Final NETS-C Assignment

Final NETS-C Assignment

eBook Reflection

E-Book Example 

E-Book Reflection

Digital learning is about to overtake education and change the way we distribute and interact with information and, ultimately, the way we learn.  EBooks are ideal for the academic environment.  First of all, eBooks provide a means for non-textbook adoptions.  EBooks can enable daily, weekly, or monthly updates via the Internet, eliminating out-of-date textbooks.   Another distinct advantage of eBooks is the equality of access to learning materials. Students who are literally anywhere in the world will have access to the same content that is available to the student in the classroom.  EBooks can be enriched with a broad range of media types to help with the learning process.  Ebooks would help the student and instructor stay on top of developments relevant to their curriculum.  EBooks along with the use of interactive whiteboards, makes the class mobile and no longer tied to the room. This allows the school to better utilize the spare classrooms in any given period and therefore able to provide more content for their pupils. This means that the school is able to target more suitable curriculum to a pupil. From a student’s point of view they are unlikely to forget something that is required for every lesson. If they do, then it would be possible to lend a pupil a spare device from the school’s library and load it with the content required for the day.  So, the use of eBooks could provide a practical solution to schools’ dilemma of having to offer more content directed towards the “average” pupil to help them achieve better scores without the need of more classrooms. Schools which are early adopters of this new technology also benefit from the added marketing value as being seen as innovative and “hi-tech”.  It should be less expensive for schools to use eBooks as textbooks. Perhaps the future of education isn’t as bleak as it appears today. Perhaps the future will include enhanced, customized instruction that enables each student in a classroom to learn at his or her own pace and depth. 

Uses for the Ebook

Big Books-Using an eBook and a video projector a teacher can instantly create a digital “Big Book” on a screen for use with a class. He or she can use the eBook to illustrate passages or demonstrate how reading samples may be used in the literature circle.  Teachers and students can create their own talking electronic books. These books can be “played” on a computer or printed and bound. Another classroom application of the PowerPoint eBook is to use technology to create digital “Big Books” for class reading and other activities. 

Audio Library-Students and parents can donate audiobooks that they have listened to and create an audiobook library for a class or school. The use of audio text with print text has been found to increase learning by 38%. If student have created their own audiobooks, place the student created audiobooks as MP3 files onto the school or class web site for download. This will allow students to download the class books in audio format to listen to on their MP3 players.

Digital Reading List-Teacher can take their current reading list and search to find what books are available for free as eBooks, also search for the authors, in case other works that they did are available for students who might want to read more. Publish a set of hyperlinks on a class web page so students can assess the list from home or school.

Home-School Interaction-Teachers can develop reading relationships between home and school. Place selected eBook or links to online books on the school, library, or class web site. Students read the books from home or school.

E-Books in the Future

Ebooks will eventually be the most popular form of books. Kids e-read a lot via tablets, Kindles and iPads. Even though many people still like to turn the pages and use a book, I think that eBooks will increase in use in the future. I’m not sure if they will become the top dog in books but I am sure that they will become a very close #2.

Global Learning

Technology is supposed to support exploration, lesson integration, provide support for special needs students, minimize cost, expose educators to new trainings and be teacher tools. All of these areas have pros and cons that relate back to technology being used to promote global learning.

Exploration

Pros: Computers allow students to learn through exploring the internet and doing research. The act of looking up information and researching papers with such an extensive resource can keep students engaged in a project and learning far longer than they would with a set of encyclopedias.

Cons: Some students will explore beyond the bounds and parameters of the project and become distracted by other activities that they find on the internet.

Lesson Integration

Pros: By incorporating technology into lessons, students will become more engaged in and excited about the subject at hand. Lessons that would normally be tedious for many, such as social studies, can be much more engaging with virtual field trips and streaming video.

Cons: Finding the right materials online to integrate into a lesson is not always easy. This means teachers may spend a lot more time planning lessons and become overwhelmed and frustrated.

Special Needs

Pros: In special needs classrooms, each student is able to go at his or her own pace with the help of technology. This allows the students get individual instruction directly from the computer, which allows the teacher to accomplish more while feeling less stretched. Special needs students who are handicapped can also make use of assistive technology, which can allow them to communicate better.

Cons: Special needs technology can be very expensive and take an inordinate amount of money to acquire and operate.

Cost

Pros: Schools can secure grants to help pay for technology in the classroom.

Cons: Technology in general is expensive. Schools with minimal technology resources can spend hundreds of thousands of dollars a year. Classroom technology, especially laptops for individual student use, must be replaced every two to three years. Tech staff is required for a school with technology in the classroom. The more computers the school uses, the more people will be needed to keep the technology running.

Training

Pros: Training required for teachers and students using technology in the classroom will keep the users computer literate and allow both teachers and students to use their training in part-time jobs and future careers.

Cons: Training to use computers in the classroom can be costly and time-consuming. Many teachers are unwilling to participate in the extra training.

Teacher Tools

Pros: Technology in the classroom is not just for students. Teachers can use the technology to keep student records, plan lessons and communicate with parents.

