the Journal, Retrieved from http://thejournal.com/articles/2012/04/18/navigating-a-digital-world.aspx?sc_lang=en
This article describes how our lives are so entwined with the digital that if you’re going to be a good citizen, you have to be a good digital citizen. It is important for teachers to be aware of netiquette and to teach students to be good digital citizens.
Rath, D. (2012, March 27). Technology moving teachers from front to center of the classroom. Retrieved from http://thejournal.com/articles/2012/03/27/technology-moving-teachers-from-front-to-center-of-the-classroom.aspx?sc_lang=en
Teachers shouldn't have students sit in front of a computer all day; technology does not equal a teacher, you have to take the time to learn the technology, but you have to maintain your role as an expert on the subject matter and tools. Technology should be use to allow educators to get to know their students better, differentiate their instruction, and create digital learning materials together.
3. It is difficult for me to choose any one article to point my teammates to read, all three are very insightful and I encourage them to research and be familiar with this current topic as we all do, or in the near future, will be faced with the same dilemma.
4. To ensure that digital resources, programs, etc., are used as tools during instruction instead of “babysitters”, do you believe that teachers should begin to include ISTE NET-S in lesson plans along with TEKS and student expectations? Should teachers be required to be certified in technology as they are for their content area and pedagogy?
First, I'd like to say that I love where you went with your research. I have often seen teachers book the computer lab for an hour and just tell students to go, never teaching them or telling them what websites are appropriate. While things like facebook and youtube are usually blocked, students still are not getting the most out of their computer time, it is simply being used to pass an hour and "babysit" the students, as you have said.
ReplyDeleteI do think that including the ISTE NETS*S would be good in lesson plans since it makes teachers accountable for the technology they are using and it allows them to see if they are using technology solely for one purpose and not making it a diverse use for the students. A good example of something that could be turned in as a "lesson plan" are the mini lessons that we did for the CIED 5365 course. These included the ISTE NETS*S, as well as what is being done and a justification. With the TEKS added in, this would prove to be a great explanation of the lessons at hand. I am not sure if I feel that all teachers should be certified in technology, but I do think that the workshops provided about technology should be more inclusive and should be followed up on. In student teaching, I sat in on a lot of "tech friday meetings" where the technology coordinator met with the grade level team of teachers and taught them about an online resource or technology tool. The teachers played around with it during that conference period and then ever thought about it again. I think it would be beneficial for teachers to attend the same workshops that the technology coordinators do and that these "tech friday meetings" should vary based on grade level since oftentimes a technology tool that works for 5th graders will not help a prekindergartener.
I will definitely continue research on this topic as I also think it is very important to use technology to add to your lesson and benefit the students, not to "babysit" them and make things easier on the teacher.
At our school computer lab, eventhough we have websites blocked, our students can still by-pass them to play around. Regardless, I believe teachers too should be aware of not just what the website/program is offering the students, but how it is connected to TEKS and student objectives. It is important for teachers to have a structured lesson so students can make on-going connections between subjects and content. Students multi-task so much that I think they lose the overall picture unless they are focused.
DeleteI like the idea of weekly, or even monthly, technology meetings to help teachers stay current. We have had so many inservice trainings that don’t pertain to their grade level and/or subject, that I just get frustrated and do my own thing. If I had the opportunity to attend, possibly one day present, I would love the opportunity to learn HS math websites/programs that I can use to enhance my C-Scope lessons.
Excellent idea Merriam, if they could offer some technology training that can get teachers motivated to learn and provide their students with enhance lessons would be great!
DeleteAlthough I've seen a lot of teacher sit students in front of computers and not teach them how to use them, I have to say that it is mostly because the teachers still barely know what to do with computers. They don't know how to engage kids with the multimedia that is surrounding us. I see teachers right now who are being given iPads to use in their rooms. Some of the teachers refuse to use it until the district gives them apps to use. Others are allowing students to be babysat by the apps instead of focusing on the teaching that could be. I don't think just citing the ISTE NET-s is enough to ensure that they are used appropriately. It is going to take a lot of instruction for the teachers. How to use technology to reinforce the TEKS, not teach the TEKS. That being said, I don't think all teachers should be required to be certified in technology as they are for their content area and pedagogy. I think like ESL supp it should be recommended for grades 4-12, so that the teachers learn the basics and learn how to stay on top of the trends. They will never be ahead of the game, but close trailing 2nd is okay with me.
ReplyDeleteI agree that most teachers do not know how to use computers. There are several older teachers at my school that want nothing to do with them. I think those teachers should attempt to get with the times and learn how to engage their students. I don’t believe just citing the ISTE NET*S would solve all the integration of technology in the classroom, but would definitely be the first step to teachers recognizing the potential of using technology and multimedia in the classroom.
DeleteI don't think teachers should be obligated to include ISTE NETs into lesson plans.. well at least not right now, since sadly not all teachers, classrooms, or district count with the required technology. I have one computer in my classroom! Initially when I started the school year, I surveyed my students and out 210 students only 53 stated they count with a computer at home or an electronic device like a smart phone that could be use for school purposes. When less than half count with such tools it is difficult to assign or integrate technology. Our school is finally getting iPads which might not guarantee success, but at least it takes care of excuses.
ReplyDeleteI also don't think technology certification should be mandatory, however, as educators we should understand where our students are headed and prepare them and ouselves for such demand. It should be more of self-achievement more than being mandatory. Technology is what is driving forward our education, workforce, and personal lives so we should be ready.
I agree that if a teacher does not have technology and does not plan to use technology in the classroom, then they do not need to incorporate ISTE NET*S in their lesson plans. However, I also believe that a teacher should include ISTE NET*S if they plan on incorporate technology in the instruction or homework.
DeleteI also agree that, regardless, teachers should prepare themselves to be aware of the technology driving our education, etc.