Compare the features and instructional applications of GIS and GPS tools. How can educators use GIS and GPS tools to enhance student learning?
The Geographic Information System (GIS) and the Global Positioning System (GPS) can be a useful teaching tool in the areas of Science and Social Studies. A GIS computer system has the capacity to store information in a database concerning geographic locations. The GIS also has the capabilities to display the data in map form. Students can use GISs for recording and maintaining huge amounts of geographic information, produce current customized maps and provides opportunity to compare information about different locations. The GPS receives its information from 24 satellites. The satellites make it possible to pinpoint locations all over the world accurately. GPSs not only assist individuals in locating places, but can also be beneficial to farmers and provide safety in transportation.
Students can use the information from GISs and GPSs to collect and analyze data. They can manipulate the data to create visual online graphs that can be beneficial in finding patterns and drawing conclusions over time. These tools are most likely used in the secondary curriculum.
One website that can be used in education is
http://www.gps4fun.om/
Another website that may help students and educators is http://www.census.gov/geo/www/maps/
You might want to check these out just for fun!
REFERENCE
Roblyer, M.D., & Doering, A.H. (2010). Integrating Educational Technology into Teaching. Boston, MA.: Allyn & Bacon.
Wednesday, December 2, 2009
Wednesday, November 18, 2009
Chapter 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?
Using the computer for repeated drill and practice can motivate children to practice skills that they are lacking. One positive feature of drill-and-practice software is that it provides children with immediate feedback on whether that answered the question correctly or not. This keeps students from practicing an incorrect response and making it permanent; it is harder to re-teach skills that have been learned incorrectly. Some computer-based drill-and-practice programs (FASTT MATH) recommend limiting the use to 10-15 minutes a day. Teachers can also find different ways for students to practice the same skills. For students who have learning disabilities affecting their long-term memory the number of times a skill has be repeated for facts to “stick” is much greater than a “normal” child. Students can learn the alphabet, numbers, math facts, foreign languages, etc. using drill-and-practice software. When choosing software it is important to have control over the rate of presentation and the level of skill. Software should also be age appropriate for the student. By using the computer to assist in this repetitive task the student is not singled out, because all students should have access to the computer on a routine basis. When students do learn “facts” it builds confidence that they can achieve.
Using the computer for repeated drill and practice can motivate children to practice skills that they are lacking. One positive feature of drill-and-practice software is that it provides children with immediate feedback on whether that answered the question correctly or not. This keeps students from practicing an incorrect response and making it permanent; it is harder to re-teach skills that have been learned incorrectly. Some computer-based drill-and-practice programs (FASTT MATH) recommend limiting the use to 10-15 minutes a day. Teachers can also find different ways for students to practice the same skills. For students who have learning disabilities affecting their long-term memory the number of times a skill has be repeated for facts to “stick” is much greater than a “normal” child. Students can learn the alphabet, numbers, math facts, foreign languages, etc. using drill-and-practice software. When choosing software it is important to have control over the rate of presentation and the level of skill. Software should also be age appropriate for the student. By using the computer to assist in this repetitive task the student is not singled out, because all students should have access to the computer on a routine basis. When students do learn “facts” it builds confidence that they can achieve.
Wednesday, November 4, 2009
Chapter 7 Discussion
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 improve education by making research materials quicker to locate. Distance learning is often constructed, which puts the student as the person responsible for the product. The speed in which information is exchanged between students and teachers is greatly increased. The use of the virtual classrooms has broken down the confinements of walls that a traditional school setting has been constrained by. Technology has allowed some people to advance educationally where in the past it might have been impossible due to time restraints, transportation, etc. Distance learning creates the flexibility that some students require. Distance learning has changed how teachers teach and how students learn. Teachers guide the learning process, but the students construct knowledge, are motivated and take responsibility for their learning.
Some experts argue that too much interaction with technology has been detrimental to the social and interrelationship development of children. There is research to support this and the advice given is to limit the use of media to 1- 2 hours a day. In this ever changing technological society, I do not realistically see this becoming a reality. We must teach these “people” skills and use technology effectively to teach students.
Distance technologies can improve education by making research materials quicker to locate. Distance learning is often constructed, which puts the student as the person responsible for the product. The speed in which information is exchanged between students and teachers is greatly increased. The use of the virtual classrooms has broken down the confinements of walls that a traditional school setting has been constrained by. Technology has allowed some people to advance educationally where in the past it might have been impossible due to time restraints, transportation, etc. Distance learning creates the flexibility that some students require. Distance learning has changed how teachers teach and how students learn. Teachers guide the learning process, but the students construct knowledge, are motivated and take responsibility for their learning.
Some experts argue that too much interaction with technology has been detrimental to the social and interrelationship development of children. There is research to support this and the advice given is to limit the use of media to 1- 2 hours a day. In this ever changing technological society, I do not realistically see this becoming a reality. We must teach these “people” skills and use technology effectively to teach students.