Technology & Students

Advantage:

• Helps students develop the proficiency to create, critique, manage, analyze, evaluate and synthesize multiple streams of information 
• Allows students to connect, communicate and collaborate
• Access to technology is essential to the modern classroom
•  Helps connect students with people, resources and the global community

  

Disadvantage

• Lack of human interaction
• Distraction from classroom learning
•  Unable to develop skills to express themselves in a professional manner

Mammals topic page powerpoint

Mammal Topic Page

Closing the Digital Divide

Internet access is so highly correlated with income and educational achievement, it is critical that we work to ensure that all of our students at the very least have access to an internet-connected device throughout the school day.  Many 1:1 programs allow students to use their devices outside of school hours as well.  It is imperative that we teach all of our students the skills needed not only to successfully navigate the Internet but also to critically assess the validity of the information they find from a variety of online sources.  It is also crucial that we teach our students to view themselves as creators of online content.  Computer labs which students visit once a week are simply not sufficient to address the digital divide.

Tips to Mitigate the Digital Divide:

• provide tools and materials to help students be successful in the 21st Century
• open library hours
• computer labs with flexible hours 
• flipped classrooms 
• training educators 
• training students
• bring your own device
• community technology nights
• parent training nights 
• partnering with local libraries and businesses to help underprivileged parents gain access

Movie Maker Lesson

I used PhotoStage software which is similiar to Windows Movie Maker. It was very simple to use and easy to transfer to YouTube for online viewing. It used a lot of the same features such as video and photo imports, Everything on the site was self explaining and they also gave a small tutorial. Most of all it was free and teachers love free.

Other ideas about possible educational uses movie-making tools

With all the tools and technology available, making videos is easier than ever for you and your students. Some advantages of using movie making tools such as no need for video release, they are great for ESL students, they are easy to do with limited video equipment.  Using movie making tools help students create videos for other students to use as study guides. The storyboards can serve as a formative assessment to determine a student’s understanding of units being taught, and they can also be used as a culminating project for the year such as a digital year book. Some other examples for its use are digital book summaries, slideshows of past events, capturing and assessing oral readings, and creating video field trips.

Link to Movie Maker Example using PhotoStage via YouTube http://youtu.be/tQu1tr7Df78

Title: Class Movie using Windows Movie Maker                                

Grade Level: K-1    

Content Area: Technology, Language Arts

Objectives:

1. Students will use technology to communicate creativity and express themselves.

2. Students will use a digital camera to record their experiences throughout the school year.

3. Students will use their digital images to create a movie using Windows Movie Maker.

Technology and Resources Used: (e.g., Software, Hardware, Internet)

1. Digital Camera
2. SmartBoard with Windows Movie Maker
3. Knowledge of Windows Movie Maker (training offered by the district)

Procedure:

1.       Using the Community Helpers Movie Maker, students will see an example of what they are going to produce. They will see that it is a short 1 to 2 minute movie with text and/or spoken word to convey a specific idea.

2.      Discuss the parts of a digital camera and how to take images.

3.      Explain to the students that you will be taking pictures of them and their experiences throughout the year. As the year progresses and they become more proficient with technology, they will be able to take some pictures themselves.

4.      After you have collected enough pictures for your project, import them into Windows Movie Maker.

5.      Using the SmartBoard, open Windows Movie Maker to create the movie with class participation. These movies tend to take more than one day to create, therefore, show the students how to save and title their project. Express the importance of saving any project throughout the process of creating it.

6.      Begin by showing the students how to drag the pictures onto the storyboard in the desired order. Continue with video effects and transitions chosen by the students. Add titles and credits with class input. Lastly, import audio or music into your movie. Finish your movie and enjoy the show!

Assessment:

Students will be assessed on their ability to use a digital camera appropriately and to take an image.  They will also be assessed on their classroom participation through teacher observation. 

Other ideas about possible educational uses movie-making tools

With all the tools and technology available, making videos is easier than ever for you and your students. Some advantages of using movie making tools such as no need for video release, they are great for ESL students, they are easy to do with limited video equipment.  Using movie making tools help students create videos for other students to use as study guides. The storyboards can serve as a formative assessment to determine a student’s understanding of units being taught, and they can also be used as a culminating project for the year such as a digital year book. Some other examples for its use are digital book summaries, slideshows of past events, capturing and assessing oral readings, and creating video field trips.

Digital Storytelling Lesson Plan

Digital Storytelling

Lesson Plan

NCES:

1.P.1 Understand how forces (pushes or pulls) affect the motion of an object.

NETS:

1.SI.1   Recall useful sources of information.

1.IN.1 Understand the difference between text read for enjoyment and text read for information.

1.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.

1.RP.1 Remember the steps of a simple (or simplified) research process.

1.SE.1 Understand safety and ethical issues related to the responsible use of information and technology resources.

Website Used:

http://www.tarheelreader.org

Link to DS example on TarheelReader:

http://tarheelreader.org/2011/02/10/force/

Purpose:

• To reinforce key ideas learned about force. This lesson extension will be used to define force as the push or pull on an object.

Essential Question:

What is force and how is it performed?

