Compare the features and instructional applications of GIS and GPS tools. How can educators use GIS and GPS tools to enhance student learning?
GIS and GPS are both useful tools in teaching in teaching science and social studies. GIS is used have three primary uses: to record and maintain large amounts of geographic information, to produce up-to-date, customize maps, and allow analysis and comparison on different locations. Although I teach elementary this could be an interesting tool to expose the students to in a whole group lesson in social studies. Information could be generated about a certain region and the teacher could explain how the customize map was created and have the students analyze the data.
GPS is a worldwide radio navigation system made possible by a bank of 24 satellites and their ground stations. GPS can calculate positions of anything on earth accurate to a matter of feet or inches. GPS can allow students to learn how to find their way in an unfamiliar community. Teachers and students can investigate the weather, land cover, soil, and hydrology.
Wednesday, December 2, 2009
Thursday, November 19, 2009
discussion 13
Some people say drill and practice is really “drill and kill.” What can teachers do to make sure this kind of use doesn’t happen and drill and practice can serve a useful function?
Drill and kill is a strategy that was used for generations. I had a discussion at work today about how when I was coming up I was taught to memorize my multiplication facts. We practiced daily with flashcards and writing them 3 or 4 times each. What we helped me recall my facts quickly, but I did not get exposed to the key action; what makes 4 times 3 equal 12? I didn’t know what an array was until I started working in the education field. These days it is a state requirement that students understand the key action of multiplication as well as the operation by the end of third grade. Technology provides an easy way for current teachers to feed into the idea of drill and kill with programs like fast facts available in the classroom. The truth is teachers have to find a balance. Kids still need practice with facts that they have to recall quickly. Drilling programs also assist the struggling students with keeping up with the average student, but teachers still need to teach. Whether it is whole group, small group, or one to one, teachers still need to teach.
Drill and kill is a strategy that was used for generations. I had a discussion at work today about how when I was coming up I was taught to memorize my multiplication facts. We practiced daily with flashcards and writing them 3 or 4 times each. What we helped me recall my facts quickly, but I did not get exposed to the key action; what makes 4 times 3 equal 12? I didn’t know what an array was until I started working in the education field. These days it is a state requirement that students understand the key action of multiplication as well as the operation by the end of third grade. Technology provides an easy way for current teachers to feed into the idea of drill and kill with programs like fast facts available in the classroom. The truth is teachers have to find a balance. Kids still need practice with facts that they have to recall quickly. Drilling programs also assist the struggling students with keeping up with the average student, but teachers still need to teach. Whether it is whole group, small group, or one to one, teachers still need to teach.
Wednesday, October 21, 2009
Discussion Questions #9
Describe issues related to training special education teachers to use technology.
One of the issues related to training special education teachers to use technology is the minimal amount of experience teachers are leaving college with. To graduate from college I was required to take on computer course and it involved learning how to use and navigate through Microsoft office. I was also working as an assistant in PPCD at the time and a specialist would come in and evaluate the students and decide what type of assistive technology each one might need. None of the tools that were being provided were shown to me in my college classes. The specialist would show the lead teacher and I how to use the equipment and everything else was up to us. The textbook states that the tools are to enhance their productivity, enhance the effectiveness of instruction and the success of all students and/or enable them to acquire and use assistive technology for students in need of performance support. The tools that we used with the students were often low tech, which means another issue is rethinking the service delivery system. Teachers still have to advocate for student to get assistive technology, a systematic process should be put in place where these tools are easily accessible to students. Teachers should be providing the least restrictive environment for students and assistive technology is an important component to that theory.
Give examples of no-tech, low-tech, and high-tech solutions for special students.
Assistive technology is equipment used to increase, maintain, or improve the functional capabilities of a child with a disability. No tech means the student do not need any technology assistance instead strategies can be used like spelling from memory or one hand typing. Low-tech is generally nonelectronic like word list, highlighters, graphic organizers, and these are inexpensive things. High-tech is complex electrical systems, like powered wheelchairs, lifts, voice activated equipment, electronic spellers and they are the most expensive.
One of the issues related to training special education teachers to use technology is the minimal amount of experience teachers are leaving college with. To graduate from college I was required to take on computer course and it involved learning how to use and navigate through Microsoft office. I was also working as an assistant in PPCD at the time and a specialist would come in and evaluate the students and decide what type of assistive technology each one might need. None of the tools that were being provided were shown to me in my college classes. The specialist would show the lead teacher and I how to use the equipment and everything else was up to us. The textbook states that the tools are to enhance their productivity, enhance the effectiveness of instruction and the success of all students and/or enable them to acquire and use assistive technology for students in need of performance support. The tools that we used with the students were often low tech, which means another issue is rethinking the service delivery system. Teachers still have to advocate for student to get assistive technology, a systematic process should be put in place where these tools are easily accessible to students. Teachers should be providing the least restrictive environment for students and assistive technology is an important component to that theory.
Give examples of no-tech, low-tech, and high-tech solutions for special students.