Thursday, October 22, 2009
Questions from online Chat!-Not discussion question
Does anyone have students who are in special education? If so what are their disabilities and do they or you use technology differently for these students?
Do you use technology differently for the students who are gifted and talented?
What is the difference between assistive technology and instructional technology? (412)
Historically, has the emphasis of technology been in the area of assistive or instructional technology? (412)
Instructional technology is used with students who have cognitive disabilities (mild, moderate & severe). What are some technology solutions to use with these students in the content areas? (pages 413-416)
How can technology be used to help students to obtain behavioral and social goals?
What are some laws that govern the policies in special education and what are their implications? (pages 409)
What is the design that shifts our paradigm to a new way of thinking about access that is proactive rather than reactive? (pgs 410-411)
What are some criteria for making the web accessible? (page 412)
If you needed technology support for a student in special education who would you go to?
Do you use technology differently for the students who are gifted and talented?
What is the difference between assistive technology and instructional technology? (412)
Historically, has the emphasis of technology been in the area of assistive or instructional technology? (412)
Instructional technology is used with students who have cognitive disabilities (mild, moderate & severe). What are some technology solutions to use with these students in the content areas? (pages 413-416)
How can technology be used to help students to obtain behavioral and social goals?
What are some laws that govern the policies in special education and what are their implications? (pages 409)
What is the design that shifts our paradigm to a new way of thinking about access that is proactive rather than reactive? (pgs 410-411)
What are some criteria for making the web accessible? (page 412)
If you needed technology support for a student in special education who would you go to?
Wednesday, October 21, 2009
Chapter 15: Technology in Special Education
Describe issues related to training special education teachers to use technology.
Technology in every area continues to change at a rapid pace, special education is no exception. Keeping up with new technology to assist students instructionally is a dynamic task. New technology is available continually and student needs are unique and must be considered on an individual basis. Children who need assistive technology may require several trial and errors with different devices, programs or strategies before one is found to fit the specific needs of the individual student. This could be a time consuming process. The knowledge on how to use technology and the training that is required may be beyond a teacher’s realm of competency. Support in the area of technology is often limited.
Give examples of no-tech, low-tech, and high-tech solutions for special students.
No- tech solutions would include teaching a child to use their body in a different way to achieve the goal. Roblyer’s example was to teach one-handed typing. No-tech solutions also may include a change in the environment. Preferential seating could be a no-tech solution, if the child has a mild visual impairment and needs to be closer to where information is presented. Low-tech assistive technology solutions include non-electrical devices or solutions. Examples of low-tech solutions include enlarged pictures or text, communication boards, highlighters, pencil grips, slant boards, etc. No-tech and low-tech solutions require “thinking outside the box” to find an answer to the access needs of students. High-tech solutions would include voice output communication devices, electrical wheelchairs, specialized keyboards, touch screens, etc. The problem with high-tech is the cost. Creative funding may be necessary to make sure that students receive the assistive technology that they are entitled to. Evaluation of assistive technology in an ongoing process.
Technology in every area continues to change at a rapid pace, special education is no exception. Keeping up with new technology to assist students instructionally is a dynamic task. New technology is available continually and student needs are unique and must be considered on an individual basis. Children who need assistive technology may require several trial and errors with different devices, programs or strategies before one is found to fit the specific needs of the individual student. This could be a time consuming process. The knowledge on how to use technology and the training that is required may be beyond a teacher’s realm of competency. Support in the area of technology is often limited.
Give examples of no-tech, low-tech, and high-tech solutions for special students.
No- tech solutions would include teaching a child to use their body in a different way to achieve the goal. Roblyer’s example was to teach one-handed typing. No-tech solutions also may include a change in the environment. Preferential seating could be a no-tech solution, if the child has a mild visual impairment and needs to be closer to where information is presented. Low-tech assistive technology solutions include non-electrical devices or solutions. Examples of low-tech solutions include enlarged pictures or text, communication boards, highlighters, pencil grips, slant boards, etc. No-tech and low-tech solutions require “thinking outside the box” to find an answer to the access needs of students. High-tech solutions would include voice output communication devices, electrical wheelchairs, specialized keyboards, touch screens, etc. The problem with high-tech is the cost. Creative funding may be necessary to make sure that students receive the assistive technology that they are entitled to. Evaluation of assistive technology in an ongoing process.
Wednesday, October 7, 2009
Discussion Chapter 12
What are the "history wars," and what are their implications for technology use in history?
“History Wars” describe the battle of historians with the conflicting ideology of how and what to teach in the subject area of social studies. On the one hand there is the view of “traditional” education in American and world histories. This “traditional” approach focuses on historical themes and events. The other hand has a broader focus addressing social studies topics which includes a multicultural approach and covers a number of topics. The battle continues.
With students' ready access to information on the Internet, what might be the concerns of social studies teachers?