Procedure:

·         Read Force by Daltynn and Tristen. Students will view the digital storybook using the AverKey in the classroom.

·         Using the essential question, students will read and take notes using a graphic organizer.

·         Place a stack of three or four washers or coins on top of a strip of paper on a table or flat desktop surface, making sure that most of the paper is hanging off the surface. Ask students to predict what will happen if you quickly pull the strip of paper off the table. After they have made their guesses, grab the paper and swiftly pull it out from under the washers or coins in a downward motion. (The objects should stay on the table.) Explain how the coins or washers resisted movement even though the paper below them was moved away.

• Explain to the students that objects at rest, like the washers or coins lying on the table, tend to stay at rest. Introduce this property as inertia. (Inertia also involves moving objects that stay in motion.) Objects only move if we push or pull them in a new direction. This pushing or pulling is called force.

• Have students stand up behind their chairs. Ask, “Why isn’t your chair moving?” Invite responses and then explain that the chair is standing still. Nothing is forcing the chair to move.

• Ask students to help you make a list of things that could cause an object, such as the chair, to move. (For example, someone pushing or pulling it, another object hitting it, a strong wind pushing it, a magnet pulling it, etc.)

• Encourage students to think of daily activities—at home, at school or on the playground—that require them to push or pull an object. (For example, pushing a swing forward, pushing on a pencil to write, pulling a sheet up to make the bed, pushing a door open or pulling it closed, etc.) Write a few of their ideas on chart paper.

• Invite students to play a game of charades. Have volunteers take turns acting out an activity that uses force. Have other students guess the action and identify it as pushing or pulling.

• Remind students that an object at rest tends to stay at rest unless a direct force (push or pull) makes it move. Ask students to recall the coins or washers on the paper at the beginning of this lesson. Reinforce the idea that the objects themselves—not the things around them, like the paper—have to be pushed or pulled.

Guided Practice:

• Tell students that they will go out to the playground to learn about force. Explain that they will choose an activity and decide whether it involves pushing or pulling.

• When you go outside, have students try a few of these activities:
• Doing a chin-up on a horizontal bar
• Climbing up a slide
• Rolling a ball down a slide
• Moving a partner on a swing
• Rolling or kicking a ball across the grass
• Playing a game of tug-of-war

• After students have completed the activities, review each one and discuss whether it involved a pulling or pushing motion.

Independent Practice:

• Photocopy a Push/Pull recording sheet for each pair of students in your class. Pair students with a partner and explain that students are going to test how force is used to move a variety of objects.

• Have each pair stick a small piece of masking tape to the floor to use as a starting line. Give each pair three or four small objects to test (e.g., a pencil, a penny, a ball, a toy car, etc.), some measuring tape and a copy of the Push/Pull recording sheet.

• Challenge students to place the objects on the starting line and give each object a push. Ask students to measure and record on the sheet how far each object traveled before it stopped.

• Have students repeat the test, giving each object a pull instead. Ask them to measure and record how far each object traveled this time.

• After they have tested the objects, engage students in a discussion about their observations. Ask:
• Did you find that certain objects traveled farther than others when pushed or pulled? Which ones? (Explain that the weight of an object can affect how fast it moves.)

• Did any of your objects stop moving on their own? Did other objects have to run into something else that made them stop? (Introduce the concept of friction, explaining that objects slow down when they come in contact with each other. For example, a toy car rolling on the ground can slow down when it hits pebbles or a clump of grass.)

• Do you think the strength of your push or pull motion affected the outcome of these tests? (Help students understand that the amount of force used to push or pull an object affects the distance it travels.)

Ticket-out:

·         A completed Push/Pull recording sheet

Modifications:

·         There will be no modifications needed for this lesson extension.

Student Assessment Plan:

·         This will be graded as an informal assessment.

Reflection:

During this unit on Force, students will identify whether the force being exerted on an object is pushing or pulling. Students will also understand and demonstrate that an object at rest tends to stay at rest. Digital Storytelling can be a tool for students to create their own stories. Being that I teach first grade, writing is a very difficult part to my students learning. I realized that students who participate in creating digital stories enhance their communication skills by learning to organize their ideas, ask questions, express opinions, and construct narratives. This is hard for some students to do. It can help students as they learn to create stories for an audience, and present their ideas and knowledge in an individual and meaningful way. Digital Storytelling helps students with diverse learning styles and can increase collaboration when students are able to work in groups, and provides value in enhancing the student experience through personal ownership and accomplishment.

I chose to use Tarheel Reader because there are so many books related to specific topics. They incorporated visuals, text, and voice. The book that I chose was written by children, an added bonus for my young students. It was easy to read so even my non-readers would be able to use to pictures to comprehend the text. This lesson will allow students to use the book to further explain what force is and be able to complete the hands on tasks also. I did not produce my own book due to not getting a user code from Tarheel Reader. Hopefully at a later date I will receive the code because I would love for my students to produce their own books about force and use pictures of themselves displaying the actions. This would be a great way to display what the students have learned throughout the year as a digital portfolio for their parents and my principal at the end of the year. The students would have the opportunity to share their work with their peers.