Chapter 6: Drawing Elementary

This chapter stressed the importance of elementary students using drawing softwares to enhance their creativity and expression. Programs like these can be especially helpful to support non-linguistic representation. The visuals that the children create can be very helpful to represent vocabulary or curricular concepts.

At first, I wondered why it would be more beneficial for a child to use a computer to draw rather than doing it by hand. In the book, it mentions that students need to learn how to manipulate a mouse and keyboard. It is also mentioned that the computer can motivate some students more than a box of crayons can. It would also be helpful for non-literate students to express themselves through drawings.

I do like the idea of children using this software and expressing themselves through it, but I don't think I would rely on it. I still feel like hand made drawings, especially for younger elementary students, would be the better option. As the students get older, the software would help when designing diagrams of the water cycle or drawings of habitats. I also feel like younger students, such as kindergarteners, would like the idea of actually using crayons and markers as opposed to a computer program. I wouldn't mind using a computer program as a tool, but I would not rely on it.

Chapter 10 - English

This chapter was not what I expected it to be, nor did it live up to the new technology that I thought it would. The majority of the chapter was about the different ways to structure Power Point. Yet what made me question some of the material was the way in which the authors discussed how much text should be on a page. The sample pages showed hardly any pictures and way too much text. They made a point of saying that the students that are really shy are more willing to present a topic when they can use Power Point. In my opinion this is not the right approach for students, depending on the use of Power Point.

I like the idea of having an aid for those who are on the shy side, but there is a difference between that and having your whole presentation on the slideshow so that you don't have to do much thinking on your own. I want to help inspire my students to become more confident with their public speaking skills. Developing those skills in high school is extremely valuable, and it cannot be replaced with technology. The technology should aid the student's presentation, not the other way around. I would love for my students to utilize Power Point for their presentations and to show their classmates resources and information that would otherwise be inaccessible. But I want to always make sure that it is my student's knowledge that shines, and that their use of media merely helps them achieve this goal without overtaking the stage.

Elementary: Drawing

While observing at Hoose Elementary, I was walking in the hallway when I noticed that one entire wall was covered with computer "paint" drawings of a butterfly. I stared at them for a long time, as I was waiting for my co-op teacher, and thought that they seemed unimaginative and that they all looked the same! I would have loved to see crayon, or marker, or colored pencil drawings of a butterfly. These butterflies all looked identical, and it seemed kind of robotic to me.

After reading Chapter 6, I found that my mind was a little changed in regards to using computer paint programs in the classroom. I definitely agree that they are an excellent tool in teaching younger children that the computer is not just a toy, it is useful! I also agree that drawing projects can help the student practice manipulating a mouse; improving his or her motor skills. Our society is turning "totally technological" and I think it's great that programs, such as the ones discussed in the chapter, are helping to prepare students for the future. Yet I still just can't help but to think that art projects that aren't computer generated have a certain charm to them that can't really be replaced. Even after reading the chapter it's still hard for me to think that diagrams/pictures/drawings are better when they're computer generated.

As a teacher I will definitely be using the programs mentioned in this chapter ---- I just will not use them all the time. When my siblings show me their art projects from school, they are all "comptuer-ized". They have barely gotten to experience making a home made project. I understand that creating something on the computer is its own type of art, I just think that in elementary schools today, it can become overused - I've watched it with my brothers and sisters.

Math 18 - Role of Technology

According to chapter 18 of Technology-Supported Mathematics Learning Environments, there are five ways in which technology is being implemented in the modern mathematics classroom. First, technology is used as a management tool to help teacher and student organization and efficiency and to "facilitate their classroom activities" (p. 278). Second, it is given the role of a communication tool in order to help teachers connect with students, parents, colleagues, and other schools. Third, technology is used as an evaluation tool which provides teachers with feedback as to students' progress in the classroom. Fourth, it becomes a motivational tool which encourages and engages students in their exploration of mathematics. And fifth, and supposedly most importantly, technology is used a a cognitive tool which works to represent difficult, abstract concepts in new ways which are easier for students to understand.

