Monday, September 28, 2009
thematic unit
Your Name: Supa Fly
(Shawna Smith, Casey Pohl, Betsy Kohmetscher, Gina Geier) Course-Section: Teach 259-004 Your ID:
I. Unit Context
1.Summary of the description of the unit theme : We will begin by asking students if they have any prior knowledge on western expansion. Based on their responses, we will discuss and start a Powerpoint presentation about western expansion. After reviewing the Powerpoint with the students, we will move on to show them the demonstration part with a video about western expansion. After showing them how to use the Oregon Trail simulation, we will place students into cooperative learning groups where they will experience the lifestyle of those headed west and the trials and tribulations they encountered. Afterwards, we will discuss what we have learned and how this event has effected our country in the past and present.
2.Target subject area/class: The target area is 5th grade social studies.
3.Classroom and Equipments : We need a classroom with computers, smart board, and a television with a DVD players.
II. Audience
1.General characteristics
Size: Our classroom would be 20-25 students.
Age: The typical age would be 10-11 year olds.
Demographics: Mixture of minority and non-minority students. Experience: Because 4th grade talks about Nebraska history, they will have a background knowledge from the previous school year.
Attitudes to your class: They would be eager to learn about what people have gone through in our country and their trip through their own state.
Interests: They are interested in learning about their ancestors and why people came to Nebraska and expanded west!
2.Entry competencies
Because they are in 5th grade, they will have already had experience with computers in other elementary classes also, students will be familiar with videos that they have seen in other classes. This unit would take a few weeks to learn about because of all the different components of western expansion.
III. State Objectives
1. State Goal: For students to have an understanding of the cause of western expansion in American history and the role it plays on how it effects our lives today. They will be able to role play using the supplies and sacrifices for survival in western expansion.
2. State Objective 1
(A) my fifth grade class (B) will be able to understand the cause and effect of the western expansion (C) after the presentation (D) without having to look in their books.
3. State Objective 2
(A) My fifth grade class (B) will be able to relate to the experiences of (C) the demonstration video (western expansion video) (D) without looking back at clips from the video.
4. State Objective 3
(A) My fifth grade class (B) will be able to use the Oregon Trail stimulation (C) after working in cooperative learning groups (D) on no more than one computer per group.
IV. State Instructional Strategies and Methods
Objective The Names Of the Strategies How to use?
1
Presentation
Presentation will be used to introduce the students to the topic of western expansion. It will help them make connections to American history and where are lives are at today because of this subject.
2
Demonstration
Will give the students visual and audio experiences with families, events, trials, and tribulations of western expansion.
3
Cooperative Learning
Will provide students with a hands on group activity on how to use their knowledge from the lesson while interacting with peers on how to survive on the Oregon Trail.
V. List Resources
-Microsoft Powerpoint
-“The Oregon Trail”. Boettcher/Trinklein Television, Inc., c2002.
-http://woz.commtechlab.msu.edu/courses/447sp04/oregontrail/play.htm
(Oregon Trail stimulation website)
Section 004
Shawna Smith
Casey Pohl
Betsy Kohmetscher
Gina Geier
Westward Expansion
I. To understand the cause and effect of the western expansion.
A. Presentation
1. Will ask students if they have any prior knowledge of Westward Expansion, and write them on the Smart Board.
a. Present Powerpoint presentation on Westward Expansion.
(1) Students will fill out worksheets about the causes of Westward Expansion, relating to the presentation.
(a) Students will make cause and effect charts of Westward expansion from the 1800's to today.
II. To relate to the experiences of westward expansion pioneers.
A. Demonstration
1. Will ask the students what kinds of experiences they predict the pioneers will have in the movie.
a. Start the movie "The Oregon Trail."
(1) Students will create a journal and pretend to write like they were a person in the video.
(a) Students will share their journals to the class and then discuss a few things about how they related to their characters.
III. To correctly use the Oregon Trail stimulation in cooperative groups.
A. Cooperative Learning
1. Will place students in small cooperative learning groups with mixtures of their ability levels.
a. Open the Oregon Trail stimulation on Smart Board and show the students how to use the stimulation.
(1) Students will work together in cooperative learning groups to use the Oregon Trail stimulation.
(a) Students will evaluate their group members on how well they contributed to the group and what they would change/not change for their next cooperative learning groups.
(Shawna Smith, Casey Pohl, Betsy Kohmetscher, Gina Geier) Course-Section: Teach 259-004 Your ID:
I. Unit Context
1.Summary of the description of the unit theme : We will begin by asking students if they have any prior knowledge on western expansion. Based on their responses, we will discuss and start a Powerpoint presentation about western expansion. After reviewing the Powerpoint with the students, we will move on to show them the demonstration part with a video about western expansion. After showing them how to use the Oregon Trail simulation, we will place students into cooperative learning groups where they will experience the lifestyle of those headed west and the trials and tribulations they encountered. Afterwards, we will discuss what we have learned and how this event has effected our country in the past and present.
2.Target subject area/class: The target area is 5th grade social studies.
3.Classroom and Equipments : We need a classroom with computers, smart board, and a television with a DVD players.
II. Audience
1.General characteristics
Size: Our classroom would be 20-25 students.
Age: The typical age would be 10-11 year olds.
Demographics: Mixture of minority and non-minority students. Experience: Because 4th grade talks about Nebraska history, they will have a background knowledge from the previous school year.
Attitudes to your class: They would be eager to learn about what people have gone through in our country and their trip through their own state.
