5-2 Activity: Organizing Data 5-1 Discussion: Debriefing

https://docs.google.com/spreadsheet/ccc?key=0Ag9CXUpMSG3JdDl3LXAyczBnYWhMenlHSWJlY1lQamc&usp=sharing

Which spreadsheet tool did you use?

• Google Docs

What do you see as its strengths and weaknesses?

• Strengths: The fact that you can edit the spreadsheet is very useful in that the shared documents can be manipulated and used by others.  You don’t have to install it on your computer, Google docs is a web 2.0 tool that anyone with access to the Internet can use it.
• Weaknesses: It would have been great if it had graph capability to revel patterns in student learning.

Did adding color to the spreadsheet help identify any potential problem areas?

• Yes. After adding color to the spreadsheet it was evident that fifty percent of incorrect answers were with in four five and six. These findings would allow the teacher to reflect and possibly create new customized follow-up lessons.

How could you apply spreadsheet functionality to authentic classroom or school-wide scenarios?

• Attendance spreadsheets can keep tally on students tardy and attendance. Spreadsheets giving data on grouping in contrast to individual learning.
• Developing a spreadsheet on the integration of a particular technology into a classroom vs. traditional lesson.



Debrief and report on any observations or trends that you discovered in at least one paragraph.  Offer some thoughts to help the instructor with how to help best serve her students.

• While interring the data into the spreadsheet it was evident that a couple students were defiantly struggling with the material. There may be many reasons for this. Possibly a behavior issue, disability or just the lack of interest, etc. I would suggest that the instructor research why these students are failing and then as a team come up with some sort of intervention. Possibly integrating a type of technology to increase engagement.
• As the spreadsheet developed it was also apparent that the class as a hole needed retaught standards within questions four five and six.  I would suggest revisiting the lessons and then compare and contrast with standards taught with in questions one two and three.

4-2 Module Project: Presentation: Teacher Training

4-2 Presentation

Discussion 4-1

Reflect upon your professional experiences. (This can about your teaching experiences or your professional career if you are not a teacher yet).  Compare and contrast strategies that, as a co-creator and collaborator, could be used to build relationships with an individual or group who is already competent but may not be incorporating newer ideas or methodologies. Share at least one strategy that you believed worked and one that did not. Then, compare your experiences with those of your classmates.


As people of action, technology integrators should recognize that words alone will not motivate all staff members.   In my experience effective integrator empowers each educator individually by instilling technology to discover the best use of it.  I have found as a technology integrator that success with helping colleagues to become technology literate I have to sidestep the human factors-fear and frustration. Just as integrators adapt to change and reconfigure mindsets accordingly, teachers must also be shown that they can be in control and not adversely affected by it.  By exemplifying “a high touch caring approach to introduce change”, a leader will see more enduring success and is steps closer to accomplishing the vision (Polka, 2000).  I have found getting to know that particular classroom teacher by collaboration and observing lessons.
All too often leaders bring the challenge for new technology use but mistakenly introduce it to all teachers. I believe as integrators we must research what is best for that teacher’s pedagogy. For example: having teachers watch videos, power point presentations, summer in-services is just touching the surface. Some teachers may learn and use some of these technologies but what about the teachers that could not use or just are afraid of using that particular technology.


Reference:

Polka, Walter S. (April 2000): “High Tech, High Touch.”  School Administrator1-7.
www.findarticles.com.

Discussion 2-5

Today, educators have increasing pressures and obligations to prepare students for the ever-changing 21st century. The jobs of yesterday simple do not exist. Students must be prepared to navigate this new technological world that exists today as it will continue to change due to advancements in technology.  Educators are now teaching in the 21st Century and have an obligation to prepare America’s young people for a changing job market when entering the workforce.
Over the past generation, the United States (the world) has witnessed a paradigm shift in our economic base. The manufacturing jobs that existed for generations are now largely being outsourced overseas and are replaced with computer numerical control (CNC) machines. Stagnation in income among the middle class may be due to slow response to changes in technology. This is the economic environment that students are entering today.
As I look at the “50 ways to integrate technology Technology” Integration in the individual school has to start with the technology intergrator through building relation ships. Once the integrator has developed relationships with teachers through collaboration and observation that is when he or she may find what technology would fit that particular classroom. So when I’m asked “what are best strategies for motivating teachers? I would say through getting to know teachers and their classrooms and introducing technology that fits that particular setting.




References:





Prensky, M. (2001). Digital native, digital immigrants, Part 2: Do they really think differently?  On the Horizon. MCB University Press, Vol. 9 No. 6, December 2001. Retrieved fromhttp://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf



Wolfram, C. (2010, July 1). Conrad Wolfram: Teaching kids real math with computers | Video on TED.com. TED: Ideas worth spreading. Retrieved October 2, 2013, from http://www.ted.com/talks/conrad_wolfram_teaching_kids_real_math_with_computers.html

3-1 Scenario Three

Scenario Three: In a fourth grade social studies class, the class is discussing the role of landscape and surroundings on early natives—what type of food they ate, the type of dwellings they built, and of course defensive systems or escape routes. Many of the students have never traveled out of their own state and are not familiar with alternate surroundings. The social studies teacher has requested that the technology integrator help her create a new lesson.


