Technology

1. Computer/Laptop: Students should learn how to type; identify the different parts; use programs such as Office and understand that it continually updates; know how to research; back up work; navigate Internet sites;
2. Social Newtorks: Using safely and properly; Teachers can create a Facebook page, for example, for their classes as a way to communicate with both students and parents.
3. [[home#|Projector]]: Connecting to a computer, phone, etc; using for different purposes (interactive [[home#|whiteboard]], [[home#|PowerPoint]], watch movies, animations, video clips)
4. [[home#|Cellphones]]: Proper uses; Communicate with parents/guardians and students via phone calls and/or text messaging.
5. Radio:
6. TV: Connecting to video
7. Scratch: Students can use this to create comics and stories. They would need to know how to move around the program and [[home#|apply]] different artistic effects and adding text.
8. Books on CDs: Books on CDs include video and audio for many types of learners. They also include activities that enhance comprehension.
9. Kindle or other Readers: A lightweight portable device that is used to [[home#|[[home#|[[home#|[[home#|[[home#|[[home#|[[home#|download]]]]]]]]]]]]]] many books. Students would need to know how to purchase and download the specific books and use the device.
10. [[home#|Video Streaming]]: How to communicate in written form; understanding formatting;
11. Webquest Creations (Glogster)- Glogster is an [[home#|online resource]] for teachers and students to use to create interactive projects that include [[home#|pictures]], videos, research, etc. Teachers and students will need to [[home#|sign]] up for an account and follow the tabs/tutorial to [[home#|begin]] creating their personal glog page. Students can put links to other sites as well on thier glog page.
12. Podcasts (Video & Audio)-There are many free sites to create individual podcasts(video & audio). Users will need to create their own account and follow the steps to create their podcasts. One site that you can use to create a podcast is podbean.com.
13. Online Journals (Blogs)- Blogger.com and livejournal.com are free sites that teachers and students can use to collaborate with each other online.
14. E-mail Exchanges-Students that have their own email [[home#|address]] can communicate with other students and the teacher to ask questions, provide feedback, and discuss classroom topics and assignments outside of [[home#|class]].
15. imovie and [[home#|Windows]] Movie Maker- are two software items that allow students to create audo and video presentations, slideshows, and movies on their computers. Purchasing the software is necessary to use this technology (imovie for mac and [[home#|movie maker]] for pc's) Timing, transitions, creativity
16. SMARTBoard/Interactive [[home#|White Board]]: Teachers can use SMARTBoards to present lecture presentations, SMART activities, games, review activities, etc to the students. Students can manipulate activities/objects using their hands, pointers, or provided pens. Boards can also be used to watch movies. Activities, objects, presentations, etc. are available through SMART but teachers are able to generate their own material using the SMART program.
17. Student Response Systems (Clickers): [[home#|Handheld device]] students can use to answer teacher generated questions projected on an Interactive Whiteboard. Teachers receive computer generated data instantly once the assessment has been completed. Device and required program must be installed before use. Teacher must set up classes into the program, which includes each student's name and number that will be use everytime they log in to the clicker. This number distinguishes one student from the next. Teachers must then create an assessment/activity in the program. The link provided is detailing clickers from SMART products.http://smarttech.com/us/Solutions/Education+Solutions/Products+for+education/Complementary+hardware+products/SMART+Response
18. Slates for Interactive Whiteboard: Wireless device that connects to a computer and allows teacher/students to access a SMARTBoard from across the room. Device and required program must be installed onto the computer before use. Operates via a Bluetooth device. The link provided is detailing the slate from SMART products. http://smarttech.com/us/Solutions/Education+Solutions/Products+for+education/Complementary+hardware+products/SMART+Slate
19. Microscopes, Digital Scope, Video Scope: Safety precautions pertaining to the handling and use of microscopes must be taught before students access the scope. Students should know the parts of the microscope and their functions. Students must also be taught how to carry, operate, and care for the microscope before being allowed to use one.
20. iPad: Individual, [[home#|handheld computer]] that allows students access to the internet at their fingertips. Apps are available for different content areas and grade levels, as well as for teacher use. iPads can also be used as E-Readers and a means to access textbooks.