Interests: They are interested in learning about their ancestors and why people came to Nebraska and expanded west!
2.Entry competencies
Because they are in 5th grade, they will have already had experience with computers in other elementary classes also, students will be familiar with videos that they have seen in other classes. This unit would take a few weeks to learn about because of all the different components of western expansion.
III. State Objectives
1. State Goal: For students to have an understanding of the cause of western expansion in American history and the role it plays on how it effects our lives today. They will be able to role play using the supplies and sacrifices for survival in western expansion.
2. State Objective 1
(A) my fifth grade class (B) will be able to understand the cause and effect of the western expansion (C) after the presentation (D) without having to look in their books.
3. State Objective 2
(A) My fifth grade class (B) will be able to relate to the experiences of (C) the demonstration video (western expansion video) (D) without looking back at clips from the video.
4. State Objective 3
(A) My fifth grade class (B) will be able to use the Oregon Trail stimulation (C) after working in cooperative learning groups (D) on no more than one computer per group.
IV. State Instructional Strategies and Methods
Objective The Names Of the Strategies How to use?
1
Presentation
Presentation will be used to introduce the students to the topic of western expansion. It will help them make connections to American history and where are lives are at today because of this subject.
2
Demonstration
Will give the students visual and audio experiences with families, events, trials, and tribulations of western expansion.
3
Cooperative Learning
Will provide students with a hands on group activity on how to use their knowledge from the lesson while interacting with peers on how to survive on the Oregon Trail.
V. List Resources
-Microsoft Powerpoint
-“The Oregon Trail”. Boettcher/Trinklein Television, Inc., c2002.
-http://woz.commtechlab.msu.edu/courses/447sp04/oregontrail/play.htm
(Oregon Trail stimulation website)
Section 004
Shawna Smith
Casey Pohl
Betsy Kohmetscher
Gina Geier
Westward Expansion
I. To understand the cause and effect of the western expansion.
A. Presentation
1. Will ask students if they have any prior knowledge of Westward Expansion, and write them on the Smart Board.
a. Present Powerpoint presentation on Westward Expansion.
(1) Students will fill out worksheets about the causes of Westward Expansion, relating to the presentation.
(a) Students will make cause and effect charts of Westward expansion from the 1800's to today.
II. To relate to the experiences of westward expansion pioneers.
A. Demonstration
1. Will ask the students what kinds of experiences they predict the pioneers will have in the movie.
a. Start the movie "The Oregon Trail."
(1) Students will create a journal and pretend to write like they were a person in the video.
(a) Students will share their journals to the class and then discuss a few things about how they related to their characters.
III. To correctly use the Oregon Trail stimulation in cooperative groups.
A. Cooperative Learning
1. Will place students in small cooperative learning groups with mixtures of their ability levels.
a. Open the Oregon Trail stimulation on Smart Board and show the students how to use the stimulation.
(1) Students will work together in cooperative learning groups to use the Oregon Trail stimulation.
(a) Students will evaluate their group members on how well they contributed to the group and what they would change/not change for their next cooperative learning groups.
Monday, September 21, 2009
Ethics of Online Media
The Ethics of Online Media
By: Casey Pohl, Shawna Smith, Betsy Kohmetscher, and Gina Geier
The Internet is a tool that many people are familiar with in today's society. It can help us buy things online; communicate with friends we have not talked to in a while, listen to music, do research, and so many more things. However, there are many things about Internet that people do not consider when using the net and precautions they should take to protect themselves and their work. A word that we hear a lot in college is plagiarism. Plagiarism involves using other people's work and material to claim as your own. A lot of people today do not know the copyright and ethical issues of using online material. Another issues that is becoming more prevalent, is identity theft and sharing to much personal information even sometimes with those close to you. There are many things that Internet users should be more aware of to keep themselves out of trouble and in order to be safe.
With the Internet, it is easy to just copy and paste someone else's work and material into your own documents or websites. Many people know it is wrong to take material out of books because they precisely say, "all rights reserved" or have the copyright symbol where a lot of websites do not (http://ultibase.rmit.edu.au/Articles/dec98/gajad1.htm#Free). It is also very hard to enforce copyright on the Internet because of all of the users of the net, (http://www.csa.com/discoveryguides/internet/overview.php). Many people are taught that it is ethical and morally right to give credit where credit is due. According to the same website, www.copyright.gov the definition of copyright is “Copyright is a form of protection provided by the laws of the United States (title 17, U. S. Code) to the authors of “original works of authorship,” including literary, dramatic, musical, artistic, and certain other intellectual works”. Copyright focuses on material of such items as literature, art, music, sound recordings, and films and broadcasts, (http://www.csa.com/discoveryguides/internet/overview.php). It is important to acknowledge the author for the form of their expression that they have allowed to share with you. As Internet users, it is also important to know what websites are giving you factual information. Some websites, such as Wikipedia.com, can be edited by anyone. Any internet user that has access can changed or edit what is on each page, without ever having to present research or faProxy-Connection: keep-alive
Cache-Control: max-age=0
s. It is also anonymous so you have no way of knowing who added the information. It can be easily fabricated. But not all websites have such editing options, like Wikipedia. There are lots of educational sites that are very dependable. A few ways to tell if the websites are more than likely true, is if they end in, .gov or .edu. “Gov” stands for government and “edu” stands for an academic site. Chances are these types of websites have material that is accurate and reliable. This information is acceptable to use as a reference in a research paper.
