Word Processing is one of the most used computer software among teachers. This product allows users to create documents, edit, and add to them. Teachers can use italicize, bolding, and highighting, formatting, borders and shading along with a variety of other custom functions. The appearance of documents can be improved. Many times, teachers have to use manuscript to create various products for their classroom, but Word processing will allow its users to create products that will be decorative and quickly made for the classroom. This not only saves the teacher time but also money by being able to produce in home products. Word Processing is flexible and holds almost no limitations on the production of items. Teachers can produce newsletters, track student growth by creating graphs, and even implement pictures in a document.
Students using word processing will benefit from letter and word formation. They will be able use the editing formats such as spell check and grammatical checking throughout word processing documents. This makes the writing process flow more easily by providing immediate feedback. Students can also practice keyboarding skills for further use of the computer. Although word processing, is beneficial to student processing and editing, but it may impact the development of students manuscript.
In addition to word processing being helpful to a student, it will be additive to team and group effort due to word processing being able to transfer information easily. Word processing is beneficial to teacher preparation for the student, classroom organization, student individual practice, and collaborative practice.
Sunday, September 20, 2009
Model Classroom Lessons
I visited the Technology Applications Network website and discovered a lesson plan for second grade level. Here is the link: http://www.techappsnetwork.org/. The lesson was very detailed without unnecessary information included. The learning objectives and standards are expressed in the beginning of the lesson. To have a successful or good lesson, the lesson must be engaging to students. Secondly lessons must be learner-centered, in other words the learner must be thought of and considered on every level of the lesson. Lessons must have activities that develop the necessary skills that are to be taught. For example, there should be activities and not a majority of teacher directed instruction. Students need the opportunity to use their creativity to develop their problem solving skills. What also made the insect lesson good was the organization. Lastly, the creator also included a rubric to help the student and the teacher assess learning and keep track of it.
Therefore the things that make a good lesson plan are as follows:
Therefore the things that make a good lesson plan are as follows:
- Detailed, not confusing
- Objectives, goals, and standards are clearly stated
- Learner centered
- Activities. Plenty of opportunities for students to develop skills
- Rubrics and Accountable Assessments
- Organized
The next lesson plan that I viewed was about Letter Writing by Toad and Frog. The link is included:http://www.techappsnetwork.org/lib/multimed/file/lesnplan/14/495/Letters_to_Frog_and_Toad.pdf
What made this a great lesson is that it was detailed, objectives were clearly stated, learner centered, activities, rubrics, and it was organized. But what made this an even better lesson was that it was a breakdown of activities to be covered day by day. The previous lesson only stated how long the lesson would be, but did not include what days that activities should be on each day.
I discovered a lesson about story problem writing. Here is the link: http://www.techappsnetwork.org/lib/multimed/file/lesnplan/15/551/Lesson%20Plan.pdf This lesson was:
Detailed, not confusing
Objectives, goals, and standards are clearly stated
Learner centered
Activities. Plenty of opportunities for students to develop skills
Rubrics and Accountable Assessments
Organized
Although this lesson consisted all the above necessesities, it lacked depth. Students were just told to log onto Kid Pix and create a story problem. The problem is that students need modeling.
I then remebered that to have an excellent lesson plan is to also include:
- Modeling
- Guided Practice
- Independent Practice
The second lesson included it levels of practice. But, the first and third lesson did not include as much depth.
Wednesday, September 9, 2009
Standard Summary
Texas Essentials of Knowledge and Skills (TEKS), standards for Master of Technology Teacher, and National Educational Technology Standards (NETS) instructs the educator on what content to teach and the standards to mold the learner according to what they should know.
NETS insists for teachers to be facilitators of their students learning and creativity, TEKS require for students to use text, digital audio, and graphics, as use for creativity. MTT standards require for master teachers to model creativity. The Master of Technology Teacher models active learning, evaluate student learning, applied knowledge of Internet research, graphics, animation, video technology, and Web site mastering.
NETS instruct master teachers to model (up to date) work and learning, citzenship and responsibility, and seek to grow as a professinal leadership. MTT standards require master teachers to provide professional development.
TEKS require students in grades kindergarten through second grade to acquire information about technology through concepts, data input strategies, evaluation, research, analyzing, and problem solving. On the other hand, The Master of Technology teacher according to MTT standards the Master of Technology Teacher models active learning, evaluate student learning, applied knowledge of Internet research, graphics, animation, video technology, and Web site mastering.
TEKS are different from the MTT standards and NET standards that it is the essential rules for what students should learn, while MTT standards and NET standards are necessary rules for what the teacher teaches and how the educator is to teach. All three standards are similar in that they all promote active, student learning. The MTT and NET standards differ due to the fact MTT standards are directions for Master Technology Teacher for assisting the in class teacher in the classroom and the NET standards are directly targeted to the in class teacher.
The TEKS, MTT standards, and NET standards reinforce student learning as they reinforce teacher growth. The standards support each other for providing information and allowing the learner to express creativity through technology.
NETS insists for teachers to be facilitators of their students learning and creativity, TEKS require for students to use text, digital audio, and graphics, as use for creativity. MTT standards require for master teachers to model creativity. The Master of Technology Teacher models active learning, evaluate student learning, applied knowledge of Internet research, graphics, animation, video technology, and Web site mastering.
