Using Technology For Education

Quiz - Progress Report - Flyer
This was going to be my finest hour – creating all of these neat ways to garner class participation. Well, that road was a little more difficult than I expected. The flyer was especially tough, and I do not understand why. The basic concept of keeping it simple should have been the first thing to jump into my head. Unfortunately, it was more, “let me show off my computer skills”. I had to stop myself several times from trying to over-do just getting the information out to the parents. Overdesign is no better than under-design.
 The next task was equally complex. There are several grade book templates available, and I just haven’t decided the best one for my use. I am trying a couple of different ones, and the one I am using for this assignment is probably the one I will continue to use. It has more information than I probably need, but I want to see what information may actually come out of the time and effort of grading all of these assignments. I know it has probably been done before, but I want to reinvent the darn thing! I chose a bar graph and a line graph to convey information. The bar graph displays the class standing of each student based on the grades accumulated through the first exam. The line graph demonstrates the exam grade for each student. Since the homework assignments give a snap-shot of the current lesson/task, I believe the exam grade is important to measure understanding and retention of the various lessons.

 Now, the PowerPoint is an easy program for me to use. What is not quite as easy is to decide which questions would be the best to use on a PPT quiz. I was torn.

I selected angles as my quiz topic. I am teaching algebra and this seems like a fun, non-threatening way to teach the various types of angles. I also believe the PPT will provide me with the format for repetition that I believe is needed to help learn the various types of angles. I selected sounds I thought was appropriate to reinforce accurate and inaccurate choices made.


I believe the hardest part of all of this is there is so much technology available it is difficult to decide which might be the most effect support for teaching. As I have found through my experience with this class, it does not pay to be clumsy with technology. I need to find something that works, and I need to perfect it.

Quiz
Flyer
Progress Report

Define database management software and describe how you might use it to help you in teaching responsibilities

Database management software (DBMS) is that which allows the user to collect, to organize, and to retrieve related data. This software is ideal for managing large amounts of data. The different parts of the database management system are important to the utility of the program. The field is the smallest information unit, and it contains a single data attribute. Fields make up a record. The record is the set of field values. The combination of all the records is called a table. All of this information is used to determine relationships within the database. The great part of this program is the ease of use. Do not let the terms befuddle you.

 Once the information is entered into the database the operations that can be performed are: archiving, sorting, queries, reports, and forms. This is different from a spreadsheet; this program focuses on relationships between data, and not performing mathematical functions. Think about organizing library books – in a single sweep, the DBMS can organize a report on the inventory. The report can be based on any part of the information entered in the table I require. The time it takes is miniscule.

This is a great tool to help students understand relationships with data. An easy start for students in understanding databases is to start with information on the class. You may need to get them started, but the class will need to develop their own fields and records. To get them going, ask them what they would like to know about their classmates. Some good start questions, how many siblings, favorite football team, birthing order, etc. Once all the data is entered, the fun begins. Now, it will be easier for them to see just how many people with whom they have things in common! This exercise helps demonstrate the concept of relationships.

Once the class has sorted, performed a query, and completed a report containing the names of the middle child of each family (or some other record of information), move on to a class project. The class should decide on the project, and the length of time it will run. It will be simple enough to think global, once all subjects are considered. It would be simple enough to find another school, in another city, state, or country, with which you could exchange information.

What is a computer virus and how is it transmitted? What can you do to protect your computer?

     The computer virus will make the computer sick. It installs itself on your computer and affects the performance of the computer. The effects of the infection range from mild to total catastrophe. The virus was named in 1983, and they just get bigger and better. The group name for the virus is malware. This is an umbrella term for what outsiders use to interfere with normal workings of your computer. When you hear terms, such as, virus/Trojan/worm/etc., you are hearing about malware. The mission of malware is to get information, and return it to its creator.
     Early on, the virus was transmitted via floppy disks, CDs, and the USB drive. You had to bring the virus to your computer. Now, with the wide-spread use of electronic e-mail, there is another outlet for transmitting the computer malware; an attachment. The most I understand about the virus is that is rewrites computer code on the computer it infects. Typically, the virus is still transmitted most often via external media. This is the reason most schools will not allow students to use any personal software, or media, on school computers.
     The Trojan malware is similar to the Trojan horse of mythology; remember Helen of Troy who was kidnapped by Paris? Well, the soldiers entered the city in a giant wooden horse, and when night fell, the soldiers snuck out and attacked. That is similar to the working of the malware. This Trojan typically arrives via e-mail as an attachment. Once the receiver opens the attachment, it invades the computer system. One big difference, it does not need to wait until night to attack. Similar to the Trojan is the worm. It too arrives via e-mail, but it can “worm” into your system without your help. Once on your computer, it duplicates itself. When it does that, it sends out all kinds of messages to people with whom you have communicated.
     What can you do – USE AN ANTIVIRUS PROGRAM. Yes, the antivirus program will scan your computer and destroy the vermin. The biggest problem with destroying the malware is that it changes so frequently, it is difficult for the antivirus software to keep up with the viruses. So, it is important to scan often, and keep the software up-to-date to protect your computers from outside invasions.

