Compare the features and instructional applications of GIS and GPS tools. How can educators use GIS and GPS tools to enhance student learning?
Geographic Information System (GIS) is a computer system that is able to store in a database a variety of information about geographic locations. As mentioned by Roblyer, the primary uses are: to record and maintain large amounts of geographic information, to produce up-to-date customized maps, and to allow analysis and comparison of information on different locations. The best way I can think of for students to learn is in geography class where they need to see the changes in the maps from year to year. It will allow the opportunity for the students to see the comparison of information on the same location or different ones.
Global Positioning System (GPS) is a worldwide radionavigation system made possible by a bank of 24 satellites and their ground stations. It can calculate positions of anything on earth accurate to a matter of feet or inches. They are useful in cars when you are lost and cannot locate the place you are going because the directions were not written down. This is the best thing when going out of state because paper maps at convenient stores get old and become invalid. Also you must assume that the GPS will get you there in a shorter and safer time span. For example Google one time made me go around the Houston city instead of cutting straight the middle in order for me to get to the conference I needed to be at. So it has its pros and cons. GPS can also be used at home to locate those stores with the greatest discount… especially during the Christmas holiday. Remember y’all don’t forget to shop at the TANGER OUTLET. There are many sales and it will help you out. Ok but seriously, the way the kids can view this as a helpful tool. Students can use it to see where the next closest high school is or how far their pen pals from a school project live.
Tuesday, December 1, 2009
Wednesday, November 18, 2009
Discussion # 13 Chapters 3
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?
If teachers are stated to "drill and kill," the reason may be because the students cannot comprehend the information. Yes, I have "drilled and killed" because I had given a test to see how many terms through out the year the students actually learned. Majority did not even recall half of the terms studied through out the year. I had repeatedly discussed the terms in many of our stories read. I did feel stressed out after almost a whole year of going over the terms and students still did not know the terms. I decided to do a jeopardy game with them. It took time to set up the game on-line/power point but it worked at the end. They thought of it as an interactive game. I saw it as a new way of learning the information.
I have had students that need more than the basic discussion/lecture. I noticed many of them need to use flashcards and branching drills too. I noticed when I had them work on the extensive feedback activities with Read 180, they seemed to have learned more because it was constant immediate feedback. They did not learn the information the wrong way and then taking longer to reprocess it correctly. I noticed the drill and practice can serve as a useful function in motivating kids to type and learn musical notes. Also to prepare for test was very helpful. For example, it can be used as SAT skills. Our students have not been introduced to that but they can to help them get the feel of the test. Drill and practice can be done in a learning style where you may place the children in front of the program for 10-15 minutes, so that they don't get bored.
If teachers are stated to "drill and kill," the reason may be because the students cannot comprehend the information. Yes, I have "drilled and killed" because I had given a test to see how many terms through out the year the students actually learned. Majority did not even recall half of the terms studied through out the year. I had repeatedly discussed the terms in many of our stories read. I did feel stressed out after almost a whole year of going over the terms and students still did not know the terms. I decided to do a jeopardy game with them. It took time to set up the game on-line/power point but it worked at the end. They thought of it as an interactive game. I saw it as a new way of learning the information.
I have had students that need more than the basic discussion/lecture. I noticed many of them need to use flashcards and branching drills too. I noticed when I had them work on the extensive feedback activities with Read 180, they seemed to have learned more because it was constant immediate feedback. They did not learn the information the wrong way and then taking longer to reprocess it correctly. I noticed the drill and practice can serve as a useful function in motivating kids to type and learn musical notes. Also to prepare for test was very helpful. For example, it can be used as SAT skills. Our students have not been introduced to that but they can to help them get the feel of the test. Drill and practice can be done in a learning style where you may place the children in front of the program for 10-15 minutes, so that they don't get bored.
Wednesday, November 4, 2009
Discussion # 11
Some educators feel that distance technologies will greatly improve education; some feel education will suffer if they are overused. What are factors you can cite in support of each of these positions?