I think that all of these reasons are excellent and support the idea that technology is a necessary component of any mathematics classroom. As long as technology is not abused or solely relied upon, but rather implemented as one or all of these tools, it can only benefit the students and teachers who use it. I agree with the statement on page 289, "Equally essential is that we use technology thoughtfully... so that we are not merely implementing technology for the sake of technology itself."

Math- Chapter 18

There is a push being made to incorporate technology into classrooms. However, "the new visions of technology-rich classrooms called for by national and state standards pose great challenges for teachers" (Knuth, 277). The majority of the educators currently in the field teaching are not familiar with the use of technology nor the new advancements being made everyday. They did not grow up being taught with technology in the classroom and thus, are not comfortable using it. Luckily, we are in a whole different ball park. Although our teachers may not have used technology very often, growing up we got glimpses of how it could be used: successfully or not. Especially with all that we are learning in this course, we will be very prepared to enter the education field using the technological advancements that the nation and state wants. It is exciting to think that we really are the future of education! We will be able to bring in fresh ideas and even teach other teachers our newest technology uses. 

Since the important parts of the chapter have been well summarized by the other math majors, I thought I would mention one part of the chapter that stood out to me. There are many good reasons to use technology. As Jessica pointed out, technology can help in management, collaboration, assessment and learning. However, we must make sure that when we are using technology in our classrooms that we are using it to support one of those aspects. As the authors of the chapter point out, it is essential that "we use technology thoughtfully, in meaningful ways so that we are not merely implementing technology for the sake of technology itself" (289). Doing so would take away from all the advantages technology has to offer. So don't just show some video or podcast or other online media to your class just to say you used technology. Make sure you use quality technology to help your students learn and become engaged.

Ch. 18 - Roles of Technology

In this chapter, I learned about the many roles that technology can play in order to enhance the learning potential in the classroom. Creating real-life problems and allowing your students to see how different variable manipulate or change that data helps them see how math is truly used in the real world. I know I found it extremely helpful when my teachers would show graphs and tables to explain how certain equations work, however, only a few of my teachers in high school would actually show how changing variables in the equations would change the graph and/or table. I appreciated learning from graphs and tables, but when I was able to see how they could change was when I learned the most.

Since technology is becoming more prevalent in today's society, it is important to expose your students to new forms of technology so they can become comfortable with it. If your students leave without a proper knowledge of technology as well as mathematics (or whatever the subject may be), then they will have more difficulty down the road when all of their peers have been exposed to a certain technology and they have never even heard of it. In order to avoid that situation, it is important to incorporate technology that can be helpful for them in the real world. By showing the class simple manipulations in data using graphs and tables and letting the students explore the data as well, then they can learn both mathematics and technology. Using technology is such a great way for students to visualize the information and really get their hands dirty in the content.

Chapter 6, Drawing Elementary Education

This chapter focuses on the importance of simple computer drawing programs that could be used in elementary classrooms. Drawing supports non-linguistic representation which allows students to create their own visuals to show vocabulary and curricular concepts that they have learned. When implementing drawing programs into the classroom, big fancy softwares are unnecessary. Simple computer drawing programs that often already exist on the computer can be suitable. It's important not to overwhelm young students with too many options because that could disrupt their imaginative ideas.
There are numerous reasons for why teachers should use drawing programs in their elementary classroooms. A few that the book discuss are that computers are an integral tool of the classroom and students need to learn how to manipulate a mouse and keyboard, the computer can motivate some students, and they can help disabled students (non-literate students) to demonstrate their knowledge. This chapter provided great reasons why these programs are useful and examples of computer drawing projects that would be beneficial to use in the classroom, however my concern would be when there would be time to do these things.
While working in elementary classrooms it has become more apparent that time goes by quickly. Teachers barely have enough time during the day to cover core subject areas such as science and social studies. Also, not every classroom in every school has enough computers for every student, so again it could be difficult to use drawing computer programs. I think that using these programs in elementary classrooms could be beneficial and enhance some learning, but finding the time, space, and materials to make it all work may be difficult.