Ah, the role of educational technologies in teaching and learning is that of enhancement and support of the lesson. Classroom technology is a treasure chest of tools for the teacher. The remarkable part of this treasure chest is that it is filled with “technology” ranging from the smallest, least expensive, to the largest with a big price-tag.


Often, when the request for new technology goes forward, the first concern is affordability. What a surprise when the request may be for transparency film for the overhead projector. It is certain that students would enjoy any break from the mundane lecture, handout, question/answer sessions.

Technology should be used to help engage students in the lesson. The technology should not take center stage over the lesson. Technology should not be a means for the teacher to be center stage. It is important to consider the following three rules of engagement:
     • When technology may be used
     • Where technology may be used
     • How to use technology to achieve the desired ends

Plan, plan, and more planning are imperative for the successful use of technology in the classroom. If the tool does not enhance the learning process, it will destroy the teaching moment. Most students are savvy with technology. Students will notice if the lesson and the technology do not mix; clumsiness with the equipment will also be noticed and distracting to the class.

There are students with varied learning styles in a classroom and technology comes in all shapes, sizes, and colors. To provide a variation in how lesson information is presented is certain to meet the needs of many. Various forms of audio tools can be used with the entire class, or to enhance learning of a few – remember DVD/CD/Cassette players and headphones. Whether it is a book on tape, or a personal recording of the lesson, it is a supplement. It is a double-good thing when the student(s) record the lesson – now they have heard it at least twice and the student was engaged! OK, perhaps creative and sneaky go together with making learning fun and successful. Think about models, or real objects. Jello in a plastic bag – a plant cell; throw in a button or a peanut as the nucleus. These two simple technologies reinforced a lesson, the students would be engaged, and it was not expensive. Keep it simple is a good rule of thumb, and keep in mind there is not much sophisticated technology that surprises students. They have just about seen all the technology there is available.

Learning Styles and Influence on Learning (Week 2 - Reflection 2)

To gain knowledge or understanding is considered the definition of learning. The individuals’ manner for gaining the knowledge or understanding is considered the learning style. It is “style” (auditory, visual, and kinesthetic) that has the greatest impact for the learner in the classroom. Studies indicate that 65% of individuals are visual learners, 30% are auditory, and 5% are tactile learners. This needs to be a primary consideration for the classroom teacher.
When providing information, a general agreement of what people retain is as follows:
• 10 % of what they read
• 20 % of what they hear
• 30 % of what they see
     Note: These numbers indicate 40% rely on visual information for learning. Retention increases when combining these various methods of providing information.

It will be important to provide various teaching techniques in the classroom to accommodate the various learning styles. The impact of the environment on the various learning styles should also be a major consideration. Think about it – no handout or chalkboard for the visual learner; a large classroom with poor acoustics or an ESL student for the auditory learner; no paper or glue for the tactile learner. It does not have to be absence of high-cost tools to have a negative impact on learning styles.

While not the end-all, the addition of technology in the classroom is ideal. Technology will provide the classroom teacher with various inputs and outputs for information. Again, it does not require the most expensive technology available to add to the learning experience. Think about the antiquated overhead projector, the use of colored paper, seating in close proximity to the chalkboard for the visual learner. Even these minor adjustments can have a positive impact for the visual learner. The auditory learner should benefit from a book on tape, and the tactile learner would gather knowledge by planting a seed in a small pot in the classroom.

What high-end technology can provide is limitless; limited only by the teacher’s imagination and the ability to use the equipment. The use of an LCD projector, computer, and the internet gives the classroom teacher access to tools from around the world. No one has to “reinvent the wheel”; it is out there for the taking for educational purposes. The computer, coupled with various software, can offer a wide-range of learning activities, and modes of teaching, for the student who relies on visual information, auditory information, or kinesthetic information for learning.