Assistive technology is equipment used to increase, maintain, or improve the functional capabilities of a child with a disability. No tech means the student do not need any technology assistance instead strategies can be used like spelling from memory or one hand typing. Low-tech is generally nonelectronic like word list, highlighters, graphic organizers, and these are inexpensive things. High-tech is complex electrical systems, like powered wheelchairs, lifts, voice activated equipment, electronic spellers and they are the most expensive.
Wednesday, October 7, 2009
Discussion 7
What are the "history wars," and what are their implications for technology use in history?
The history wars are the debate about should schools focus on history and civics directly or should take a broader approach and covering a number of social studies topics. Supposedly the information that is provided in textbook is factual and accurate. Teachers that were trained in the past were trained to teach using these resources to supplement traditional historical themes. Now teachers have many more resources and the internet has now become one of the main sources. Critics feel like history has become diluted and focused on too many topics outside of the traditional theme and because of this history are less effective.
With students' ready access to information on the Internet, what might be the concerns of social studies teachers?
The internet provides a wealth of information; so much that teacher may feel like their relationship with the students is altered. In the past teachers were the sources of information. They provided the facts and students trusted their opinions. The textbook describes the teacher as somewhat of a filter. Now students do not have to take the teacher word for it and they don’t have to rely on the textbook for information. If they have questions, concerns, or contradictions they can simply go onto the internet and search for information. With the internet there are no filters, and some of the information they find has the potential of being rumors instead of facts. They are interest in conspiracy theories; they can come across hate group sites without ever questioning the accuracy of the information because it comes from the internet.
The history wars are the debate about should schools focus on history and civics directly or should take a broader approach and covering a number of social studies topics. Supposedly the information that is provided in textbook is factual and accurate. Teachers that were trained in the past were trained to teach using these resources to supplement traditional historical themes. Now teachers have many more resources and the internet has now become one of the main sources. Critics feel like history has become diluted and focused on too many topics outside of the traditional theme and because of this history are less effective.
With students' ready access to information on the Internet, what might be the concerns of social studies teachers?
The internet provides a wealth of information; so much that teacher may feel like their relationship with the students is altered. In the past teachers were the sources of information. They provided the facts and students trusted their opinions. The textbook describes the teacher as somewhat of a filter. Now students do not have to take the teacher word for it and they don’t have to rely on the textbook for information. If they have questions, concerns, or contradictions they can simply go onto the internet and search for information. With the internet there are no filters, and some of the information they find has the potential of being rumors instead of facts. They are interest in conspiracy theories; they can come across hate group sites without ever questioning the accuracy of the information because it comes from the internet.
Wednesday, September 9, 2009
1. Why do you think the teachers did not see the relative advantage of this technology?
Some teachers feel like technology cannot replace what they do in the classroom. We read in this weeks chapter that there will always be a need for some direct instruction as an efficient means to teaching required skills. And teachers are comfortable with using programs that focus on basic skill and print out progress reports. What they don't always realize is that technology can enhance the students motivation to not only attain those skills, but with other more complex programs can learn to become independent learner and problem solvers, if used correctly. The teachers are not feeling like technology is going to be a benefit to the students or themselves. With the demands of differentiated instruction and meeting the childs individual needs, finding programs that do that can be intimidating and overwhelming. Teachers revert back to what they know to get the job done. and unfortunately the technology component is the first to go. There are so many other demands being placed on teachers and time is a big issue.
2. If you were made responsible for integrating this technology into instructional activities, how would you translate the superintendent's rationale into problems and solutions for which the relative advantage would be clear to teachers?
Just as districts do when they are adopting new text books, they compile a committee of representatives from each campus. The information training would then be presented to this committee and these individuals would go back to their campus and schedule a campus wide training. Maybe it could be done on a mandatory staff development day, or create some type of incentives for attending training on their own time. Offer more training during teacher summer institutes. We are trained on guided reading, math, TAKS, science and social studies. Why not offer training on integrating technology into instructional activities.
Some teachers feel like technology cannot replace what they do in the classroom. We read in this weeks chapter that there will always be a need for some direct instruction as an efficient means to teaching required skills. And teachers are comfortable with using programs that focus on basic skill and print out progress reports. What they don't always realize is that technology can enhance the students motivation to not only attain those skills, but with other more complex programs can learn to become independent learner and problem solvers, if used correctly. The teachers are not feeling like technology is going to be a benefit to the students or themselves. With the demands of differentiated instruction and meeting the childs individual needs, finding programs that do that can be intimidating and overwhelming. Teachers revert back to what they know to get the job done. and unfortunately the technology component is the first to go. There are so many other demands being placed on teachers and time is a big issue.
2. If you were made responsible for integrating this technology into instructional activities, how would you translate the superintendent's rationale into problems and solutions for which the relative advantage would be clear to teachers?
Just as districts do when they are adopting new text books, they compile a committee of representatives from each campus. The information training would then be presented to this committee and these individuals would go back to their campus and schedule a campus wide training. Maybe it could be done on a mandatory staff development day, or create some type of incentives for attending training on their own time. Offer more training during teacher summer institutes. We are trained on guided reading, math, TAKS, science and social studies. Why not offer training on integrating technology into instructional activities.
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