Certain websites are designed for sharing personal information, such as facebook.com. Since the internet is such a large search engine you must be careful about how much personal information you post on your website. Before posting information about yourself you should consider what not to include first. According to www.wiredsafety.org something that someone shouldn't include in a real, or full, name, e-mail address, home phone numbers, and home addresses. Www.safety.lovetoknow.com says not to include your date of birth, where you work, places you visit, or photographs with important landmarks in them.
There are basic things that are okay to share on your website. In blogs and friendly sites like Myspace.com, they want you to list some basic or simple information about yourself. These type of sites ask for your basic information when signing up. Things they ask about are name (first), networks, relationship status, hometowns, and what you are looking for (or creating the website for). These sites also have sections that are wide open for a user to fill out. Some of these sections include activities, likes, dislikes, favorites (movies, shows, books, etc.), quotes, and some even include a "basic info" section. The broader sections like these can vary in length depending on what a user chooses to include. These websites mostly let a user include photographs of themselves as well.
Before signing up for a website that shares your personal information it would be beneficial to read that website’s privacy policy. Privacy policies explain how your personal information can be shared with third parties on the website. Some websites allow the member to decide which information he or she wants to share with other members. Facebook.com, for example, lets a user decide if he or she wants to share their work or school information with "only friends, friends of friends, people in your network, everyone, or customize". It is really important to make sure to know who is exactly able to look at your site and information before posting any personal information. Another thing to keep in mind when expressing yourself on facebook or a blog, is to avoid incriminating information, such as photos. It is impossible to know for sure who has access to photos you upload or e-mail. There are serious repercussions for anyone caught with a photo of them doing something illegal. For example, if a high school student is in a photo with alcohol and the photo is online a school official as every right to report it to police.
The internet has proven to be one of the most convenient and useful inventions of our lifetime. But as our paper discussed it is important to protect yourself and to understand that you cannot believe everything you read. Unlike a newspaper, anyone can publish anything on the internet. And unlike shopping in an actually store, there are scams online that only want your personal information. While the benefits of the internet certainly outweigh the negatives it is still important to be well informed on how the internet works. You do not want to incriminate yourself, steal work from someone else or believe an opinion to be facts.
Bibliography
http://ultibase.rmit.edu.au/Articles/dec98/gajad1.htm#Free
http://ultibase.rmit.edu.au/Articles/dec98/gajad1.htm#Free
www.copyright.gov
http://www.csa.com/discoveryguides/internet/overview.php
http://faculty.washington.edu/macp/research/NetEthics.htm
www.wiredsafety.org
www.safety.lovetoknow.com
http://courses.wccnet.edu
http://courses.wccnet.edu/computer/mod/a12c.htm
Facebook.com
Myspace.com
Twitter.com
By: Casey Pohl, Shawna Smith, Betsy Kohmetscher, and Gina Geier
The Internet is a tool that many people are familiar with in today's society. It can help us buy things online; communicate with friends we have not talked to in a while, listen to music, do research, and so many more things. However, there are many things about Internet that people do not consider when using the net and precautions they should take to protect themselves and their work. A word that we hear a lot in college is plagiarism. Plagiarism involves using other people's work and material to claim as your own. A lot of people today do not know the copyright and ethical issues of using online material. Another issues that is becoming more prevalent, is identity theft and sharing to much personal information even sometimes with those close to you. There are many things that Internet users should be more aware of to keep themselves out of trouble and in order to be safe.
With the Internet, it is easy to just copy and paste someone else's work and material into your own documents or websites. Many people know it is wrong to take material out of books because they precisely say, "all rights reserved" or have the copyright symbol where a lot of websites do not (http://ultibase.rmit.edu.au/Articles/dec98/gajad1.htm#Free). It is also very hard to enforce copyright on the Internet because of all of the users of the net, (http://www.csa.com/discoveryguides/internet/overview.php). Many people are taught that it is ethical and morally right to give credit where credit is due. According to the same website, www.copyright.gov the definition of copyright is “Copyright is a form of protection provided by the laws of the United States (title 17, U. S. Code) to the authors of “original works of authorship,” including literary, dramatic, musical, artistic, and certain other intellectual works”. Copyright focuses on material of such items as literature, art, music, sound recordings, and films and broadcasts, (http://www.csa.com/discoveryguides/internet/overview.php). It is important to acknowledge the author for the form of their expression that they have allowed to share with you. As Internet users, it is also important to know what websites are giving you factual information. Some websites, such as Wikipedia.com, can be edited by anyone. Any internet user that has access can changed or edit what is on each page, without ever having to present research or faProxy-Connection: keep-alive
Cache-Control: max-age=0
s. It is also anonymous so you have no way of knowing who added the information. It can be easily fabricated. But not all websites have such editing options, like Wikipedia. There are lots of educational sites that are very dependable. A few ways to tell if the websites are more than likely true, is if they end in, .gov or .edu. “Gov” stands for government and “edu” stands for an academic site. Chances are these types of websites have material that is accurate and reliable. This information is acceptable to use as a reference in a research paper.
Certain websites are designed for sharing personal information, such as facebook.com. Since the internet is such a large search engine you must be careful about how much personal information you post on your website. Before posting information about yourself you should consider what not to include first. According to www.wiredsafety.org something that someone shouldn't include in a real, or full, name, e-mail address, home phone numbers, and home addresses. Www.safety.lovetoknow.com says not to include your date of birth, where you work, places you visit, or photographs with important landmarks in them.