Distance technologies can be a great improvement in education. I feel it is best used for higher education learning. It provides the opportunity to have a student be able to interact with their classmates and professors. It is also convenient because of the mileage, gas, and wear and tear of your vehicle. Also the babysitting issue will be resolved. The student would be able to look after their children and still be able to get a good education. It is designed for the students who are dedicated and motivated to learn on line. It requires commitment. You can take quizzes or test on line as desired or the time would be allotted to finish within a time frame. It makes it easier for the students to access information as needed while on line with professor. If the students have web cams, it would have more interaction because a face would be attached to what is written. I think videoconferencing at this distance technology based program would help in live footage.
Distance learning can also create problems such as students distancing themselves from real life. The interaction with others, the social skills needed to continue on, the formality of just speaking to a live face-to-face person. The issue I see with that is the truthfulness when taking quizzes or completing assignments on line. There can be students that can have others do their assignments for them. Virtual courses can never take the place of teachers. Even though there is technology a teacher must present information in their way. I prefer to bring in technology daily but of course not everything is placed on power points. Teachers can integrate distance learning as a resource available for the middle schoolers.
Distance technologies can be a great improvement in education. I feel it is best used for higher education learning. It provides the opportunity to have a student be able to interact with their classmates and professors. It is also convenient because of the mileage, gas, and wear and tear of your vehicle. Also the babysitting issue will be resolved. The student would be able to look after their children and still be able to get a good education. It is designed for the students who are dedicated and motivated to learn on line. It requires commitment. You can take quizzes or test on line as desired or the time would be allotted to finish within a time frame. It makes it easier for the students to access information as needed while on line with professor. If the students have web cams, it would have more interaction because a face would be attached to what is written. I think videoconferencing at this distance technology based program would help in live footage.
Distance learning can also create problems such as students distancing themselves from real life. The interaction with others, the social skills needed to continue on, the formality of just speaking to a live face-to-face person. The issue I see with that is the truthfulness when taking quizzes or completing assignments on line. There can be students that can have others do their assignments for them. Virtual courses can never take the place of teachers. Even though there is technology a teacher must present information in their way. I prefer to bring in technology daily but of course not everything is placed on power points. Teachers can integrate distance learning as a resource available for the middle schoolers.
Wednesday, October 21, 2009
Discussion # 9
Describe issues related to training special education teachers to use technology.
Some issues that are related to training special education teachers how to use technology is that technology is rapidly changing. Teachers would need to stay current with all technology available for their campus. It is a good idea for the teachers to be trained in helping with technology, but not all teachers want or have the desire to learn something new. I would say it is more veteran teachers that I have worked with that are a little skeptical of it. My team teacher and I have worked well together by team teaching. Sometimes we combine two classes together and teach them the material using technology and wisdom. Of course, I am the technology guru and she has the wisdom beyond what I know. It has been three years and it has worked well. Our campus is using our idea of teaching and applying it to other core contents. It is very helpful.
The other issue is time to learn the new technology related to special education teachers. I personally took some courses on power point and new use of technology to help all students just in case if they were visual learners. I have noticed that they are able to retain information.
I know that Roblyer states, “The current assistive technology delivery system was originally developed to respond to the needs of students with low-incidence disabilities.”(409) I think that because we are becoming more aware of the different type of assistive technology in school, it is harder to keep up with all of it. I also notice that sometimes there are programs one year and the next it is another program because it failed in helping the special education students .
Give examples of no-tech, low-tech, and high-tech solutions for special students.
No-tech is teaching student to use their body in different way to minimize impact of impairment. One-hand typing is an example of no-tech.
Low-tech is an environment that does not use nonelectrical devices. Examples of these are highlighters, word lists, or organizing systems.
High-tech is when complex electrical devices or hydraulic systems are needed such as stair lift, powered wheelchair, or voice-activated environmental control.
Some issues that are related to training special education teachers how to use technology is that technology is rapidly changing. Teachers would need to stay current with all technology available for their campus. It is a good idea for the teachers to be trained in helping with technology, but not all teachers want or have the desire to learn something new. I would say it is more veteran teachers that I have worked with that are a little skeptical of it. My team teacher and I have worked well together by team teaching. Sometimes we combine two classes together and teach them the material using technology and wisdom. Of course, I am the technology guru and she has the wisdom beyond what I know. It has been three years and it has worked well. Our campus is using our idea of teaching and applying it to other core contents. It is very helpful.
The other issue is time to learn the new technology related to special education teachers. I personally took some courses on power point and new use of technology to help all students just in case if they were visual learners. I have noticed that they are able to retain information.