Information literacy becomes a huge issue when teaching social studies. Part of our “duty” is to teach children to be responsible citizens. As we instruct students in the use of the internet as an information or research tool; we must instruct them on how to decipher whether or not that information is credible. This is not an easy task. We must demonstrate to them how to be critical consumers of information. Individuals can always find sources to back their view or discredit other’s views. Remember never to get in a power struggle with students. Students are great debaters. Maybe we should learn how to channel that into a positive lesson.
“History Wars” describe the battle of historians with the conflicting ideology of how and what to teach in the subject area of social studies. On the one hand there is the view of “traditional” education in American and world histories. This “traditional” approach focuses on historical themes and events. The other hand has a broader focus addressing social studies topics which includes a multicultural approach and covers a number of topics. The battle continues.
With students' ready access to information on the Internet, what might be the concerns of social studies teachers?
Information literacy becomes a huge issue when teaching social studies. Part of our “duty” is to teach children to be responsible citizens. As we instruct students in the use of the internet as an information or research tool; we must instruct them on how to decipher whether or not that information is credible. This is not an easy task. We must demonstrate to them how to be critical consumers of information. Individuals can always find sources to back their view or discredit other’s views. Remember never to get in a power struggle with students. Students are great debaters. Maybe we should learn how to channel that into a positive lesson.
Tuesday, September 22, 2009
CHAPTER 9
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).
A student cannot be computer literate or technologically literate without having print literacy. Although you can interact with the computer and not have print literacy it is to a limited degree. I do believe that technology can support becoming print literate. I also believe that becoming literate with media and technology is just as important as print literacy.
What is your position on the relative importance of the two “literacies”?.
I believe that becoming literate with media and technology is just as important as print literacy. A person is not literate in today’s ever changing world if they do not have some degree of computer and technology skills. Without a doubt these two literacies are viable to education. We must learn not how to become literate, but how to stay literate. Therefore, lays a new question; could someone who is literate become illiterate?
What information from this chapter helps support your position?
Roblyer discussed teaching students how to learn new literacy. This is a real key for our students to be able to be competitive academically and in the work place. Not only is this true of students, but also of us as educators. We must be willing to get out of our comfort zone in order to “learn” new literacy. Technology is dynamic therefore we must be ever changing with it, so we won’t be left behind.
than – print literacy (that is, learning to read and write).
A student cannot be computer literate or technologically literate without having print literacy. Although you can interact with the computer and not have print literacy it is to a limited degree. I do believe that technology can support becoming print literate. I also believe that becoming literate with media and technology is just as important as print literacy.
What is your position on the relative importance of the two “literacies”?.
I believe that becoming literate with media and technology is just as important as print literacy. A person is not literate in today’s ever changing world if they do not have some degree of computer and technology skills. Without a doubt these two literacies are viable to education. We must learn not how to become literate, but how to stay literate. Therefore, lays a new question; could someone who is literate become illiterate?
What information from this chapter helps support your position?
Roblyer discussed teaching students how to learn new literacy. This is a real key for our students to be able to be competitive academically and in the work place. Not only is this true of students, but also of us as educators. We must be willing to get out of our comfort zone in order to “learn” new literacy. Technology is dynamic therefore we must be ever changing with it, so we won’t be left behind.
Tuesday, September 8, 2009
TIP Model Phase 2-Determining the Relative Advantage
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?
Perhaps, the teachers had not been given the training to effectively integrate the use of the internet into meaningful activities for the students. They, themselves, are probably at the level of “casual surfers”. You cannot teach children what you do not have yourself. Time is also an issue for teachers.
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?
If the problem is that teachers do not know how to integrate technology into lessons. A solution would be to provide pre-made lessons that incorporate technology into meaningful academic activities. Teachers at various grade levels could be leaders in this area, the 25% who were using the technology. The expectation could be to have one really good student project per nine weeks using the internet.
Some teachers have good intentions, but lack the direction that it takes to be effective in the area of technology implementation. The superintendent assumed that the teachers had the same “buy-in” to the use of the Information Superhighway that he had. He also assumed the teachers had the knowledge and skills to effectively provide students meaningful opportunities to use and explore the internet.
1. Why do you think the teachers did not see the relative advantage of this technology?
Perhaps, the teachers had not been given the training to effectively integrate the use of the internet into meaningful activities for the students. They, themselves, are probably at the level of “casual surfers”. You cannot teach children what you do not have yourself. Time is also an issue for teachers.
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?
If the problem is that teachers do not know how to integrate technology into lessons. A solution would be to provide pre-made lessons that incorporate technology into meaningful academic activities. Teachers at various grade levels could be leaders in this area, the 25% who were using the technology. The expectation could be to have one really good student project per nine weeks using the internet.
Some teachers have good intentions, but lack the direction that it takes to be effective in the area of technology implementation. The superintendent assumed that the teachers had the same “buy-in” to the use of the Information Superhighway that he had. He also assumed the teachers had the knowledge and skills to effectively provide students meaningful opportunities to use and explore the internet.
Monday, August 24, 2009
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