CTAP 120- Activity 1a
What are the primary factors you consider when deciding upon using a given technology as an instructional tool?
Do you find that your inclusion or exclusion of a given technology is more of a result of your knowledge of what is available, or more a result of your experience with a given application?
Do you find that the availability of a given technology hinders its use at your site or that many educators at your site do not see realistic ways to integrate technology in their students' learning and exploration?
Do you find that your inclusion or exclusion of a given technology is more of a result of your knowledge of what is available, or more a result of your experience with a given application?
Do you find that the availability of a given technology hinders its use at your site or that many educators at your site do not see realistic ways to integrate technology in their students' learning and exploration?
posted by Lainie McGann at 10:08 AM
11 Comments:
1.) I consider the technology available to me and the reliabilitiy of that technology. I often use my home computer to prepare for the following day.
2.) My inclusion of a given technology is based on my experience with a given application. I try to inform myself of new technologies and obtain the given experience to feel comfortable.
3.) The availability of computers, internet access, projectors, and printers hinders the use of technology in the classroom. Many of our computers are not kept up to date and often times the teachers are not given passwords to have access to the settings to the computers in the room.
1. I consider what technology is available to me in the classroom. I also use video/DVD resources for our library.
2. My exclusion of say computer applications is my lack of knowledge of the Mac computer and the fact that our computers are always breaking down. Also most of my kids do not have a computer at home. They have only been exposed to computers at school and now we don't have a computer teacher, I don't know mac computers so I am limited what I can show them. Time is also a factor. This is my second year teaching, I am still getting use to the curriculm, organizing, BTSA activities, etc. I already bring work home nightly and on weekends. I am also trying to complete my Masters.
3. As mentioned above the computers at our site are always breaking down. I have one computer in my room which was used maybe a total of 30 days this school year, the rest of the time it was broken, or our compter person was loading software, etc. In addition, many teachers at our site are resistant to learning how to use a computer except when demend neccessary.
1. I consider what technology is available to me in the classroom. I also use video/DVD resources for our library.
2. My exclusion of say computer applications is my lack of knowledge of the Mac computer and the fact that our computers are always breaking down. Also most of my kids do not have a computer at home. They have only been exposed to computers at school and now we don't have a computer teacher, I don't know mac computers so I am limited what I can show them. Time is also a factor. This is my second year teaching, I am still getting use to the curriculm, organizing, BTSA activities, etc. I already bring work home nightly and on weekends. I am also trying to complete my Masters.
3. As mentioned above the computers at our site are always breaking down. I have one computer in my room which was used maybe a total of 30 days this school year, the rest of the time it was broken, or our compter person was loading software, etc. In addition, many teachers at our site are resistant to learning how to use a computer except when demend neccessary.
1. When I decide to use technology as part of my lesson, I tend to preview the tools that I will be using before hand. I also think of the objectives that I want my students to obtain, and what other subjects I can incorporate into my lessons. Another factor that affects the skills I want my students to learn with technology is what technological skills they have already have learned, and what will I need to teach or demonstrate to my students so they can be successful. Last, I must decide the appropriate time and the availability of materials my lesson will need.
2. I find my inclusion of technology is based on both factors of my knowledge of what is available, and the experience when given application. When I have been allotted time to learn new applications, and practice them among peers, I am more likely to take my new knowledge and incorporate them into my lessons successfully among my class. At my school, we have technology rotations, where we are able to select what stations we would like to go to. I find this very beneficial, because I am able to use my time affectively, learn new programs or skills, and practice with in a group. I then find myself trying out the new programs or skills in my classroom, in my lessons, and in the computer lab.
3. I am very fortunate at my site, since technology is very important to all teachers, students, and staff plus we have the technological materials that are needed. We have a computer lab, with weekly-allotted time, Alpha Smarts, and computers in our class. I feel with the availability and computer lab time, I am able to teach my class various tools, skills, and enhance my lessons through all curricular areas in my lessons using technology. Our site also have technology days, where as a staff we learn about new technology that will benefit our students and ourselves.
1.When deciding whether or not to use a given technology with a particular lesson, I have to first consider the reality of whether or not it is available to me and how reliable it is. Personally I evaluate prep time on my end, considering of course that as time goes by this will decrease substantally as my library increases, and equally as important, is the technology really enhancing the lesson or just added fluff.
2. I have had several opportunities this year to experience and educate myself on the technology available and how to utilize it. This has been extrmemly beneficial and frustrating at the same time. I have more than most available but am still seeking the means to gain all that I really want. My skills in the use of these technologies is basic, but as I gain access and can play around with them, I expect this this increase.
3. As I said before I do have access to a lot of technology at my site, scheduling lab use is the main hinderence. There are teachers who do not use technolgy in their personal lives and therefore do not see its use in their classrooms. Our tech TOSA is working on educating these teahers and providing them the resources needed to incorportae tecnology in their classrooms.
1.) The primary factors involved in my use of technology in the classroom are: availability of program and computers; kid-friendly sites/programs; the time involved, including set-up, preparation and activity; and whether or not the activity is for fun, scholastic or both.
