Chapter 7- Word Processing

Chapter 7 was about word processing the the benefits that can take place within the classroom from using it. The chapter starts off by talking about how using word processing for writing papers or any sort of writing assignment can prove beneficial. If you have bad handwriting for example, using word processing eliminates any distraction one might have from reading work that is not neatly written. It also gives students the ability to check their spelling and correct sentence format as well as many other grammatical tools. Word processing can also make a work more aesthetically pleasing with the use of wordart, clipart, colored fonts, and much more.

This Chapter also brings up the issue of typing and just how early students should learn proper typing techniques. According to this chapter, it is commonly disagreed on when students should be introduced to typing. Some argue it should be taught as early as kindergarten and others say as late as junior high. I think that learning it the earlier the better. Like the previous chapter on technology, we know that technology is such a large part of education these days and it is only becoming more prominent. I think that if students are introduced to it early on, they will have an easier time adapting to the constant changes. I also think that the programs students can use on the computer are fun and educational. On the other hand, I also find it vital that students know and learn the importance of handwriting. There are a lot of situations in life that require hand written material. I think that a good balance of teaching handwriting skills and typing/word processing skills is optimal for a classroom.

Chapter 13, Math: WebQuest

WebQuest is an "inquiry-oriented activity in some or all of the information that learners interact with comes from resources on the internet" (13). Basically, WebQuests present a difficult problem to students and then allow students to use online resources to solve the problem. WebQuests can be used to teach mathematics through problem solving, representation, reasoning and proof, connections, and communication. Although there are many topics (ie. calculus, algebra, data analysis, geometry) that can be covered through WebQuests, the one topic that seems to fit the most is data analysis. Many of the examples listed in the chapter relate to using the internet to collect data and then using math skills to represent and interpret that data.
This chapter gave an example of using a WebQuest to link math and basketball. Students had to collect data on offense, defense, and win-loss records of teams. Then, the students represented the collected data in bar graphs. After this, the students used reasoning to find the link between offense, defense, and win-loss records. So not only did the teacher incorporate a fun topic into the classroom, but also the teacher presented the students with problem solving, connections, representation, and reasoning. And all this was done through a WebQuest.
I hope I can make WebQuests for each topic I teach because it ensures that students are actively involved in learning.

Chapter 7, Elementary Word Processing

This chapter focuesed on different ways & times to implement word processing in a classroom. There are many beneficial things that would come from using word processing such as instant feedback about spelling errors with options for corrections, students can learn to use the built-in thesaurus, & word processing in general eases the editing process. There are also positives for teachers when students use word processing. The writing would all have the same legibility so that the teacher can focus on the words & ideas without being distracted by sloppiness. This chapter also introduced numerous projects that students could do by using word processing once they've understood how the program functions. Introducing the students to different elements of word processing can help spark ideas on how to improve their work & display their learning experiences.
I think that introducing & using word processing at a young age could be extremely helpful for students as long as they have knowledge about how to type. As chapter 7 addressed, students' ability to type will greatly affect the success of word processing within the classroom. The question is when is the appropriate age to teach & enforce keyboarding? Many teachers & parents have varrying opinions which creates inconsistancy within a school. I think that if the school or district as a whole could discuss this matter & make a decision as to when students should learn keyboarding, then word processing could be used to its fullest potential.

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."