Chapter 7

Teachers tend to use a lot of lecture material for the classes. An increase has been seen in the PowerPoint presentation for lectures. Too often, a PowerPoint is left with simply text, leaving students bored out of their minds and not at all stimulated by the lecture. When a teacher adds digital images to the presentation, the students suddenly have a image to connect with the text. Presentations flow better with images and are more aesthetically appealing.

Classrooms that do not have artwork hanging around the walls are not stimulating classrooms. These are not classrooms that students positively anticipate going to. These are boring teachers. When a classroom’s walls are covered with interesting artwork and encouraging posters, it is more likely that a student will learn and be excited about the knowledge that is being presented.

A teacher should have a website set up. It is an easy way to parents and student to connect with the teacher from home and allow access to assignments and due dates without having to directly contact the teacher. On this website, images should be used liberally, but with obvious application to the subject. Photos of students learning and clip art of the subject area should be used.

NETS Standards

NETS-T Standards
1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a. promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.


2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d. provide students with multiple and varied formative and summit assessments aligned with content and technology standards and use resulting data to inform learning and teaching.


3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.

c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.


4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.

d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.


5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

a. participate in local and global learning communities to explore creative applications of technology to improve student learning.

b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.

c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

Introduction

There are several different things you will find in my blogfolio. One thing you will find will be information about me.You will also find the five NETS-T which are the standards teachers should follow. You will also find a list of artifacts that I have created in IT365. There are five different reflections on the NETS Standards, a reflection for each of the five standards. At the end there are a list of chapter reflections and a final course reflection along with posts from group section one.

Final Reflection

The IT365 helps the students to get familiar with computers. It covers subjects such as hardware and software. This class prepares beginning teachers to be fully skilled in working with computers. There are a number of ways to teach with the help of technology.
We created numerous of things to help assist with teaching our lesson. There were a number of ways to assist children with different disabilities when using technology. Our class created a blog, photo story, a and web site for educational reasons. These sites are to help show creativity and to deliver messages.
I have learned a lot in this course. I learned how to create a blog, how to create a website, and how to create a google group. Most of the things that I learned, I would not have had the opportunity to learn had I not took this class. This made it possible for me to gain knowledge that would help me when I start teaching. I don't think I could have gained this knowledge on my own. I knew very little of what we learned in this class.

Chapter twelve

There are three methods of Web designs. The methods include writing HTML code, using a WYSIWYG editor, and using a Web based content managed tool. Writing HTML code is time consuming and is no longer mandatory. It is helpful to have a basic understanding of the HTML to read and troubleshoot problems only if you're working in a WYSIWYG editor. WYSIWYG means what you see is what you get. It describes a group of editors that allow the designer to work in a document area similar to that of a word processing document. These programs are easy to use, are focused on design rather than code, and provides quick options for inserting page elements such as tables, sometimes the HTML written in the background can cause problems later. In the past these programs were bountiful; however, it appears that Web based tools have taken their share of the market. Web based content managed tool such as Google Sites and Weebly are free and offer a space to create and revise pages as needed. A computer has to be connected to the Internet, browser, and have an account with both programs to use their site. It is important to keep in mind that as time passes, one can expect more Web based and content managed solutions to appear.

Chapter Eleven

Multimedia software can be used to present a concept in multiple ways, providing support by linking to definitions, translations, models of possible solutions, or websites with background information. Recognition is the element of universal design for learning which supports the multimedia software. Multimedia software can be used to encourage interactivity, collaboration, and exploration of interests. Motivation is the element of universal design for learning which supports the multimedia software. Students with cognitive barriers develop multimedia activities for book reports, writing prompts, adaptive books, quizzes, math activities, spelling practice, and basic phonics activities. Sign Smith Studio, consisting of animated American Sign Language files that translate English text into American Sign Language or Signed English is an emerging multimedia program for students with cognitive barriers. Multiple channel communication is a combination of multiple media using one device. When multiple channel communication is used, learning will increase if the channels complement each other. The design of the multimedia product determines how well it improves learning. Teachers should get students involved in creating multimedia products as soon as they are developmentally capable of using technology.