There are basic things that are okay to share on your website. In blogs and friendly sites like Myspace.com, they want you to list some basic or simple information about yourself. These type of sites ask for your basic information when signing up. Things they ask about are name (first), networks, relationship status, hometowns, and what you are looking for (or creating the website for). These sites also have sections that are wide open for a user to fill out. Some of these sections include activities, likes, dislikes, favorites (movies, shows, books, etc.), quotes, and some even include a "basic info" section. The broader sections like these can vary in length depending on what a user chooses to include. These websites mostly let a user include photographs of themselves as well.
Before signing up for a website that shares your personal information it would be beneficial to read that website’s privacy policy. Privacy policies explain how your personal information can be shared with third parties on the website. Some websites allow the member to decide which information he or she wants to share with other members. Facebook.com, for example, lets a user decide if he or she wants to share their work or school information with "only friends, friends of friends, people in your network, everyone, or customize". It is really important to make sure to know who is exactly able to look at your site and information before posting any personal information. Another thing to keep in mind when expressing yourself on facebook or a blog, is to avoid incriminating information, such as photos. It is impossible to know for sure who has access to photos you upload or e-mail. There are serious repercussions for anyone caught with a photo of them doing something illegal. For example, if a high school student is in a photo with alcohol and the photo is online a school official as every right to report it to police.
The internet has proven to be one of the most convenient and useful inventions of our lifetime. But as our paper discussed it is important to protect yourself and to understand that you cannot believe everything you read. Unlike a newspaper, anyone can publish anything on the internet. And unlike shopping in an actually store, there are scams online that only want your personal information. While the benefits of the internet certainly outweigh the negatives it is still important to be well informed on how the internet works. You do not want to incriminate yourself, steal work from someone else or believe an opinion to be facts.
Bibliography
http://ultibase.rmit.edu.au/Articles/dec98/gajad1.htm#Free
http://ultibase.rmit.edu.au/Articles/dec98/gajad1.htm#Free
www.copyright.gov
http://www.csa.com/discoveryguides/internet/overview.php
http://faculty.washington.edu/macp/research/NetEthics.htm
www.wiredsafety.org
www.safety.lovetoknow.com
http://courses.wccnet.edu
http://courses.wccnet.edu/computer/mod/a12c.htm
Facebook.com
Myspace.com
Twitter.com
Technology in the classroom
Technology in the Classroom
By: Casey Pohl, Gina Geier, Shawna Smith, and Betsy Kohmetscher
In our world today, technology has become something that we use everyday. Whether it is just to talk to friends, to do homework, listen to music, or to do business we are constantly using technology to better enhance our lives. Today it is so common to see Smart boards, projectors, and computers in classrooms. Using technology to teach can allow teachers to do so many activities and lessons that they normally would not be able too.
For this assignment, we have decided to teach a geography lesson using the technology of GPS systems and incorporating Google Earth and the technology it offers. In our geography lesson we would be teaching our class about relative and exact location, longitude and latitude, and how to use coordinates to find different places. Our students will have already learned the terminology of relative and exact location, longitude and latitude, and about coordinates. We will begin the lesson by using globes and giving students coordinates to look up countries and capitals. We will also give students a worksheet with a list of countries where students will then go and find the coordinates. This will lead us into realizing that using globes does not always give us the exact location. We will transition into going into a computer lab and introducing Google Earth. When you enter Google Earth, there are a bunch of different layers that explore roads, 3D buildings, traffic, and many more. As a class we would go through each layer and get familiar with it. We would then go to the top of Google Earth where you can type in a location. We would all do the same location so that the children can see the same results. We would zoom in and look at the buildings and pictures of the locations that Google Earth and its technology offers us. At the bottom of the screen, it gives us the coordinates of each location that are very precise. So we would then go over how exact Google Earth is compared to a globe. We would have student’s type in their home addresses and explore that for themselves. We would also play around with the directions button and how to find directions for a particular location. We would then at the end discuss the different between using globes and Google Earth and the benefits of using this technology. After we completed this lesson, we would move onto using hand held technology such as GPS systems.
Another way to incorporate technology in the lessons is to teach the students about portable GPS systems. Since the studProxy-Connection: keep-alive
Cache-Control: max-age=0
ts already understand locations using longitude and latitude on globes and maps, we want to give them an opportunity to use it outside of the classroom. Before this part of the lesson we will set up different signs outside the building next to objects such as benches, slides, basketball hoops, etc. which the students will be unaware of. We will also put a few different post-its around the classroom on desks in order to teach them how to use the GPS's before working on their own.
We will review with our students about how GPS systems can be used to help us find different locations. We will model using our hand held GPS system in the classroom how to use given coordinates to go to a location. For instance, we will put in 54'24N, 67'32 W and will move about the classroom until we reached the teacher's desk, and write the location name (teacher's desk) on our worksheet. Next, we will do the opposite by going to a location in the class and then write down the coordinate. For instance, we will go to the classroom door and look at our hand held GPS and write down what the coordinate is when we are by the door. After putting the students into small groups or pairs we will pass out the hand held GPS systems and worksheets to the students. The worksheet is broken into two sections: finding locations with the coordinates and finding the coordinates of a location.
Once the class has had enough time to finish their worksheets we will meet in the classroom to review. As a class we will go through the worksheet together to see how everyone did. We will review the different ways we can find coordinates, especially when using technology. Our goal is to have our students understand how much easier technology can be used in our lives today. We will end the lesson by relating the topic back to their own lives, by asking them how they could use Google Earth and hand held GPS systems in the future.
