This week we talked about hardware - the virtual beginning point, or at least base for much of what we'll discuss for the rest of the semester - mostly because without hardware, we can't do half the things we do unless we have hardware first. Hardware is the stuff we can physically touch and feel, compared to software, which is the stuff that runs on hardware. We covered how the difference between hardware and software can be understood by using a book as a metaphor. The book, it's physical pages, cover and binding, even the ink would be 'hardware'. The software portion would be the story itself, the meanings behind the words, "Once upon a time, there once was..."
Having this understanding between the two different types of 'ware', can help you establish what types of needs you have for your classroom and/or troubleshoot problems you might be having with technology.
Most of us have some type of experience with technology - and in this day and age of cell phones, iPods and computers, most of us have several experiences with hardware, and having an appreciation of how hardware has changed over the years can help us understand how hardware has changed and how it will continue to change.
Tuesday, February 17, 2009
Wednesday, February 4, 2009
Week 3 Review
Class this week really consisted of three major sections of content:
Creating lessons is something that simply takes practice and understanding how objectives fit into standards also takes practice. Knowing how these things come together is not as simple or concrete as identifying the answer to a simple math problem like "2+2". This is especially true of the technology standards for students. These standards are far less concrete and more 'nebulous', but many examples of how teachers hit these standards exist.
Next week we'll start taking computers apart - or at the very least, looking at them and the peripherals we use with them.
- Understanding the link between standards and objectives
- Playing with HTML Code (tags)
- Introduction to LiveText
Creating lessons is something that simply takes practice and understanding how objectives fit into standards also takes practice. Knowing how these things come together is not as simple or concrete as identifying the answer to a simple math problem like "2+2". This is especially true of the technology standards for students. These standards are far less concrete and more 'nebulous', but many examples of how teachers hit these standards exist.
Next week we'll start taking computers apart - or at the very least, looking at them and the peripherals we use with them.
Sunday, February 1, 2009
Chapter 3 Missing Downs
Thanks to Kristen - (EN), I've been told that the Chapter 3 Puzzler is missing a few downs (and no I don't mean football here), I've posted the downs in Blackboard in under Week 2's assignments and will post them here - in addition to sending out a class-wide email. I'm sorry about that - somethings in curriculum just are not edited well enough. I've gone back and re-examined the teacher's text and the originals I have are also missing the clues. So here they are:
Down (for Chapter 3 Only):
21. A program that tells the computer how to function and
how to manage it’s own operation.
22. The “brain” of a computer, incorporated into a single
microprocessor chip. Within it,
calculations are performed; the flow of information between input, output, and
memory is coordinated; and program instructions are transmitted.
24. A set of instructions that tell a computer how to
complete a unique task such as word processing, database management, or
drawing.
25. A measure of resolution in printers and some other
output devices.
27. Multiple types of media that are combined into an
integrated whole that presents instructional content. Although not only digital media my be included, the term is
often used to refer to a computer-based format that combines, text, graphics,
audio, and even video into a single, coherent, digital presentation.
31. The series of chips that make up a computer system’s
temporary memory area. This area empties when the application
is closed and fills up again when the user opens a new application.
Down (for Chapter 3 Only):
21. A program that tells the computer how to function and
how to manage it’s own operation.
22. The “brain” of a computer, incorporated into a single
microprocessor chip. Within it,
calculations are performed; the flow of information between input, output, and
memory is coordinated; and program instructions are transmitted.
24. A set of instructions that tell a computer how to
complete a unique task such as word processing, database management, or
drawing.
25. A measure of resolution in printers and some other
output devices.
27. Multiple types of media that are combined into an
integrated whole that presents instructional content. Although not only digital media my be included, the term is
often used to refer to a computer-based format that combines, text, graphics,
audio, and even video into a single, coherent, digital presentation.
31. The series of chips that make up a computer system’s
temporary memory area. This area empties when the application
is closed and fills up again when the user opens a new application.
