Technology Teacher 01/25/2016

• Free Technology for Teachers: Tech Alternatives for the One Computer Classroom

  • Monday, July 2, 2012

      

       

     

      

     Tech Alternatives for the One Computer Classroom

  • Here are 10 ways you can use your one computer as an  invigorating learning tool.
  • Presentation Tool-  The first (and simplest way) to use your computer is to present notes  or information to your students.
  • This also requires the aid of an LCD  (Liquid Crystal Display) projector.
  • Example- Present a power point on the steps of solving a quadratic equation.
  • Game Show Host-  There are a ton of interactive games, note taking techniques, and  simulation activities on the internet.
  • Example- Go to http://www.schooltimegames.com/  and search for games based a lesson you will be teaching.  Divide  students into groups of 3-4 and allow them to compete against each other  in a game. One student will operate the computer and be the score  keeper
  • Competition Tool-  Play the games or competition listed above (in #2). However, make it a  competition between classes to get the whole class involved
  • Example-  Have students compete to identify the battles of the Civil War of the parts of the body on www.purposegames.com
  • Learning Center-  Setup learning centers in your classroom. Create an activity where  groups of students move through various learning centers with one of the  centers being a computer learning center.
  • Computer as the Peak Activity (Pre-search, Research, Post-search) - Have  a group assignment where students have a before the computer part (or  parts) of the assignment, on the computer part of the assignment, and an  after the computer part(s).
  • xample-  Students prepare to write a debate on abortion by writing a thesis and  creating an outline, get on the computer and research information about  cell phones in school using http://idebate.org/debatabase , and then use the research information to formulate their debate.
  • Jigsaw Puzzle-  By now I’m sure you’ve heard of the jigsaw method. It breaks a lesson  down into parts and groups of students work on different parts of the  lesson. Each part of the lesson will equal one piece of the puzzle. One  of those pieces will be a computer group.
  • Students-Teacher-  Allow students to become a specialist on a particular topic and they  can create a PowerPoint or other activity to teach the rest of the class  about the topic
  • Post Master-Allow  students to work on an activity at their desk. When they get their part  correct, they can go type it into a master list or Power Point  projected on the board.
  • • Example-  This is a great “Get to Know Your Classmates” activity for the  beginning of the year. Have each student come up and make one PowerPoint  slide about themselves and present a master PowerPoint show entitled  “Getting to Mrs./Mr. ___________’s class”
     
     
    1. For fun make it a quiz, where the student puts a weird fact about themselves and the class has to guess who it is.
  • Scavenger Hunt- Have students complete an in class scavenger hunt that allows students to get on the computer for only part of the answers.
  • Tutor-  Use it for struggling students for remediation or enrichment for early  finishers. This is also a great for students who need some extra credit.

• How To Build Powerful Tech-Infused Lesson Plans | Edudemic

  • How To Build Powerful Tech-Infused Lesson Plans
  • Katie Lepi on September 7, 2013
  • But leveraging technology in such a way that it helps your lesson rather than being the focus of your lesson isn’t always easy, especially when you’re using apps that focus on specific topics
  • 21st Century Lesson Plans
  • Creating a 21st century lesson plan should touch on at least one of these (or some offshoot or concept thereof).
  • • Develop proficiency and fluency with the tools of technology;
     
    • Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought;
     
    • Design and share information for global communities to meet a variety of purposes;
     
    • Manage, analyze, and synthesize multiple streams of simultaneous information;
     
    • Create, critique, analyze, and evaluate multimedia texts;
     
    • Attend to the ethical responsibilities required by these complex environments.

  • ISTE-NETS for students, which outline similar learning goals:

     
     
    • Communication and Collaboration
     
    • Creativity and Innovation
     
    • Technology Operations
     
    • Digital Citizenship
     
    • Critical Thinking
     
    • Research and Information
  • Don’t Be Afraid Of Failure
  • Just like in ‘regular’ lesson planning, not every 21st century lesson will be a winner.
  • Sometimes your great ideas will weigh too heavily on the app you selected, or the students won’t bother or won’t need to work collaboratively or use the digital materials you’ve pointed them to.
  • Use What You Have
  • One of the best ways to integrate technology and the aforementioned 21st century skills into your lesson planning is to use the resources you already have
  • Tap Your PLN
  • You can also reach out to your peers (both the kind physically in your school or district, or those in your ‘virtual’ PLN, and ask questions. Maybe someone has a suggestion or can give you some real life feedback on something that you’re thinking about implementing.
  • Familiar Is Better
  • Same goes for your classroom. Don’t rush to bring a new device, web tool, or concept to your classroom without becoming very familiar with it first.
  • Fiddle around with devices, apps, and web tools, and test out the 21st century skills you’re hoping to infuse into your lesson plan before bringing it to class.

• Rethinking Classroom Design Guidelines -- Campus Technology

  • Rethinking Classroom Design Guidelines
  • 06/02/10
  • Basebuilding Infrastructure
  • In almost every case, the guidelines fail to take into account the evolutionary nature of how educational technology is used, updated, and integrated over time.
  • This occurs not because of dramatic paradigm shifts in the equipment itself but because teaching pedagogy is evolving and because younger teachers are more comfortable using complex technology.
  • They know that although there may be severe restrictions placed on funding for equipment for use on day 1, additional funds for equipment may become eventually available, especially over the longer term.
  • This may include power, conduit, and structural support for a second ceiling mounted projector, for wall mounted flat panel displays, for video origination cameras, accommodation for multiple laptop computers, etc.
  • Classroom guidelines should do more than just serve to make more efficient the classroom planning process. They should also serve to foster more detailed discussions of cost benefit, longer term planning, and overall classroom design goals.

• Rethinking Classroom Design Guidelines -- Campus Technology

  • Rethinking Classroom Design Guidelines
  • • By Michael David Leiboff
    • 06/02/10
  • Guidelines generally are based on specific room envelopes and take into account that seating capacities in any given space are contingent on furniture arrangements deployed
  • Traditionally, classroom design guidelines, as a general rule, are based on key assumptions.
  • urniture arrangements consist of rows of movable table arm chairs or long tables and chairs in flat floor rooms, fixed table arm chairs, or fixed tables and chairs in larger sloped or tiered floor rooms
  • The room has an orientation that includes an obvious "front," suggested by the location of the writing and/or projection surface.
  • The instructor's fixed workstation is typically located toward the front of the room.
  • • Elements of educational technology are identified, with varying degrees of guidance about required infrastructure. These include projection screens, ceiling mounted video projectors, voice amplification systems, etc.
    • Often an enhanced classroom type is identified and is equipped with more sophisticated technology, a second video projector, video conferencing for distance learning, etc.
  • Studio Classrooms
  • In this model of problems-based learning, students work in groups, at shared work surfaces, with chairs on wheels.
  • The instructor moves about the room interacting with different groups, offering suggestions and guidance.
  • Perhaps the most important is the fact that these rooms have no formal centralized "front."
  • ach work group has its own visual focal point, with access to a wall-mounted writing surface, and perhaps even a local large screen (flat panel or projection) video display allocated for their use.
  • though there may be a need for a fixed or portable master control panel to control some of the technology in the room.
  • First, visual display must now be distributed around the room. Second, it is likely that the students themselves will need to utilize and control the technology, as much or more than the instructor.

Posted from Diigo. The rest of my favorite links are here.