Internet websites

Replacement Ideas

• Video Streaming would provide a more engaging and motivating learning experience because the students would interact with content and participate in their own learning through a technology based resource.
• Podcasts (video and audio) would replace pencil/paper assignments and allow collaboration and online communication with the teacher and classmates. Podcasts also foster creativity in their learning which is a very important 21st century skill. Similary to uTube and other online media providers, the students would be more enaged in sharing thier ideas and participating in collaborationg with their classmates.
• Online Journals and E-mail exchanges are a good resource to promote 21st century skills such as collaboration, communication, and reflection. This resource would be more engaging because the students enjoy texting/facebook and this resource would foster that type of skill and would enhance their learning experience.
• iMovie or Windows Movie Maker-Students could use iMovie or Windows Movie Maker as a way to create a multimedia project as an alternative to powerpoint or a traditional essay. Some examples include book reports, projects on historical figures, or even science fair projects.
• SMARTBoards/Interactive Wite Boards can be used in the place of chalkboards, whiteboards, and projection screens. Students enjoy being a part of instruction and learning when they are allowed to use the SMARTBoard.
• Student response systems (clickers) are a fun, easy, and quick way for teachers to assess their students. Clickers can be used for pop quizzes, warm ups, review activities, and tests. Students can work with the clickers alone, with a partner, or with a group. Students love the clickers because they are getting to manipulate technology, they do not have to write anything down, and they receive instant feedback. Teachers benefit from using the clickers because they receive instant data on individual students and the class as a whole and they save time because they do not have to manually grade the students' work.
• Slates are used with Interactive Whiteboards to allow the teacher to be across the room and still operate the board. Slates also allow students to use the board at their desks and are a great tool to use with students who are not comfortable with standing in front of their classmates. Slates are also great tools to use with handicapp students who may not be able to access the board.
• Microscopes are used in different courses, mainly science related areas. There are several different types of scopes available depending on the class and the need.
  • Compound Microscopes are usually used as student scopes. Students can view prepared slides of different specimen.
  • Digital Microscopes allows teachers to connect the scope to the computer and then project the image onto a screen. Images can also be captured and then embedded into a presentation for future use.
  • Video Microscopes are used to project an image onto a large computer screen. Teachers can use a video scope during a lab activity to show students exactly what they should see on their student microscope.
• Books on CDs: Using books on CDs engage our students by using animation and audio. Especially for those of the students that are visual learners and ELLs who need reinforcement in pronunciation. The activies that are included are also a great way to reinforce comprehension and the implementation of vocabulary.
• Kindle: A Kindle or other e-reader is a way for students to download any book of their liking and level. As educators we can first show them how to choose appropriate books for their level and then how to search for books of their personal interests. With this resource, students can access many books and not only those that are in the classroom or in the school library. Maybe school libraries could have these available to their students and they could check them out.


Provide an explanation of the kinds of outmoded practices this technology might replace. How might this resource replace outdated elements?

• Video Streaming would replace textbook and article reading and worksheets.
• Podcasts would replace pencil/paper assignments
• Online Journals/E-mail exchanges would add to class discussions and replace pencil/paper homework assignments
• Student response systems (clickers) replace pencil/paper quizzes and tests, as well as adding a fun way to review material.
• Slates allow teachers freedom to move around their classroom, monitor students, work one on one with students, and control the SMARTBoard all at the same time.
• The Digital and Video microscopes could replace the compound microscope but students usually use the compound scope during experiments. The advanced scopes aid in the teacher's instruction and student's learning, so they are a nice addition to the compound scopes.
• Books on CDs: This resource could replace physical books, and help the teacher provide more activities and support for students that need it.
• Kindle: This resource could replace physical books and minimize libraries. It could encourage students to read more.

Research

• Podcasts:
  • Nataatmadja, I. I., & Dyson, L. E. (2008). The Role of Podcasts in Students' Learning. International Journal of Interactive Mobile Technologies, 2(3), 17-21. Retrieved from EBSCOhost.
    • The article The Role of Podcasts in Students' Learning provides pros and cons of using podcasts in the classroom. Nataatmadja and Dyson begin by describing what podcasting is and how it can be implemented in the classroom. Podcasts can be used to "engage with the students' interest in the latest and most up-to-date technology." Podcasts allow students to learn anywhere, anytime but are "not meant to replace lectures" only "supplement" them. The article also presents findings from a study done of 340 students in an Introduction to Information Systems class regarding the use of podcasts. The study revealed motivation as a major factor into why students used podcasts or not.
  • Sprague, D., & Pixley, C. (2008). Podcasts in Education: Let Their Voices Be Heard. Computers in the Schools, 25(3/4), 226-234. doi:10.1080/07380560802368132
    • Debra Sprague and Cynthia Pixley provide information about podcasts, how to create podcasts, how to use podcasts, and the benefits and issues surrounding podcast use in the classroom. Sprague and Pixley state that students who use podcasts are "actively involved in their own learning." They also provide three ways teachers can use podcasts: provide students access to podcasts via the internet that were generated by other teachers, create their own podcasts for their students, or allow students to create the podcasts themselves. The benefits associated with podcasts, according to Sprague and Pixley, "offset the issues" surrounding podcast implementation into the classroom.
• iPad:
  • The following website details the benefits associated with using iPads in the classroom. Reasons to use an iPad with students are also presented. Additional links are provided to articles focusing on integrating the iPad into the classroom. http://www.ipadinschools.com/
  • The following website offers information on the use of iPads in classrooms, as well as links to blogs, discussions, news and views, educational Apps, and iPad tips. http://ipadeducators.ning.com/
  • Mulholland, J. B. (2011). iPads Strengthen Education. //Government Technology//, 24(4), 20-24. Retrieved from EBSCOhost.
    • Jessica Mulholland discusses how schools in the Chicago Public School (CPS) system successfully integrated iPads into their K-12 curriculum. CPS teachers report the iPads "heighten student learning" and "engages students." Teachers also commented the ease at which even young students can operate the tablet because it is "small, flexible, and portable." The iPad also "allows for easy collaboration among teachers and students." Mulholland also provides different examples of activities teachers can do with different grade levels, as well as different programs available to teachers to use to assess their students
• Glogster
  • http://edu.glogster.comgives information on how creating glogs is a great way to integrate 21st century skills into the classroom. This site gives information on the educational benefits of using glogs and integrating technology into the classroom. Tutorials, examples, etc. can be found on the site to help guide new users and navigate the page. http://edu.glogster.com/classroom-benefits/ describes the classroom benefits of using glogster to teach 21st century skills. There are 10 reasons why glogster is useful on this page.
• Online Journals/Blogs
  • There are many articles that support the use of online journals and blogs. Creating an interactive classroom promotes collaboration and reflection which are integral skills for 21st century learners.http://thejournal.com/articles/2011/05/04/creating-an-interactive-classroom.aspxThis article provides a rationale for using online journals in classrooms. A teacher describes the uses of this technology and how it is beneficial to his students. Online journals allow for easy communication and feedback from the teacher. Online journals also promote collaboration among students. Overall, the article highlights the benefits this technology has in the classroom setting