NETS instruct master teachers to model (up to date) work and learning, citzenship and responsibility, and seek to grow as a professinal leadership. MTT standards require master teachers to provide professional development.
TEKS require students in grades kindergarten through second grade to acquire information about technology through concepts, data input strategies, evaluation, research, analyzing, and problem solving. On the other hand, The Master of Technology teacher according to MTT standards the Master of Technology Teacher models active learning, evaluate student learning, applied knowledge of Internet research, graphics, animation, video technology, and Web site mastering.
TEKS are different from the MTT standards and NET standards that it is the essential rules for what students should learn, while MTT standards and NET standards are necessary rules for what the teacher teaches and how the educator is to teach. All three standards are similar in that they all promote active, student learning. The MTT and NET standards differ due to the fact MTT standards are directions for Master Technology Teacher for assisting the in class teacher in the classroom and the NET standards are directly targeted to the in class teacher.
The TEKS, MTT standards, and NET standards reinforce student learning as they reinforce teacher growth. The standards support each other for providing information and allowing the learner to express creativity through technology.
Individual Progress Plan
Technology is ever changing and so are the means for acquisition. Throughout Teaching and Learning with Technology, I seek to further my understanding of software and applications that I am aware of and familiar with. In addition, I seek to expand my knowledge base and learn how to integrate, formulate, and manipulate software and applications that is unfamiliar to me. In this course, I will not only read about the various softwares and applications, but I plan to learn about their usages through video simulations and practice.
Microsoft Excel not only allows users to record numerical data, but also formulate drill and practice mathematical equations and number simulations. Acquiring the knowledge of formulas to create drill and practice equations will not only assist me with teaching addition facts, but also my students on learning them. To be knowledgeable of Microsoft Excel, I plan to retrieve formulas for entry and learn how to apply the formulas. I will implement the formulas for practice and critique my understanding and knowledge as I progress.
I also aspire to create, organize, format, and manipulate videos. Videos are useful for giving students directions for various assignments. To assist me in guiding instruction and rigorous academic learning, I will expand my video making and editing knowledge base that I may apply these skills to my classroom. I will read instructional text about how to create videos. In addition to this, I will practice video making skills by creating personal videos for the purpose of editing and formatting.
The adage "A picture says a million words" speaks volumes of the various learning opportunites that I could provide my students with by creating and rightly organizing, formatting, manipulating and communicating images. Students could use images to make inferences, predictions, and to also expand vocabulary through descriptions. Learning image creation and formatting will be practice and presentation. I will read instructional pieces for this application, but to best retrieve the knowledge that I desire to learn, I will create photos using digital camera and test the various settings that are available when I upload the picture onto computer. Communication retrieval is evolving. Publishing and editing have become a way for communicationg ideas and information. I will proceed to read to gain more information about the software. I will learn who is the audience that Microsoft Publishing is usually written to and what kind of topics are usually dispersed using Microsoft Publishing. I will also practice the usage of Microsoft Publishing by creating communication pieces. Unlike Microsoft Publishing, Microsoft Powerpoint is common for presentations and reports, but I would like to further its usage and integrate this software into my academic instruction. During the course of this class, I will learn about the various usages and advantages of Microsoft Powerpoint. I will learn the usage of this software by inquiry, reading, practice, and researching through the program.
Microsoft Excel not only allows users to record numerical data, but also formulate drill and practice mathematical equations and number simulations. Acquiring the knowledge of formulas to create drill and practice equations will not only assist me with teaching addition facts, but also my students on learning them. To be knowledgeable of Microsoft Excel, I plan to retrieve formulas for entry and learn how to apply the formulas. I will implement the formulas for practice and critique my understanding and knowledge as I progress.
I also aspire to create, organize, format, and manipulate videos. Videos are useful for giving students directions for various assignments. To assist me in guiding instruction and rigorous academic learning, I will expand my video making and editing knowledge base that I may apply these skills to my classroom. I will read instructional text about how to create videos. In addition to this, I will practice video making skills by creating personal videos for the purpose of editing and formatting.
The adage "A picture says a million words" speaks volumes of the various learning opportunites that I could provide my students with by creating and rightly organizing, formatting, manipulating and communicating images. Students could use images to make inferences, predictions, and to also expand vocabulary through descriptions. Learning image creation and formatting will be practice and presentation. I will read instructional pieces for this application, but to best retrieve the knowledge that I desire to learn, I will create photos using digital camera and test the various settings that are available when I upload the picture onto computer. Communication retrieval is evolving. Publishing and editing have become a way for communicationg ideas and information. I will proceed to read to gain more information about the software. I will learn who is the audience that Microsoft Publishing is usually written to and what kind of topics are usually dispersed using Microsoft Publishing. I will also practice the usage of Microsoft Publishing by creating communication pieces. Unlike Microsoft Publishing, Microsoft Powerpoint is common for presentations and reports, but I would like to further its usage and integrate this software into my academic instruction. During the course of this class, I will learn about the various usages and advantages of Microsoft Powerpoint. I will learn the usage of this software by inquiry, reading, practice, and researching through the program.
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