This case was a fifth grade English/Language Arts class. The technology used throughout the lesson
was a digital camera, internet search, and power point. The connectivity was a link to the World Wide Web.
The social economical situation of the students were mixed poverty and lower middle class. The teacher has
eighteen years of experience and she used technology consistently at home and in a classroom. She also
worked in a computer related business.
This particular class was an upper level reading class. They had to research information about an
athlete. The first page of power point was a picture of the athlete and a portion of a report that they had
found on the internet. The second page of the report consisted of using a digital camera in which the teacher
took a picture of each child and put in on a slide. They then had to create a pop bottle character which was
made out of a two liter bottle. The main outcome of this project was to present it to the fifth grade classes.
This case meets the net standards for several reasons. One of them being that they are required
to work on the internet. The teacher started by giving them a sheet of paper telling them what to look for about
their athlete. They were able to choose whoever they wanted. She had them work individually on their project.
This meets net standards because it shows students have the skills for research. Coming out of this project,
students should be able to know how to use good research skills and know how to use power point. Another
reason why this met the net standards was because it gave the children a chance to show their creativity by
having them create the character from the two liter bottl...
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...t to get them more familiar
with the Internet and with technology. They both have them use power point, speak in front of people, digital
camera and do research.
They do have their differences. In the second case the teacher has the students do more work with the
computer. She does it in less time than the other teacher working on a project. In the first case she spends
more time on the project. She has them use less of the computer than the other class. She also monitors them
more.
How can we learn more from the two cases presented above to better meet the standard? One
solution, in regards to the first case, is she could have used more research and more interaction with the
children. They also could have written more. With the second case the teacher could have them draw the
picture on the computer than draw it by hand.
Scoring of the subtest is dependent on Guilford's (1959) applying for grants creativeness and analyzes the next elements: quantity of new elements put into the image, originality, if the drawing is changed through location or position, and if the child's drawing provides perspective. This is untimed. The home and educational rating scales are the same 36-item forms having a 4-point Likert scale depending on how frequently the kid exhibits each behavior or characteristic. The P... ... middle of paper ... ...
(zips, my book) This made them familiar with the social requirements within that class that would later help them with their writings.... ... middle of paper ... ...
Insert picture of labelled bottles, substances in bottles eg coke bottle or can, milk container etc, weigh equipment and teeth for evidence of project
give equal right to these students because of cultural divides. Women and blacks are seen as second to
Attention getter statement: Technology, we all use it every single day of our lives. There are many benefits of using in our everyday lives, but at some points we take it to the extreme. One of those places is in the classroom.
In the article “Technology in the Classroom: Beginnings and Endings”, Mary Ann Matras suggests that, “The pencil is still the most efficient tool”. Many people will agree with her argument because students have learned that way for many years and it has worked. It is also a common fact that when a person writes something down with a pen or pencil they are more likely to remember the information rather than typing it. Author, Mary Ann Matras continues to explain more about why the pencil is a powerful tool, ” When a student can use a pencil to do a calculation faster than and as well as, he or she can do it with a computer or calculator, then the tool for the job should be the pencil,” Mary Ann Matras states. Another issue that classrooms have with technology is that it takes away class time. If a student can do their work as fast as a computer than they don’t need the computer, it is better for them to work it out by themselves. Also, if it takes the same amount of time as writing with a pencil does than a pencil is a better
...l Society for Technology in Education (2007). National educational technology standards for students. Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
to do his or her homework; but often times, the student forgets how to do the problems taught in
Electronic Devices in Schools -. Detroit: Green Haven Press, 2008. Print. The. Higgins, Josh.
Computers are helping students get better grades in school, from help with homework over the internet to doing research for an essay at the local library. According to Rother (2004), "Technology has become ingrained in the educational process. It increases teacher productivity in a daily basis, enhanced student performance on key subjects, and improves student results in standardized tests."
actually learn. This point may seem obvious, but the use of computers in classrooms is a
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.
Cleaver, S. (2011, November 11). Technology in the Classroom: Helpful or Harmful? Retrieved November 2, 2013, from Education.com: http://www.education.com/magazine/article/effective-technology-teaching-child/
Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading.
Collis, B., Knezek, G., Kwok-Wing, L., Miyashita, K., Pelgrum, W., Plomp, T., & Sakamoto, T. (1996). Children and Computers in School. Mahwah, NJ: Lawrence Erlbaum Associates.