I know that Roblyer states, “The current assistive technology delivery system was originally developed to respond to the needs of students with low-incidence disabilities.”(409) I think that because we are becoming more aware of the different type of assistive technology in school, it is harder to keep up with all of it. I also notice that sometimes there are programs one year and the next it is another program because it failed in helping the special education students .
Give examples of no-tech, low-tech, and high-tech solutions for special students.
No-tech is teaching student to use their body in different way to minimize impact of impairment. One-hand typing is an example of no-tech.
Low-tech is an environment that does not use nonelectrical devices. Examples of these are highlighters, word lists, or organizing systems.
High-tech is when complex electrical devices or hydraulic systems are needed such as stair lift, powered wheelchair, or voice-activated environmental control.
Monday, October 5, 2009
Discussion # 7
Discussion # 7
What are the "history wars," and what are their implications for technology use in history?
Roblyer states, “History Wars are discussions centered around the appropriate role of history in the curriculum.”( p 349) Who is to say what really needs to be discussed in Social Studies classes. History as we know has changed in front of our eyes- from an era with no technology to an era where information is at the tip of your fingertips. Applying technology really helps bring the focus to a world wide view instead of one sided views. It brings cultures and information from other countries. The information and even how it looks from a geographical perspective is more accessible. Most of the time the information given is up-to-date and global. We have to teach and be more open minded about other cultures. For example, history books never talked about how the Incas or Aztecs before the settlers came hear. It does not show how Christianity was forced on the “Indians.” It does not go into any minority groups that were enslaved to just come the America. This is stuff that we are now learning and are adding to our history books. I feel they have to do away with history books and have a website approved by TEA to address all history that is changing daily. I think teaching children how to go on-line and showing them how to discern the difference on whether the information is valid or false is best. It is best to allow students to be critical thinkers and show how it compares to their books. I would like to do slide shows because it helps the audio and visual learners.
With students' ready access to information on the Internet, what might be the concerns of social studies teachers?
The concerns if I was a Social Studies teacher would be to have accurate information from the websites. It would have to be discussed which websites not to go into. For example, Wikipedia is a prime example of not to go into because validity of the source. Any one can add information without knowing the facts. Time consuming to view information and reading it to verify the information. Also would it be age appropriate for the children you are teaching is another question that arises. The last reason I would be concerned is the political bias that comes from those websites.
What are the "history wars," and what are their implications for technology use in history?
Roblyer states, “History Wars are discussions centered around the appropriate role of history in the curriculum.”( p 349) Who is to say what really needs to be discussed in Social Studies classes. History as we know has changed in front of our eyes- from an era with no technology to an era where information is at the tip of your fingertips. Applying technology really helps bring the focus to a world wide view instead of one sided views. It brings cultures and information from other countries. The information and even how it looks from a geographical perspective is more accessible. Most of the time the information given is up-to-date and global. We have to teach and be more open minded about other cultures. For example, history books never talked about how the Incas or Aztecs before the settlers came hear. It does not show how Christianity was forced on the “Indians.” It does not go into any minority groups that were enslaved to just come the America. This is stuff that we are now learning and are adding to our history books. I feel they have to do away with history books and have a website approved by TEA to address all history that is changing daily. I think teaching children how to go on-line and showing them how to discern the difference on whether the information is valid or false is best. It is best to allow students to be critical thinkers and show how it compares to their books. I would like to do slide shows because it helps the audio and visual learners.
With students' ready access to information on the Internet, what might be the concerns of social studies teachers?
The concerns if I was a Social Studies teacher would be to have accurate information from the websites. It would have to be discussed which websites not to go into. For example, Wikipedia is a prime example of not to go into because validity of the source. Any one can add information without knowing the facts. Time consuming to view information and reading it to verify the information. Also would it be age appropriate for the children you are teaching is another question that arises. The last reason I would be concerned is the political bias that comes from those websites.
Monday, September 21, 2009
Discussion # 5
Many educators believe that with the growth of media and information technology, media literacy is just as important as – or even more important than – print literacy (that is, learning to read and write).
There are many pros and cons about ITC and print literacy.