After reading the article, The ISTE National Educational Technology Standards and Performance Indicators for Teachers, we found standards that could easily be followed in our classrooms. We could show our knowledge, skills, and work processes in a professional way in a digital society. To satisfy the Model Digital –Age Work and Learning standard, we could use the school’s website to inform parent of upcoming events such as field trips, parties, material that is needed for a certain class or project, volunteer work, class donations (i.e. food pantry items), etc. If parents wanted to get more personal, giving out an information sheet with an email address could be an easy way to get information across too. This as well could be a place where if parents had questions for the one of us, they could easily be answered. This would be great for elementary levels. The student might not have a clue how to do their homework and the directions could mislead the parents. By asking the teacher, we could point the parent into the right direction so the student would receive complete comprehension from the exercise. Using email and/or the school website would only be efficient if we, as teachers, checked them several times a day.
Posting our week’s lesson plans would be another way to full fill the Model Digital – Age Work and Learning standard. We could announce our week’s objectives and give details on homework instructions. Parent would be pleased to see what their child is learning, as well if we are satisfying there educational standards for their child. The ISTE National Educational Technology Standards are very important for teachers today. When using technology in the classroom teacher's need to not only follow their subject standards, but make sure they are looking over these new standards designated for technology as well.
According to the article “New Study Shows that Online Creativity and E-learning Popular with Kids” by Richard MacManus, the National School Boards Association shows that “96% of students with online access use social networking technologies”. It also goes on to say “Nearly 60 percent of online students report discussing education-related topics such as college or college planning, learning outside of school, and careers. And 50 percent of online students say they talk specifically about schoolwork”. The number of students spending their free time online is always climbing. I believe these statistics are very important for teachers to consider. If students are already using technology to get ahead why not incorporate it into your classroom. Students nowadays have grown up with technology all around them, they are very comfortable with it and know how to use it. When a student is in his or her comfort zone it is much easier to get them to learn their material. It is also more convenient. Their online work is also helping them sharpen their innovative and creative ideas. Incorporating technology into your classroom is something fun and exciting for them. This will help students to be more motivated and willing to work. One way to incorporated it into your classroom would be to post a discussion board instead of forcing them to write a paper. This way they can express their own ideas and feed of the ideas of others. Another way would be to create virtual games, such a picture, and word bank with the drag-and-drop option. If the answer is correct and the word matches the picture the word will stick, if incorrect it will slide back to the word bank. Another option to consider is to let them do some research online, not all out of a book. However if this is done the students must be taught the correct way to site sources and recognize warning signs for false information. Students today have been growing up in a very different world, it is important as a educator to recognize this and be willing to work with students in new and different ways.
Today technology is having us get “Out with the old, and in with the new.” It is true that technology isn’t only affecting the business world, but also the education world too. Teachers need to embrace this change and incorporate it into their classrooms. Whether technology is having teachers change from blackboards to Smart boards, or something as simple as searching the internet instead of a books, teachers need to use it in their classrooms. Technology is after all supposed to make things easier, and what teacher wouldn’t want that?
By: Casey Pohl, Gina Geier, Shawna Smith, and Betsy Kohmetscher
In our world today, technology has become something that we use everyday. Whether it is just to talk to friends, to do homework, listen to music, or to do business we are constantly using technology to better enhance our lives. Today it is so common to see Smart boards, projectors, and computers in classrooms. Using technology to teach can allow teachers to do so many activities and lessons that they normally would not be able too.
For this assignment, we have decided to teach a geography lesson using the technology of GPS systems and incorporating Google Earth and the technology it offers. In our geography lesson we would be teaching our class about relative and exact location, longitude and latitude, and how to use coordinates to find different places. Our students will have already learned the terminology of relative and exact location, longitude and latitude, and about coordinates. We will begin the lesson by using globes and giving students coordinates to look up countries and capitals. We will also give students a worksheet with a list of countries where students will then go and find the coordinates. This will lead us into realizing that using globes does not always give us the exact location. We will transition into going into a computer lab and introducing Google Earth. When you enter Google Earth, there are a bunch of different layers that explore roads, 3D buildings, traffic, and many more. As a class we would go through each layer and get familiar with it. We would then go to the top of Google Earth where you can type in a location. We would all do the same location so that the children can see the same results. We would zoom in and look at the buildings and pictures of the locations that Google Earth and its technology offers us. At the bottom of the screen, it gives us the coordinates of each location that are very precise. So we would then go over how exact Google Earth is compared to a globe. We would have student’s type in their home addresses and explore that for themselves. We would also play around with the directions button and how to find directions for a particular location. We would then at the end discuss the different between using globes and Google Earth and the benefits of using this technology. After we completed this lesson, we would move onto using hand held technology such as GPS systems.
Another way to incorporate technology in the lessons is to teach the students about portable GPS systems. Since the studProxy-Connection: keep-alive
Cache-Control: max-age=0
ts already understand locations using longitude and latitude on globes and maps, we want to give them an opportunity to use it outside of the classroom. Before this part of the lesson we will set up different signs outside the building next to objects such as benches, slides, basketball hoops, etc. which the students will be unaware of. We will also put a few different post-its around the classroom on desks in order to teach them how to use the GPS's before working on their own.