• Webquests
  • Webquests challenge students to explore the web for information and it is an excellent way to integrate the internet into the classroom. http://webquest.org/index-research.php gives research about the use of this technology and the benefit of integrating it into the classroom. The article gives the perspective of teachers and how webquests can be used as a teaching tool. Overall, this article explains how webquests can be used in the classroom and how it promotes student engagement.
• Podcasts
  • http://www.wtvi.com/teks/05_06_articles/classroom-audio-podcasting.html is an online article that describes the benefits of using this resource and integrating it into the classroom. The artcle is dividing into10 sections, gving 10 reasons why podcasts are a great technology to use. For example, a few of the reasons are: podcasting invites a global audience, podcasting encourages no-frills communication, and podcasting can be interactive. The article and its 10 reasons to use podcasting provides documented uses and benefits of podcasting.

• Scratch After clicking on the link, scroll down and open the PDF
  • Within this research paper it talks about the history of Scratch, what it is, Scratch and the Curriculum, for kids, and using it in the classroom. The author, Stamati Crook, describes Scratch as a "programming environment that allows generally younger children to create multimedia applications and games (pg 3)." This program not only can be used to create several different animations, games, or quizzes but it also develops certain skills like importing a background picture, using digital effects, and recording sound. The curriculum example that this paper has used is from the UK and it is best used along side an interactive whiteboard to really get its full use. For example, some ways that Scratch can be used in the UK curriculum are through simulations, data gathering, robotics, Geometry, Art, and Musici Another great bonus is how Scratch empowers children to control the computer and create their own applications. It allows them to be more creative and open. Finally, by continuing to read this paper you will find more specific examples of how it can be used in the classroom. I would say that it geared towards younger students but older students could have fun with this as well.
• Movie Maker iMovie1 iMovie2 iMovie3 Movie Maker and iMovie are pretty similar but it depends if you have an Apple or PC.
  • By following any of these sights, you will find information on how to use either Movie Maker or iMovie. More specifically, you will find how to use it from a teachers perspective changing regular lesson plans into more unique and fun video. Also, you will see how students can learn to import and then ultimately edit to make a movie or trailer of their own. It is a great tool for all ages; it would only need to be modified for the age group and how they would use it at home or in the future. After truly understanding how this works and possibly taking an only "how to" course on it, I think it would be a great tool to be used in the classroom.

Comments

Questions (Bold is the original question, bullets are used for ongoing conversations)

• What would we do differently for the research part? I was planning on researching the ones I am most familiar with and use in my classroom, but am willing to do it differently. Should we only focus on the resources that are most unfamiliar? Maybe the ones teachers are not yet using as much?
• How many resources to we have to research? Maybe it would be better to research a resource that we are not familiar with and think about the new ways we can implement them in our classrooms.
• The directions do not clarify how many we have to research. I would think two to three per group member would be good!?
• That sounds good.
• It is fine with me if we research resources that we are unfamiliar with. Is it ok if more than one group member researches the same resource?
• I think that there it is fine if we are doing more than one, but I think we should share what we are going to research so we aren't all doing the same thing. We can try to have some variety. Do you know which ones you would like to research?
• I agree with having variety! I would like to research the implications and effectiveness of the iPad and Podcasts, maybe WebQuest Creations. I wanted to look into Scratch because I had not ever heard of it before but I am not sure if it would work well in a high school science class...what do you think?
• It might be a little elementary for them, but it couldn't hurt giving them the option. I can research more about Scratch so you have more info on it. Also, I would like to research more into Movie Make and video clips via digital cameras. What do you think?
• I think that sounds wonderful!

• I think that is fine!

• If you are refering to the "Replacement" section I think how it is set up now is fine. I modified it a bit to maybe be more clear. You can modify as well if you have another way to organize it. Please feel free to do so.
• No I think it is great the way we have it but...do we have to describe what each one of them replaced in the classroom?
• I don't think so because not everything has replaced something in the classroom.
• Okay...that is what I was thinking too!