The cons portion of the growth of media and technology are as followed:
1. writing skills are not fully developed
2. computer software checks for spelling and grammatical errors
a. students are not thinking for themselves
3. students’ feel useless without their computers
a. students become disabled
4. not able to read and write fluently
a. students cannot recognize letters or words
5. not able to sign their name in cursive
a. students do not develop writing in cursive
6. not able to learn to write or read cursive
The pros portion of the growth of media and technology are as followed:
1. thoughts are complete
a. students can change information once typed
2. typing is more fluent and easier
a. writing takes longer because student has to make writing legible
3. more confident
a. spell check and grammar is available in word
b. support is given for other task
4. motivation
a. can write their thoughts down as they come in their minds
5. only way many students learn
a. students use high technology devices to learn
i. they are in a visual sense of learning
ii. their brains process information quickly in this manner
6. edit papers more easily
a. rough drafts can be easily fixed if saved
What is your position on the relative importance of the two “literacies”?
The two literacies must be joint together in order for them to work properly and effectively. Many students need enhanced visual devices in order to learn. As teachers we were taught to provide as many examples and different ways of bringing the lessons alive, this is an appropriate way to bring in material and resources that would help them with their learning.
What information from this chapter helps support your position?
The NCTE/IRA Standards for English/Language Arts # 4 & # 12 are the incorporating standards that provide information that supports my reason explanation of needing the old literacy and new literacy. The old literacy is the basic reading books and writing and viewing instruction in a two dimensional way. Now as we bring in the new literacy it brings a new three dimensional view. It provides us the ability to apply all computer based software and programs into our lessons. As we note Standard 4, it states: students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes. Also Standard 12, it states: students use spoken, written, and visual language to accomplish their own purpose.
There are many pros and cons about ITC and print literacy.
The cons portion of the growth of media and technology are as followed:
1. writing skills are not fully developed
2. computer software checks for spelling and grammatical errors
a. students are not thinking for themselves
3. students’ feel useless without their computers
a. students become disabled
4. not able to read and write fluently
a. students cannot recognize letters or words
5. not able to sign their name in cursive
a. students do not develop writing in cursive
6. not able to learn to write or read cursive
The pros portion of the growth of media and technology are as followed:
1. thoughts are complete
a. students can change information once typed
2. typing is more fluent and easier
a. writing takes longer because student has to make writing legible
3. more confident
a. spell check and grammar is available in word
b. support is given for other task
4. motivation
a. can write their thoughts down as they come in their minds
5. only way many students learn
a. students use high technology devices to learn
i. they are in a visual sense of learning
ii. their brains process information quickly in this manner
6. edit papers more easily
a. rough drafts can be easily fixed if saved
What is your position on the relative importance of the two “literacies”?
The two literacies must be joint together in order for them to work properly and effectively. Many students need enhanced visual devices in order to learn. As teachers we were taught to provide as many examples and different ways of bringing the lessons alive, this is an appropriate way to bring in material and resources that would help them with their learning.
What information from this chapter helps support your position?
The NCTE/IRA Standards for English/Language Arts # 4 & # 12 are the incorporating standards that provide information that supports my reason explanation of needing the old literacy and new literacy. The old literacy is the basic reading books and writing and viewing instruction in a two dimensional way. Now as we bring in the new literacy it brings a new three dimensional view. It provides us the ability to apply all computer based software and programs into our lessons. As we note Standard 4, it states: students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes. Also Standard 12, it states: students use spoken, written, and visual language to accomplish their own purpose.
Wednesday, September 9, 2009
Discussion # 2
TIP Model Phase 2-Determining the Relative Advantage Discussion # 2
Case Scenario:
The superintendent of the Wellmade School District felt that every student should be "connected to the Information Superhighway," so he decided to install Internet connections in every school classroom in the district. The hardware and installations were funded through a federal grant and local business sponsors. Two years later, it became apparent that only about 25% of the teachers were using the Internet with students, and most uses were "casual surfing."
