Classroom Administration, Professional Practice, and Development

How can teachers use technology to develop and maintain collegial relationships from a distance?

Teachers can use online resources, such as discussion boards, forums, and blogs to establish relationships with other teachers.  Through these online resources, teachers can share classroom ideas, lesson plans, and discuss potential  problems within the classroom.  It is great if teachers can maintain these collegial relationships, because many other teachers have experienced the same situations, and they may be able to offer assistance for those in need of it.  Also, teachers have many great teaching and lesson ideas, and others may greatly benefit from them if they have access through these online resources, especially if they are struggling to think of ways to teach the desired material.

Bitter, G. G., & Legacy, J. M. (2008). Using Technology in the Classroom (7th ed., p. 388-390). Boston, MA: Pearson Education Inc.

Assessing and Evaluating, Including Portfolios

What assessment methods can be used to evaluate constructivist-learning lessons?

Assessments such as collaborative team projects and projects incorporating technology tools can be used to evaluate constructivist-learning lessons.  These types of assessments require rubrics, as they are not traditional assessment methods.  Anecdotal records and observations can also be used in these types of project-based assessments, according to the Bitter and Legacy text. 

Bitter, G. G., & Legacy, J. M. (2008). Using Technology in the Classroom (7th ed., p. 364-365). Boston, MA: Pearson Education Inc.

Mathematical Modeling

What is a microworld?

A microworld is similar to simulations except that students are encouraged to think about microworlds as a "real" world environment.  Within a microworld, or tiny world, students can "explore alternatives, test hypotheses, and discover facts that are true about that world" (pg. 303).

Bitter, G. G., & Legacy, J. M. (2008). Using Technology in the Classroom (7th ed., p. 303). Boston, MA: Pearson Education Inc.

Games and Virtual Environments

Identify five virtual environments available for classroom use.

• J. Paul Getty Museum website: http://getty.edu/museum/
• River City Science Inquiry Project: http://muve.gse.harvard.edu/rivercityproject/
• Quest Atlantis: http://atlantis.crlt.indiana.edu/
• CliniSpace: http://clinispace.com/
• AquaMOOSE 3D: http://www.cc.gatech.edu/elc/aquamoose/ 

These sites are pretty cool, as they provide virtual learning environments for students in topics such as science and math.  They are kind of like the simulations that we covered earlier in the semester and should provide important learning experiences for students.  

Emerging and Assistive Technologies and the Future

Identify five assistive technologies and describe their application.

There are many types of assistive technologies available for students today.  The following is a list of just a few:

• FM transmitters - used along with hearing aids or separately by individuals who are Deaf or hard of hearing to amplify sound. 
• Screen readers - software programs that read text for students who may have difficulty reading, a learning disability, or individuals who are visually impaired.
• Screen magnifiers - magnifies the content on a screen for individuals with visual impairments.
• Adaptive keyboards - used by individuals who may have difficulties with fine motor skills or muscle control.
• Alerting devices - provide visual, often flashing, cues for individuals with hearing impairments.

Assistive technologies have really emerged in recent history, and it is important that we be aware of those that are available for students in our classrooms.

Bitter, G. G., & Legacy, J. M. (2008). Using Technology in the Classroom (7th ed., p. 99-103). Boston, MA: Pearson Education Inc.

Technology Integration in the Content Area, Including Early Childhood, Educationally Challenged, and Multidisciplinary Units

What factors must the teacher consider when planning to integrate technology?

In addition to considering factors when formulating learning activities, the text also lists several factors that must be considered when integrating technology into learning activities.  The following is a list of some of the factors mentioned in the text:

• How will the classroom change as a result of technology integration?
• What type of technology best fits the learning purpose?
• How can an activity meet both curriculum and national technology standards?
• How will students be organized when working on the activity - individually, in pairs, in larger groups?
• What might make a computer the best tool to use for the activity?

Teachers must consider these questions when planning a technology-integrated lesson.  This will help ensure that technology is actually integrated, rather than just tacking it onto a lesson, as has been mentioned in class.  The teacher needs to make sure that technology is meaningful in the lesson.  If it does not fit in the lesson, it is better just to leave it out.  But usually it can be incorporated if the teacher considers these and additional factors when planning.

Bitter, G. G., & Legacy, J. M. (2008). Using Technology in the Classroom (7th ed., p. 232-233). Boston, MA: Pearson Education Inc.

Selecting and Integrating World Wide Web Resources, Including Designing Online Instruction

Why is regular maintenance vital to a quality website?

Regular maintenance is important because it keeps the website up to date.  If the website provides links that visitors can click on, these links need to be checked for functionality on a regular basis, say Bitter and Legacy (2008).  If visitors click on these links, and they do not function, this looks bad for the organizer of the website.  Also, the website should be updated regularly to reflect current knowledge and practices.  If the information presented is antiquated, viewers may not feel like the website is a reliable source for information.  Teachers especially need to maintain their sites on a regular basis (those who have them).  This will allow parents to be current on what is going on in the classroom.  It will also aid in providing an open line of communication between school and home. 

Bitter, G. G., & Legacy, J. M. (2008). Using Technology in the Classroom (7th ed., p. 232-233). Boston, MA: Pearson Education Inc.