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...
... middle of paper ...
...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.
...oject through the use of screensharing in real time as well as instant messeging. This allows them to get real time critisism or reinforcement on a project and can create an environment where more than one project can be worked on at a time. Through a lifetime of caring and scheduling parents and teachers, their confidence in the job they do is very high.
The class was filled with loud, inattentive children. When the school-children became disruptive, the teacher would just continue to teach like nothing happened; she mentioned to me on the side that, “It is their loss if they are not paying attention to the lesson…I am not going to stop the lesson just because of two or three of the children.” Those scholars are an interruption to the other students who are actually paying attention and trying to learn; Ms. Stone could have sent them to the hall for distractions. If the school-children were verbally being preoccupied, they were technologically sidetracked. Some pupils were playing games on their iPads, and diverting the attention from some of the other students. The grades were so bad that Ms. Stone had to throw away the quizzes and prompt the class for “pop quiz” with the same material on it for the next day. My anticipation for the class lessons were also incorrect; homework was submitted online, course notes were given and completed to the pupils via the teacher, and the assignment was online to complete and submit online. The learners accessed the homework AND the required textbook online with the iPad the school provided. Only a handful of the scholars were accepting the mathematical challenge in that classroom, and those scholars were the sophomores of the
Once teachers are secure with their knowledge of technology, children are susceptible to becoming addicted to technology and focusing less and less on what the teacher is trying to teach in the class if the devices are not well monitored. The National Center for Education Statistics ran a survey in 2009 to see how much technology is actually used within classrooms. The results were that “97 percent of teachers had one or more computers located in the classroom every day, while 54 percent could bring computers into the classroom” (“National Center for”). These numbers are increasing every year because of the higher demand for and usage of technology and the ever growing upgrades in education. The number of computer for instructional purposes have gone from 72 in 1995 to 189 in 2008 according to the National Center for Education Statistics chart. The number of computers in classrooms has increased drastically in such a short amount of time of just over 10
“Technology has provided the opportunity to create an entirely new learning environment; it has significantly increased the range and sophistication of possible classroom activities” (Hawkins 1997). The vast majority of youths today, grow up with computers and encounter some form of digital learning (Kolikant, 2009). The idea that has had the most impact is that the technology today will be outpaced by the next generation. Most of the technology seen today will never be used by an infant when he reaches school age.
These students worked in a classroom that was designed with them in mind. The halls were divided up by grades and each segment of the school was built to
The first group of students I observed was two boys. The boys came into class and picked a game for them to play. They decided on playing jenga. They took turns playing the game. After they took a turn, Ms. Robinson would have them do something having to do with the lesson. One boy had to read a story out loud to Ms. Robinson. While he was taking his turn, the other boy was supposed to hold a casual conversation. He struggled with it so Ms. Robinson tried to help him by asking him questions. He still struggled with using elaborate answers. He was not using his r’s so Ms. Robinson eventually just had to ask him to say some words with r’s in them. the boys continued playing the game while also taking turn working on their specific areas of improvement.
things to them individually if necessary. If a student senses that their teacher doesn’t care it can
In order to challenge early finishers and keep them engaged, Ms. Van Meter use them as peer tutors and have them assist those who need a little more help. Those who finish early are also given a variety of activities to do, such as projects they can work on individually, class journals to write in, and using of technology to work on math skills at their own pace, to name a few
On April 14th, I got the opportunity to observe Mrs.Osborne's 11th grade AVID class and her 12th grade AP Government class. Mrs. Osborne is a social studies and AVID teacher at Reynolds High School. She has been teaching for 33 years. In the classroom the desks are set up in rows facing the front of the room. Mrs.Osborne's desk is placed in the back corner of the room. On the left side of the room there was a white board and on it written out was each classes learning objective of the day, the days agenda, and what the homework for the day is. At the front of the room students grades are posted by student ID number on a board. The left side of the room had labeled drawers with supplies.
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.
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.
When I first got to the classroom the students were doing a listening exercise and had to answer same question the teacher wrote on the board. At a certain time they all were allowed to go to the bathroom. Each student was given a responsibility in the classroom.
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/
The teachers were giving the students positive reinforcement throughout the day. In class we talked about how positive reinforcement helps the students to succeed in their classes. Another ah-ha moment was the environment of the classroom. The classroom had no windows at all. In class we talked about what kinds of things are distracting to students with ASD in classrooms and one of those things are the windows in classrooms. The third ah-ha moment was the parent sheets that the teacher and the school provide for the parents. In class we talked about how parent involvement is very important for the students with disabilities. The teacher fills out the parent involvement paper that lets the parents know how the child did in school this week and what their child needs to improve on. The students must give their paper to their parents to look at when they get home. The things that I had learned during my observation experience that I will use in the future for my classroom will be including student learning objectives in the classroom, using positive reinforcement, and get the parents more involved in their child’s education. I will go over with the students what the student learning objectives are in the beginning of class so the students will know what they will be doing and what they will be learning throughout the day. I also will use positive
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.