Friday, January 30, 2009
Chapter Puzzlers returned
Chapters 1 and 2 Puzzler's were returned via campus mailboxes today. Generally Puzzler's garner 1 point per correct entry, and in this case each chapter had 24 potential points each for a total of 48 points for chapters 1 and 2 puzzlers. These grades have been posted to Blackboard.
Chapter Puzzlers Posted
For those of you who did not pick up the chapter puzzlers in class, activated the link for accessing the puzzlers here in Blackboard. They're also available at the text's website - which can be accessed using the COURSE TEXT to the left.
Wednesday, January 28, 2009
Week 2 Review
Understanding the learner and understanding all the facets that go into realizing the learning process are critical to finally coming around to the larger portion of this course's content - technology.
Without a foundational understanding of how someone learns, being aware of the various tools available to teachers (by way of theories, methods, and planning), the use of technology will (and probably should) fail, especially if it's given the power to supplant your teaching rather than to support it.
Realize, that I really do enjoy learning, and learning about technology. I love to play with it, figure out and investigate how it can be used in a support role to teaching. Yet, we have to get a good handle on these basics - including lesson planning.
Lesson planning holds behind it this idea of looking before you leap, and thinking through how you are going send the message - with the intent that the message you send is the message received. Lesson planning takes practice, research, collecting the supplies needed, preparing the classroom, etc., in order to help bring about or at the very least - support student success.
This week you have the same chapter puzzler's to do - and I know those will probably be very easy. Focus your best effort on coming up with a rock-solid lesson plan - one in which you can be proud. Here's my objective for this assignment:
The Learner Should Be Expected To: construct a lesson plan with a given framework (see bullets below) and identify the technology to be integrated into the lesson 100% of the time.
TLS(BET): assess the role of the technology identified 100% of the time.
Be sure to include/state the following:
- the grade level
- the subject area
- the subject area standard you'll be focusing on
- well written objectives (at least 2)
- well written procedures following a Step 1, Step2, etc. pattern
- materials you'll need (just a list not the actual supplies
- some form of technology integration
Sunday, January 25, 2009
Week 1 Review
As this was the first week for the class to meet we covered lots of material. Most of that material had to do with understanding the course, the outline of the syllabus, course dates and agenda - including what's expected of each student for completion of assignments.
I enjoyed the opportunity to get to know each of you as you asked me questions and gave me some 'handles' to help me remember your names. As I said in class, knowing your students is important, and even though this is a course that's mostly - I would say, as much as 90% or more about technology, it's not good enough to displace the need to teach effectively because of the content I teach about.
I have attempted in this course to make use of technology - where it's appropriate, to learn about and use the technology, hoping to add to the integrity of the class and to your emersion into the conent.
As a primary guide, technology should be used by teachers to support excellent teaching and should never replace the teacher or superimpose itself on the content, such that the content is lost. Rather, technology should serve in a support role and should be used in conjunction with other relevant teaching methods that do not necessarily involve technology.
As the course goes forward we'll spend time journaling about our learning, spending time interacting with each other on Blackboard's discussion boards, and working through assignments that help to support what you'll be reading about in Chapters 1 and 2 of the text.
I enjoyed the opportunity to get to know each of you as you asked me questions and gave me some 'handles' to help me remember your names. As I said in class, knowing your students is important, and even though this is a course that's mostly - I would say, as much as 90% or more about technology, it's not good enough to displace the need to teach effectively because of the content I teach about.
I have attempted in this course to make use of technology - where it's appropriate, to learn about and use the technology, hoping to add to the integrity of the class and to your emersion into the conent.
As a primary guide, technology should be used by teachers to support excellent teaching and should never replace the teacher or superimpose itself on the content, such that the content is lost. Rather, technology should serve in a support role and should be used in conjunction with other relevant teaching methods that do not necessarily involve technology.
As the course goes forward we'll spend time journaling about our learning, spending time interacting with each other on Blackboard's discussion boards, and working through assignments that help to support what you'll be reading about in Chapters 1 and 2 of the text.
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