This justification paper is for the graphics and associated lessons created for the Unit of Instruction for EdTech Dr. Smith. The paper will explore the process for creating each of the visuals for the unit, rationale for the modifications recommended by the instructor and peers in the course, a discussion of the standards incorporated, and a professional biography. Defining the Visual Context The Unit of Instruction is designed for a middle school technology class at Regis Middle School in Eau Claire, WI. Specifically 8th grade students who range in age from 13 to 14 years old. The technology class is a requirement at the school for one trimester in each middle school grade six, seven, and eight. Each class period is 42 minutes and the number of class periods will vary depending on the content of the lesson. The class is evenly distributed along gender lines. The learners have a general idea about how computers work, having studied individual computer parts in prior classes. They also have a sense of how the individual parts work together to make the computer operate. The Unit o...
Working as an Instructional Technology Specialist for the past seven years has provided many opportunities to observe teachers and students in a classroom setting. During this time teachers have been in the process of phasing in a new standards-based curriculum with an emphasis on student mastery of these standards. New technology tools have also been incorporated in many classrooms including studen...
Ever since these recommendations there have been improvements in many areas of education. Our society is technology driven, and so the use of computer and other technological devices have bee...
...n Society for Information Technology & Teacher Education International Conference: Proceedings of SITE 2000, edited by D. A. Willis, J. D. Price, and J. Willis. Charlottesville, VA: Association for the Advancement of Computing in Education; and Society for Information Technology and Teacher Education, 2000. (ED 444 484)
An organization’s educational opportunities often fail due to a lack of attention to the designing of their instructional programs. The following will address what educational design is intended to look like at a heavy equipment operation. Three common types of instructional design will be compared and contrasted to gain a greater understanding of the options available to instructions when designing instructing programs. Additionally, a proposal will appear for a particular instructional design program at the said heavy equipment organization.
My classroom consists of twenty students of different background. There are 12 boys and 8 girls. Twelve students are learning on a 2nd grade level, four are learning above level, and four are learning below level. The four students that are below level are resource students. They leave the classroom three times a week for three hours in persistent to resource instruction purposes. This week’s unit lesson will cover the material, objectives and curriculum of learning.
Technology in classrooms is affecting our culture in great ways. A lot of people who can not go to college at the sites can do classes online. More than three-quarters of America’s colleges and universities now have online classes available. Approximately one in four college graduates, or 23%, have taken an online course. This helps you get the degrees you need at your own time rate. This is helping people get better careers day by day. Technology is not only great for the purpose of people who are out of high school, it’s great for high school students as well. During class time some students tend to fall behind and end up not understanding the subject matter completely. At this point in time with the use of computers that schools and families have students can use the comp...
I am extremely grateful to have taken an education class on the applications of technology in classrooms. Technology is a particular aspect of teaching that I am the least comfortable with because I am not as proficient as many of my peers. Even though I have taken the course, I still feel that I have a far way to go to gain the skill that teachers need in the classroom. In level III, it is my goal to incorporate more use of technology into my lessons (if possible) so that I will have more practice in a real classroom. As a teacher, I do not want to waste valuable class time trying to work a computer or smartboard. Therefore, my goal is to gain as much experience and practice in dealing with technology as I can before having a classroom
The curriculum focused on skills and objectives from several sources. The first are the Technology Applications Texas Essential Knowledge and Skills (TEKS) for middle school (Texas Education Agency, 2009). Secondly, the curriculum integrates concepts from the Framework for 21st Century Skills (Partnership for 21st Century Skills, 2004). Also included are learner objectives from the National Educational Technology Standards by the International Society for Technology Education (2007). Finally, the TEKS for middle school social studies (1998) have been integrated into the sample unit of study.
Technology is waiting to reach its maximum quota of ways to support human life. Likewise, a computer always waits for me at my desk to hit the power button. Once I do, I am transported to the virtual society of what people would create, display, and provide to the world. A teacher can give instructions and work through these devices. Papers and pencils cannot compare to clicks and buttons. Click, I just submitted my homework. Click, I just emailed my friend a love letter. Click, I just sent a rocket flying to outer space! My school needs to take advantage of the many resources this generation has to offer to find more efficient ways for classrooms to work
The learner's had completed the first year of this course and were interested in the subject. They arrived on time with the necessary equipment. The subject I taught was computer maintenance and networking. They were all adults and interested in bu...
Seels, B.B. and Richey, R.C. (1994). Instructional technology: The definition and domains of the field. Washington, D.C: AECT.
Schools need to incorporate technology education into all areas of curriculum. Students need to be able to understand not only the how-to of computers, but they need to understand when to use it, where to use it, and why it should be used. Many students only have a basic working knowledge of computer...
Four years ago, teachers were slowly introduced to the world of computers. Most teachers were apprehensive, afraid that with an incorrect click, the computer would “explode”. How would the students learn if the teachers were unable to set an example? Here, traditional values had to be set aside, and learning about the new technology had to be embraced by both the students and teachers.
The introduction of technology into education has revolutionized the teaching quality and learning outcome in the last ten years. The integration of technology into lectures by teachers in classroom has become so natural that both teachers and learners consider computers and their related applications for instruction are “a routine component of the classroom and educational processes in general” (Nuldén, 1999 cited in Buzzard et al., 2011, pp.131-139).
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA and Denver, CO: ASCD and Mid-continent Research for Education and Learning.