Travel out of their own state via a virtual field trip (VFT) to get familiar with different surroundings using the internet and promethean board. “A virtual field trip (VFT) is a guided exploration through the web that organizes a collection of pre-screened, thematically based web pages into a structured online learning experience. (Foley, 2003)”. With tight budgets in our schools today the VFT is a great way to save on travel expense. For this class VFT would allow the students and teacher to explore other states landscape and backgrounds on early natives and then compare and contrast to their own state. Discover education website would be an excellent place to start (see below). http://www.discoveryeducation.com/northamerica/event.cfm

Here is another website to familiarize the teacher in taking a VFT.
http://www.naeyc.org/files/yc/file/201111/Kirchen_Virtual_Field_Trips_Online%201111.pdf

3-1 Scenario Four

Scenario Four: According to the math teacher, math is everywhere. The teacher is
concentrating on a geometry unit discussing area and volume. The teacher is hoping
to have the students design a home consisting of 1500 square feet of living space
with three bedrooms, two bathrooms, a family room, and a kitchen. A playroom or
dining room are nice to have but are not needed. In the past, the teacher has asked
the students to draw it out with paper and pencil; however, this proved to be a poor
choice for reasons he has not given. The teacher is currently thinking of using craft
sticks and glue to have the students build models, but this does not fall within the
budget. The teacher is turning to the technology integrator for help


Due to the lack of funds and assuming the High School has a computer aided drafting (CADD) lab there will be no cost to the lesson.  The technology integrator suggests the math teacher team teach with the CADD instructor. Each math student will be paired up with a student in the CADD class. These students will work together in accomplishing the task of designing and drafting a fifteen square foot home concentrating on a geometry unit area and volume.

Discussion 2-2 Conrad Wolfram’s Talk

The relationship between Wolfram’s talk on integrating technology into math can also apply to other subject.  He asked the question, “Why teach math” (Wolfram, 2010).  Can we also ask why teach economics? What is economics? His point is lets teach “real world” application and use computers as a tool to accomplish this. Why not use skype to teach government and economics. Skype would be a great way to stay in touch with current issues such as an online discussion with a public official. What a great way to put students in touch with current and “real world issues.
Technology integrators can also use Wolframs ideas to lay a foundation for teacher collaboration. For example: using wikispace for teacher collaboration. Wikispaces  allows for user created content to be posted onto the Internet and made available to anyone. Wikispaces also allows for free webhosting for teachers. This provides 21st century educators with an excellent tool for a variety of tasks, and since it is user controlled and created educators can collaborate with students and other educators. The editing software is easy to use and can be utilized for multiple applications. Teachers can also use wikispace for student student, collaboration.

Reference:

 Wolfram, C.  (2010): Teaching kids real math with computers
FILMED JUL 2010 • POSTED NOV 2010 • TEDGlobal 2010


 Chansanchaims, A. (2011). Skype in the classroom encourages collaboration across
 Oceans. Today tech. 2011


Byers, J., Frey, A. (2012) How to Succeed in Ed-Tech. Tangient LLC

2-1 Descussion Motivation

   I have learned all technologies do not work for all teachers. For example: out of seven hundred teachers in our district all but a handful have a promethium board in their classroom. I have witnessed teachers still using dry erase boards and overhead projectors while a promethium boards collect dust on the wall. We as technology integrators need to ask ourselves, do we want to be right about what technologies are good for teachers or be affective on placing the appropriate technology into to the correct hands?
        As people of action, technology integrators should recognize that words alone would not motivate staff members.  An effective technology integrators empowers each educator individually by instilling technology to discover the best use.  technology integrators witness more success with helping colleagues to become technology literate if they plan to sidestep the human factors-fear and frustration.  All too often a technology integrators will practice an extrinsic approach by bringing the challenge for new technology use by introducing it as some professional homework.  Just as technology integrators adept to change and reconfigure mindsets accordingly, teachers must also be shown that they are adversely affected by it.  By exemplifying “a high touch caring approach to introduce change”, a leader will see more enduring success and is steps closer to accomplishing the vision (Polka, 2000).             The combination of data and information may not necessarily advance our knowledge; however, using information and technology can collectively develop knowledge to gain insights into the realm of wisdom (Mendis, 2005).

Reference:

Larry Ferlazzo, L.,(2009) “A few ways to motivate teachers to use tech”  Tech
Learning Blog Staff http://www.techlearning.com/default.aspx?tabid=67&entryid=48

Mendis, Patrick.  (2005) “Leadership Aspects of Integrated Learning with Technology in Democratic Environments.” Academic Leadership:  (vol.1(2): http://www.academicleadership.org/volume1/issue2/articles/mendis.html.

Polka, Walter S. (April 2000): “High Tech, High Touch.”  School Administrator1-7.
www.findarticles.com.