2.) My inclusion or exlusion of technology is neither based upon my experience or my knowledge, but rather the availability and access my students and myself have to it.
3.) The availability of technology at my site is very limited; although we have a computer lab on campus, my class only has access to it once/week for 30 minutes. I have a teacher computer in my classroom, but no other computers for the students, but our tech team is aggresively working on adding more. Those teachers on our staff who do not use technology on a regular basis in their personal lives, do not necessarily see the value of technology in the classroom, but our Tech TOSA is working on educating all staff members of the importance and value during staff development.
-The primary factors that I consider when deciding upon using technology is it’s relevance to the lesson. Will the technology enhance student learning or will it just confuse them? If the technology will help students to understand and visualize the state standard(s) that I am trying to teach, then I will use it.
-I feel that the inclusion and exclusion of technology in the classroom goes hand in hand with the availability and experience of the application. The application must both be available for me to use, and I must have the knowledge to use it. For instance, I was fortunate enough to receive a grant in order for me to purchase graphing calculators for my math classroom. Now that the calculators are available for all students to use, I find myself making a conscious effort to learn more about its functions and features.
-Our site is fortunate to have the good availability of technology. Most of our teachers use (on a daily basis) their computers as part of their lessons. We all have projectors and surround sound in our classrooms. Teachers often use this to show video clips off the internet, show power point presentations, or have students present their own work.
1)The first things I consider are my ability to implement the technology and the degree to which my students will benefit from it. If the technology it good, but I don’t have adequate access to it, I won’t use it in the classroom. If the technology is good, but doesn’t address what I need to be teaching my students, I won’t use it. On the other hand, good technology that is easy to bring into the classroom, and addresses the key standards.
2)I think my knowledge of what is available is limited, and this limits what I include in my classroom. Normally, if I can find some form of technology (specifically, internet-based technology) I am comfortable enough with computers to learn how to use it and implement it. My biggest problem is finding out what exists. I am comfortable with telephones, email, TV, powerpoint, gradebooks, etc.
3) Yes, I think there are some excellent technologies available in general which are unavailable at our site. In science, we could do much more with better lab technology, measuring devices, etc. On the other hand, there are also many educators who do not take the time to integrate technology in their lessons. I believe they view it as too much of a hassle, because it is not readily accessible as part of the teacher’s edition textbook. I think those teachers who want to include technology in the classroom are able to find ways of doing that.
1) The first things I consider are my ability to implement the technology and the degree to which my students will benefit from it. If the technology it good, but I don’t have adequate access to it, I won’t use it in the classroom. If the technology is good, but doesn’t address what I need to be teaching my students, I won’t use it. On the other hand, good technology that is easy to bring into the classroom, and addresses the key standards.
2) I think my knowledge of what is available is limited, and this limits what I include in my classroom. Normally, if I can find some form of technology (specifically, internet-based technology) I am comfortable enough with computers to learn how to use it and implement it. My biggest problem is finding out what exists. I am comfortable with telephones, email, TV, powerpoint, gradebooks, etc.
3) Yes, I think there are some excellent technologies available in general which are unavailable at our site. In science, we could do much more with better lab technology, measuring devices, etc. On the other hand, there are also many educators who do not take the time to integrate technology in their lessons. I believe they view it as too much of a hassle, because it is not readily accessible as part of the teacher’s edition textbook. I think those teachers who want to include technology in the classroom are able to find ways of doing that.
CTAP120 1a)
1. There are several factors that I consider when selecting a technology to use in my lessons. The first factor is whether the technology is directly linked to delivering standards based information to the students. The second factor I consider is the accessibility of the technology. Is the technology working correctly and is it available? Lastly, how interactive and engaging is it for the students? If it adds more prep time to the lesson, but only gives a limited amount of worthwhile student engagement, I most likely will not use it.
2. Inclusion or exclusion of a given technology has more to do with my knowing of its availability rather than my experience with it. I do not have much experience with technology in general; however, I am comfortable with the standard computer operations (ie. Computer operation, PowerPoint, grade books, etc). I am not deterred by my lack of experience and I think it is important for the students to see us learning as we expect them to do!
3. As a science teacher I feel that there are many excellent technologies related to lab activities that can be used. I think that although my site has done a great job at giving access to up to date computers, other technologies are lacking. I think that many teachers do not implement technologies into their lessons because it does take some time upfront to learn and integrate, but they do not see the benefits on the other side.
• What are the primary factors you consider when deciding upon using a given technology as an instructional tool?
o I consider whether I know how to use the technology, if it will enhance and not take away from instruction and learning, and if the technology is easily obtained.
• Do you find that your inclusion or exclusion of a given technology is more of a result of your knowledge of what is available, or more a result of your experience with a given application?
o I think I really do not know what kind of technology is available for me to use. Also, I find it hard to find the time to sit down and find technology that I can use and then learning how to use it.
• Do you find that the availability of a given technology hinders its use at your site or that many educators at your site do not see realistic ways to integrate technology in their students' learning and exploration?
o I think at my site more teachers do not see realistic ways in which to integrate the technology and have a hard time trying to do so when our technology is so outdated and not reliable.
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