1. Why do you think the teachers did not see the relative advantage of this technology?
Factors that come to mind are: Were the teachers trained in the “Information Superhighway?”, Was there a consensus of how it would be applied to classroom?, Did the district provide professional development time to see how it can be applied to our daily classrooms? There are still more questions that arise, but those are the basic questions. I would need to ask how many teachers are computer savy. In our school, I would say there are still 25 % that are not used to getting on the computer unless it is entering grades in the system. Roblyer mentions how , “Proficient technology-oriented teachers must learn to combine directed instruction and constructivist approaches and to select technology resources and integration methods that are best suited to their specific needs.” (p 43) I feel that not all teachers have the knowledge about computers to have students work on the assignments. I also think that providing them suggestions or guided lessons with technology might be more comforting. Teachers some times need to also take the initiative to stay familiarized with the new technology. I am also wondering now: did the teachers focus on the TAKS test? We all know that because of TAKS, things get put aside for a later time. Maybe the teachers felt that there was no time to plan for technology uses in classes more often.
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?
First of all, I would address the teachers and staff with respect to their great work already being done. Second, I would explain how the district would like us to implement the technology piece in our lessons. Of course the usual moans and groans and side talk would occur, but I would if the funds were available provide every teacher with a pin drive. I know many teachers would want to know if they have to place more time into their over worked underpaid career. If it would be alright with the district to use some professional or staff development time, we can plan as teams. I would break up the groups by grade and subject. Then I would have them look at the 9 weeks curriculum and instruction guide. I would ask them to pair together and work on a power point. I would try to match up the teachers with little experience with an advanced technology teacher if possible. I would ask them to come up with three power points they can use for the first 9 weeks. It would be something to get them started. Then afterwards ask them to post to a team blog for that dept. I would have them do a few more slide shows every professional development day. What I heard is that professional development meeting are “suppose” to be meant to have a continuous assignment that will become a master piece. I feel if you give the opportunity to them to collaborate it will help build the bond better. If the teachers all had the same technology equipment, then that would be a great step to start off with. It would be an opportunity to see how in three years it will all come together. It takes time and patience to get familiarized with technology and a better way to have every one on board is to try something new.
Case Scenario:
The superintendent of the Wellmade School District felt that every student should be "connected to the Information Superhighway," so he decided to install Internet connections in every school classroom in the district. The hardware and installations were funded through a federal grant and local business sponsors. Two years later, it became apparent that only about 25% of the teachers were using the Internet with students, and most uses were "casual surfing."
1. Why do you think the teachers did not see the relative advantage of this technology?
Factors that come to mind are: Were the teachers trained in the “Information Superhighway?”, Was there a consensus of how it would be applied to classroom?, Did the district provide professional development time to see how it can be applied to our daily classrooms? There are still more questions that arise, but those are the basic questions. I would need to ask how many teachers are computer savy. In our school, I would say there are still 25 % that are not used to getting on the computer unless it is entering grades in the system. Roblyer mentions how , “Proficient technology-oriented teachers must learn to combine directed instruction and constructivist approaches and to select technology resources and integration methods that are best suited to their specific needs.” (p 43) I feel that not all teachers have the knowledge about computers to have students work on the assignments. I also think that providing them suggestions or guided lessons with technology might be more comforting. Teachers some times need to also take the initiative to stay familiarized with the new technology. I am also wondering now: did the teachers focus on the TAKS test? We all know that because of TAKS, things get put aside for a later time. Maybe the teachers felt that there was no time to plan for technology uses in classes more often.
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?
First of all, I would address the teachers and staff with respect to their great work already being done. Second, I would explain how the district would like us to implement the technology piece in our lessons. Of course the usual moans and groans and side talk would occur, but I would if the funds were available provide every teacher with a pin drive. I know many teachers would want to know if they have to place more time into their over worked underpaid career. If it would be alright with the district to use some professional or staff development time, we can plan as teams. I would break up the groups by grade and subject. Then I would have them look at the 9 weeks curriculum and instruction guide. I would ask them to pair together and work on a power point. I would try to match up the teachers with little experience with an advanced technology teacher if possible. I would ask them to come up with three power points they can use for the first 9 weeks. It would be something to get them started. Then afterwards ask them to post to a team blog for that dept. I would have them do a few more slide shows every professional development day. What I heard is that professional development meeting are “suppose” to be meant to have a continuous assignment that will become a master piece. I feel if you give the opportunity to them to collaborate it will help build the bond better. If the teachers all had the same technology equipment, then that would be a great step to start off with. It would be an opportunity to see how in three years it will all come together. It takes time and patience to get familiarized with technology and a better way to have every one on board is to try something new.
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