We will review with our students about how GPS systems can be used to help us find different locations. We will model using our hand held GPS system in the classroom how to use given coordinates to go to a location. For instance, we will put in 54'24N, 67'32 W and will move about the classroom until we reached the teacher's desk, and write the location name (teacher's desk) on our worksheet. Next, we will do the opposite by going to a location in the class and then write down the coordinate. For instance, we will go to the classroom door and look at our hand held GPS and write down what the coordinate is when we are by the door. After putting the students into small groups or pairs we will pass out the hand held GPS systems and worksheets to the students. The worksheet is broken into two sections: finding locations with the coordinates and finding the coordinates of a location.
Once the class has had enough time to finish their worksheets we will meet in the classroom to review. As a class we will go through the worksheet together to see how everyone did. We will review the different ways we can find coordinates, especially when using technology. Our goal is to have our students understand how much easier technology can be used in our lives today. We will end the lesson by relating the topic back to their own lives, by asking them how they could use Google Earth and hand held GPS systems in the future.
After reading the article, The ISTE National Educational Technology Standards and Performance Indicators for Teachers, we found standards that could easily be followed in our classrooms. We could show our knowledge, skills, and work processes in a professional way in a digital society. To satisfy the Model Digital –Age Work and Learning standard, we could use the school’s website to inform parent of upcoming events such as field trips, parties, material that is needed for a certain class or project, volunteer work, class donations (i.e. food pantry items), etc. If parents wanted to get more personal, giving out an information sheet with an email address could be an easy way to get information across too. This as well could be a place where if parents had questions for the one of us, they could easily be answered. This would be great for elementary levels. The student might not have a clue how to do their homework and the directions could mislead the parents. By asking the teacher, we could point the parent into the right direction so the student would receive complete comprehension from the exercise. Using email and/or the school website would only be efficient if we, as teachers, checked them several times a day.
Posting our week’s lesson plans would be another way to full fill the Model Digital – Age Work and Learning standard. We could announce our week’s objectives and give details on homework instructions. Parent would be pleased to see what their child is learning, as well if we are satisfying there educational standards for their child. The ISTE National Educational Technology Standards are very important for teachers today. When using technology in the classroom teacher's need to not only follow their subject standards, but make sure they are looking over these new standards designated for technology as well.
According to the article “New Study Shows that Online Creativity and E-learning Popular with Kids” by Richard MacManus, the National School Boards Association shows that “96% of students with online access use social networking technologies”. It also goes on to say “Nearly 60 percent of online students report discussing education-related topics such as college or college planning, learning outside of school, and careers. And 50 percent of online students say they talk specifically about schoolwork”. The number of students spending their free time online is always climbing. I believe these statistics are very important for teachers to consider. If students are already using technology to get ahead why not incorporate it into your classroom. Students nowadays have grown up with technology all around them, they are very comfortable with it and know how to use it. When a student is in his or her comfort zone it is much easier to get them to learn their material. It is also more convenient. Their online work is also helping them sharpen their innovative and creative ideas. Incorporating technology into your classroom is something fun and exciting for them. This will help students to be more motivated and willing to work. One way to incorporated it into your classroom would be to post a discussion board instead of forcing them to write a paper. This way they can express their own ideas and feed of the ideas of others. Another way would be to create virtual games, such a picture, and word bank with the drag-and-drop option. If the answer is correct and the word matches the picture the word will stick, if incorrect it will slide back to the word bank. Another option to consider is to let them do some research online, not all out of a book. However if this is done the students must be taught the correct way to site sources and recognize warning signs for false information. Students today have been growing up in a very different world, it is important as a educator to recognize this and be willing to work with students in new and different ways.
Today technology is having us get “Out with the old, and in with the new.” It is true that technology isn’t only affecting the business world, but also the education world too. Teachers need to embrace this change and incorporate it into their classrooms. Whether technology is having teachers change from blackboards to Smart boards, or something as simple as searching the internet instead of a books, teachers need to use it in their classrooms. Technology is after all supposed to make things easier, and what teacher wouldn’t want that?
Technology in the classroom
Technology in the Classroom
By: Casey Pohl, Gina Geier, Shawna Smith, and Betsy Kohmetscher
In our world today, technology has become something that we use everyday. Whether it is just to talk to friends, to do homework, listen to music, or to do business we are constantly using technology to better enhance our lives. Today it is so common to see Smart boards, projectors, and computers in classrooms. Using technology to teach can allow teachers to do so many activities and lessons that they normally would not be able too.
For this assignment, we have decided to teach a geography lesson using the technology of GPS systems and incorporating Google Earth and the technology it offers. In our geography lesson we would be teaching our class about relative and exact location, longitude and latitude, and how to use coordinates to find different places. Our students will have already learned the terminology of relative and exact location, longitude and latitude, and about coordinates. We will begin the lesson by using globes and giving students coordinates to look up countries and capitals. We will also give students a worksheet with a list of countries where students will then go and find the coordinates. This will lead us into realizing that using globes does not always give us the exact location. We will transition into going into a computer lab and introducing Google Earth. When you enter Google Earth, there are a bunch of different layers that explore roads, 3D buildings, traffic, and many more. As a class we would go through each layer and get familiar with it. We would then go to the top of Google Earth where you can type in a location. We would all do the same location so that the children can see the same results. We would zoom in and look at the buildings and pictures of the locations that Google Earth and its technology offers us. At the bottom of the screen, it gives us the coordinates of each location that are very precise. So we would then go over how exact Google Earth is compared to a globe. We would have student’s type in their home addresses and explore that for themselves. We would also play around with the directions button and how to find directions for a particular location. We would then at the end discuss the different between using globes and Google Earth and the benefits of using this technology. After we completed this lesson, we would move onto using hand held technology such as GPS systems.