Chapter 8

4) There are ways on adapting for special learners. Visual learning strategies are among the evidence based practices used to assist struggling learners. Even with blind children, they may use screen reading software in the outline view of the visual learner. Using this strategy, concept maps, story maps, advanced organizers, story webs, or semantic maps are being used to help adapt for special learners. These are used to provide help for students to understand the structure and content of text and to prepare ideas for writing, note taking and vocabulary development. This method is essential to the special learners effective use. Another is using a diagramming software program such as Inspiration is an advantage of helping special learners. It gives both teachers and students flexibility. These are just a couple of advantages of adapting to special learners.

Chapter 5

2) Web 2.0 is where students use tools that are Web-based and collaborative applications. This tool can have a profound effect on learning because these tools promote creativity, collaboration, and communication. The learner constructs new facts based on past and current knowledge. Basically, students are building on what they know while adding to their pool of information which web based tools support this type of learning. Web based tools promote project based learning as students are able to collaborate as teams in some tools. There are a variety of Web based tools such as blogs, wikis, and podcasts.

Chapter Four

There are advantages to using the digital medium, there are challenges as well. There are six challenges such as knowledge and skill requirements, professional support, cost of hardware and software, time and energy, increased skills and equipment required by the viewer, and a digital presentation that detracts from the content. Using limited software such as word processors and multimedia can help produced traditional portfolios. Digital versions require much more expertise. To avoid losing files, teachers must first know how to organize files for text documents, graphics, video, and sound. Each print file must be converted to a digital format. Some documents are easy to do, others are more time consuming and require advanced knowledge and skills. There is not enough professional support or education in schools to assist teachers with digital portfolios. Even though it's expensive, teachers must have access to adequate equipment and software. The risk of equipment, the access in editing or viewing puts the portfolio on hold until it is repaired. There are considerations that must be addressed for the viewer if the teacher survives the challenges. When using the digital format, the viewer is required to have the skill and equipment necessary to view the documents. However, there are not any skills involved in viewing a traditional portfolio. The only one that requires more technical ability is the digital portfolio.

Chapter Three

In chapter three, I learned about software basics. I learned that
there are five types of software. Our class also watched this movie
about how computers work. I discovered that the computer has two types
of software running such as hardware and software. Those are different
because hardware is something you can see or even break and software
is something you can not see and it is to translate meanings for us to
understand or even to operate the computer however we like to. This
chapter went into alot of dept of information about the software of a
computer. The most exiciting and interesting lesson was when we
watched the lesson on the big screen. I like seeing my lessons in
examples to get an better understanding. Overall, the lesson was
helpful for me to remember how to select a computer and how to operate
the computer in my future classroom setting.

Chapter Two

2) When purchasing a TV, teachers should take considerations for purchasing a computer system. There are several things a teacher should keep in mind such as the available budget for the computer. Another important decision a teacher have to make when buying a new computer is whether to get a CD-ROM drive, a CD-burner, or a DVD burning drive. It depends on the purpose of the computer of the owner. Since technology is progressing at a very fast pace, teachers should keep in mind that the price goes up. The clever thing to do is buy the best you can afford at that time. Having the ability of using the CD burner saves alot of extra doing. It helps out with storing, transporting classroom information and easy to back up. For benefit purposes alto of text books are packaged with CD-ROMs.

Chapter One

2) I learned in chapter one, students will be provided with well manage classroom procedures which is the key for good experiences for the students. There are several ways a teacher should manage a classroom such as being familiar with the technology, providing equipment use, available support during implementation, established norms for students behavior during technology, and the chance to have assessment of student performance during technology use. In addition, studies state that students should be introduce to the use of technology in order for them to explore new options of learning. Without the continued use of technology, students most likely will not reached their comfort level of the use.
In conclusion, management considerations for technology integration have been divided into three broad themes that parallel research which includes: managing equipment access and layout, managing time and managing student behavior.

NETS-T standards

National Educational Technology Standards for Teacher
***** NETS for Teachers is a set of guidelines that says what teacher should do as far as technology in the classroom is concerned*******
1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a. promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
****** #1 is a basic one that says that teachers should incorporate technology into there classrooms and lesson.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.


3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.

c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.


4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.

d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.


5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

a. participate in local and global learning communities to explore creative applications of technology to improve student learning.

b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.

c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.

IT365

The IT365 class helps the students to get familiar with computers. It covers subjects such as hardware and software.