Another way to incorporate technology in the lessons is to teach the students about portable GPS systems. Since the studProxy-Connection: keep-alive
Cache-Control: max-age=0
ts already understand locations using longitude and latitude on globes and maps, we want to give them an opportunity to use it outside of the classroom. Before this part of the lesson we will set up different signs outside the building next to objects such as benches, slides, basketball hoops, etc. which the students will be unaware of. We will also put a few different post-its around the classroom on desks in order to teach them how to use the GPS's before working on their own.
We will review with our students about how GPS systems can be used to help us find different locations. We will model using our hand held GPS system in the classroom how to use given coordinates to go to a location. For instance, we will put in 54'24N, 67'32 W and will move about the classroom until we reached the teacher's desk, and write the location name (teacher's desk) on our worksheet. Next, we will do the opposite by going to a location in the class and then write down the coordinate. For instance, we will go to the classroom door and look at our hand held GPS and write down what the coordinate is when we are by the door. After putting the students into small groups or pairs we will pass out the hand held GPS systems and worksheets to the students. The worksheet is broken into two sections: finding locations with the coordinates and finding the coordinates of a location.
Once the class has had enough time to finish their worksheets we will meet in the classroom to review. As a class we will go through the worksheet together to see how everyone did. We will review the different ways we can find coordinates, especially when using technology. Our goal is to have our students understand how much easier technology can be used in our lives today. We will end the lesson by relating the topic back to their own lives, by asking them how they could use Google Earth and hand held GPS systems in the future.
After reading the article, The ISTE National Educational Technology Standards and Performance Indicators for Teachers, we found standards that could easily be followed in our classrooms. We could show our knowledge, skills, and work processes in a professional way in a digital society. To satisfy the Model Digital –Age Work and Learning standard, we could use the school’s website to inform parent of upcoming events such as field trips, parties, material that is needed for a certain class or project, volunteer work, class donations (i.e. food pantry items), etc. If parents wanted to get more personal, giving out an information sheet with an email address could be an easy way to get information across too. This as well could be a place where if parents had questions for the one of us, they could easily be answered. This would be great for elementary levels. The student might not have a clue how to do their homework and the directions could mislead the parents. By asking the teacher, we could point the parent into the right direction so the student would receive complete comprehension from the exercise. Using email and/or the school website would only be efficient if we, as teachers, checked them several times a day.
Posting our week’s lesson plans would be another way to full fill the Model Digital – Age Work and Learning standard. We could announce our week’s objectives and give details on homework instructions. Parent would be pleased to see what their child is learning, as well if we are satisfying there educational standards for their child. The ISTE National Educational Technology Standards are very important for teachers today. When using technology in the classroom teacher's need to not only follow their subject standards, but make sure they are looking over these new standards designated for technology as well.
According to the article “New Study Shows that Online Creativity and E-learning Popular with Kids” by Richard MacManus, the National School Boards Association shows that “96% of students with online access use social networking technologies”. It also goes on to say “Nearly 60 percent of online students report discussing education-related topics such as college or college planning, learning outside of school, and careers. And 50 percent of online students say they talk specifically about schoolwork”. The number of students spending their free time online is always climbing. I believe these statistics are very important for teachers to consider. If students are already using technology to get ahead why not incorporate it into your classroom. Students nowadays have grown up with technology all around them, they are very comfortable with it and know how to use it. When a student is in his or her comfort zone it is much easier to get them to learn their material. It is also more convenient. Their online work is also helping them sharpen their innovative and creative ideas. Incorporating technology into your classroom is something fun and exciting for them. This will help students to be more motivated and willing to work. One way to incorporated it into your classroom would be to post a discussion board instead of forcing them to write a paper. This way they can express their own ideas and feed of the ideas of others. Another way would be to create virtual games, such a picture, and word bank with the drag-and-drop option. If the answer is correct and the word matches the picture the word will stick, if incorrect it will slide back to the word bank. Another option to consider is to let them do some research online, not all out of a book. However if this is done the students must be taught the correct way to site sources and recognize warning signs for false information. Students today have been growing up in a very different world, it is important as a educator to recognize this and be willing to work with students in new and different ways.
Today technology is having us get “Out with the old, and in with the new.” It is true that technology isn’t only affecting the business world, but also the education world too. Teachers need to embrace this change and incorporate it into their classrooms. Whether technology is having teachers change from blackboards to Smart boards, or something as simple as searching the internet instead of a books, teachers need to use it in their classrooms. Technology is after all supposed to make things easier, and what teacher wouldn’t want that?
By: Casey Pohl, Gina Geier, Shawna Smith, and Betsy Kohmetscher
In our world today, technology has become something that we use everyday. Whether it is just to talk to friends, to do homework, listen to music, or to do business we are constantly using technology to better enhance our lives. Today it is so common to see Smart boards, projectors, and computers in classrooms. Using technology to teach can allow teachers to do so many activities and lessons that they normally would not be able too.
For this assignment, we have decided to teach a geography lesson using the technology of GPS systems and incorporating Google Earth and the technology it offers. In our geography lesson we would be teaching our class about relative and exact location, longitude and latitude, and how to use coordinates to find different places. Our students will have already learned the terminology of relative and exact location, longitude and latitude, and about coordinates. We will begin the lesson by using globes and giving students coordinates to look up countries and capitals. We will also give students a worksheet with a list of countries where students will then go and find the coordinates. This will lead us into realizing that using globes does not always give us the exact location. We will transition into going into a computer lab and introducing Google Earth. When you enter Google Earth, there are a bunch of different layers that explore roads, 3D buildings, traffic, and many more. As a class we would go through each layer and get familiar with it. We would then go to the top of Google Earth where you can type in a location. We would all do the same location so that the children can see the same results. We would zoom in and look at the buildings and pictures of the locations that Google Earth and its technology offers us. At the bottom of the screen, it gives us the coordinates of each location that are very precise. So we would then go over how exact Google Earth is compared to a globe. We would have student’s type in their home addresses and explore that for themselves. We would also play around with the directions button and how to find directions for a particular location. We would then at the end discuss the different between using globes and Google Earth and the benefits of using this technology. After we completed this lesson, we would move onto using hand held technology such as GPS systems.
Another way to incorporate technology in the lessons is to teach the students about portable GPS systems. Since the studProxy-Connection: keep-alive
Cache-Control: max-age=0
ts already understand locations using longitude and latitude on globes and maps, we want to give them an opportunity to use it outside of the classroom. Before this part of the lesson we will set up different signs outside the building next to objects such as benches, slides, basketball hoops, etc. which the students will be unaware of. We will also put a few different post-its around the classroom on desks in order to teach them how to use the GPS's before working on their own.
We will review with our students about how GPS systems can be used to help us find different locations. We will model using our hand held GPS system in the classroom how to use given coordinates to go to a location. For instance, we will put in 54'24N, 67'32 W and will move about the classroom until we reached the teacher's desk, and write the location name (teacher's desk) on our worksheet. Next, we will do the opposite by going to a location in the class and then write down the coordinate. For instance, we will go to the classroom door and look at our hand held GPS and write down what the coordinate is when we are by the door. After putting the students into small groups or pairs we will pass out the hand held GPS systems and worksheets to the students. The worksheet is broken into two sections: finding locations with the coordinates and finding the coordinates of a location.
Once the class has had enough time to finish their worksheets we will meet in the classroom to review. As a class we will go through the worksheet together to see how everyone did. We will review the different ways we can find coordinates, especially when using technology. Our goal is to have our students understand how much easier technology can be used in our lives today. We will end the lesson by relating the topic back to their own lives, by asking them how they could use Google Earth and hand held GPS systems in the future.
After reading the article, The ISTE National Educational Technology Standards and Performance Indicators for Teachers, we found standards that could easily be followed in our classrooms. We could show our knowledge, skills, and work processes in a professional way in a digital society. To satisfy the Model Digital –Age Work and Learning standard, we could use the school’s website to inform parent of upcoming events such as field trips, parties, material that is needed for a certain class or project, volunteer work, class donations (i.e. food pantry items), etc. If parents wanted to get more personal, giving out an information sheet with an email address could be an easy way to get information across too. This as well could be a place where if parents had questions for the one of us, they could easily be answered. This would be great for elementary levels. The student might not have a clue how to do their homework and the directions could mislead the parents. By asking the teacher, we could point the parent into the right direction so the student would receive complete comprehension from the exercise. Using email and/or the school website would only be efficient if we, as teachers, checked them several times a day.
Posting our week’s lesson plans would be another way to full fill the Model Digital – Age Work and Learning standard. We could announce our week’s objectives and give details on homework instructions. Parent would be pleased to see what their child is learning, as well if we are satisfying there educational standards for their child. The ISTE National Educational Technology Standards are very important for teachers today. When using technology in the classroom teacher's need to not only follow their subject standards, but make sure they are looking over these new standards designated for technology as well.
According to the article “New Study Shows that Online Creativity and E-learning Popular with Kids” by Richard MacManus, the National School Boards Association shows that “96% of students with online access use social networking technologies”. It also goes on to say “Nearly 60 percent of online students report discussing education-related topics such as college or college planning, learning outside of school, and careers. And 50 percent of online students say they talk specifically about schoolwork”. The number of students spending their free time online is always climbing. I believe these statistics are very important for teachers to consider. If students are already using technology to get ahead why not incorporate it into your classroom. Students nowadays have grown up with technology all around them, they are very comfortable with it and know how to use it. When a student is in his or her comfort zone it is much easier to get them to learn their material. It is also more convenient. Their online work is also helping them sharpen their innovative and creative ideas. Incorporating technology into your classroom is something fun and exciting for them. This will help students to be more motivated and willing to work. One way to incorporated it into your classroom would be to post a discussion board instead of forcing them to write a paper. This way they can express their own ideas and feed of the ideas of others. Another way would be to create virtual games, such a picture, and word bank with the drag-and-drop option. If the answer is correct and the word matches the picture the word will stick, if incorrect it will slide back to the word bank. Another option to consider is to let them do some research online, not all out of a book. However if this is done the students must be taught the correct way to site sources and recognize warning signs for false information. Students today have been growing up in a very different world, it is important as a educator to recognize this and be willing to work with students in new and different ways.
Today technology is having us get “Out with the old, and in with the new.” It is true that technology isn’t only affecting the business world, but also the education world too. Teachers need to embrace this change and incorporate it into their classrooms. Whether technology is having teachers change from blackboards to Smart boards, or something as simple as searching the internet instead of a books, teachers need to use it in their classrooms. Technology is after all supposed to make things easier, and what teacher wouldn’t want that?
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