Wednesday, July 25, 2012
EDTC 5010 Section 601
As the class comes to a close I am quite surprised at how pleased I was with it. One of my colleagues took the course last summer and failed it. She told me numerous times that the class was extremely hard and that I probably wouldn't do well with. I must say that I wasn't disappointed at all. I feel like I learned a lot of resources that I can take back to my classroom next month. Overall I fill that it was a great asset to my professional development.
Teacher, Technology and the Classroom: Reflecting What I know
1. What can I do to "get ready" for a lesson in which my students use computers?
First of all teachers should develop a well thought out lesson. Teachers should have information already prepared and uploaded before starting a lesson such as downloading software, creating bookmarks and etc. Teachers should also have a set of classroom management rules in place to make sure students know the "do's and dont's of using computers at school.
2. Where does the "computer part" come when I am teaching a lesson?
The "computer part" comes into play when students are engaging in in drills, guided practice, independent work and games. Teachers should be on guard during this time to make sure students are staying on task.
3. How do you ensure equal access for all students with only three computers?
Students can work in groups and divide up task so that all students will have a chance to have some computer time. Task should be divided equally so that all students will have an equal amount of time.
First of all teachers should develop a well thought out lesson. Teachers should have information already prepared and uploaded before starting a lesson such as downloading software, creating bookmarks and etc. Teachers should also have a set of classroom management rules in place to make sure students know the "do's and dont's of using computers at school.
2. Where does the "computer part" come when I am teaching a lesson?
The "computer part" comes into play when students are engaging in in drills, guided practice, independent work and games. Teachers should be on guard during this time to make sure students are staying on task.
3. How do you ensure equal access for all students with only three computers?
Students can work in groups and divide up task so that all students will have a chance to have some computer time. Task should be divided equally so that all students will have an equal amount of time.
Reflecting What I know: Graphic Organizers
1. How do you know that students understand a concept?
The best way to tell that students can understand a concept is to have them apply it to a real life situation or problem. In my classes, one of the hardest concepts that students have problems with is distinguishing the differences between abbreviations and equivalents. After teacher this lesson I normally give students a cookie recipe to prepare. Students have to read the recipe and interpret between teaspoons, tablespoons, and a variety of cup sizes. If the student's cookies come out just right I know that they understand that concept that was taught. If I have a group where their cookies come out salty, dry, too sweet or doughy that makes me realize that they didnt quite grasp the concept that was taught.
2. How can you depict student misconceptions of key information.
One way to tell is by using the example in my previous answer. Another way to tell is by testing or your students to make sure they are grasping the information. If your score are really low this will show you that students didn't quite grasp the information.
3. How can students capture and transfer brainstorming ideas into written thoughts?
Brainstorming ideas can be mapped out on a graphic organizers. If using a spider map the main idea can be put in the middle and the branches can be used for key main points. This way students can organize the information that they have. There are also graphic organizers on computers which offer brainstorming tools.
The best way to tell that students can understand a concept is to have them apply it to a real life situation or problem. In my classes, one of the hardest concepts that students have problems with is distinguishing the differences between abbreviations and equivalents. After teacher this lesson I normally give students a cookie recipe to prepare. Students have to read the recipe and interpret between teaspoons, tablespoons, and a variety of cup sizes. If the student's cookies come out just right I know that they understand that concept that was taught. If I have a group where their cookies come out salty, dry, too sweet or doughy that makes me realize that they didnt quite grasp the concept that was taught.
2. How can you depict student misconceptions of key information.
One way to tell is by using the example in my previous answer. Another way to tell is by testing or your students to make sure they are grasping the information. If your score are really low this will show you that students didn't quite grasp the information.
3. How can students capture and transfer brainstorming ideas into written thoughts?
Brainstorming ideas can be mapped out on a graphic organizers. If using a spider map the main idea can be put in the middle and the branches can be used for key main points. This way students can organize the information that they have. There are also graphic organizers on computers which offer brainstorming tools.
Thursday, July 19, 2012
Integrating Problem Solving and Educational Software: Reflecting What I Know
3. When I integrate problem solving or educational software into a lesson, what changes will be needed? There isn't really many changes that has to be done when incorporating this software. Teachers should just incorporate the software the same way that they would any other computer usage in the classroom. 2. How do I choose the correct software?
Teachers are ware of the type of content that they will be teaching in their classrooms. It is best that teachers pick the appropriate software that would benefit their students. Teachers should consider the content accuracy, alignment with your objectives and the effectiveness of the program before buying any type of software.
1. What are the benefits of using problem solving or educational software?This type of software allows students to think outside the box. The problem solving software helps stimulates the students minds by allowing them to use upper level thinking. The problem solving games also allows students to have increased attention. Educational software gives students a chance to review information for upcoming classroom test or state standardized test.
Teachers are ware of the type of content that they will be teaching in their classrooms. It is best that teachers pick the appropriate software that would benefit their students. Teachers should consider the content accuracy, alignment with your objectives and the effectiveness of the program before buying any type of software.
1. What are the benefits of using problem solving or educational software?This type of software allows students to think outside the box. The problem solving software helps stimulates the students minds by allowing them to use upper level thinking. The problem solving games also allows students to have increased attention. Educational software gives students a chance to review information for upcoming classroom test or state standardized test.
Incorporating Multimedia
Below is a video which was prepared by the students in the yearbook class at my high school. This shows one way that a class such as this one can incorporate multimedia. The video is one that celebrates graduating Seniors.
<iframe width="420" height="315" src="https://www.youtube.com/embed/g700DikzLwk" frameborder="0" allowfullscreen></iframe>
<iframe width="420" height="315" src="https://www.youtube.com/embed/g700DikzLwk" frameborder="0" allowfullscreen></iframe>
Integrating Multimedia as a Tool : Reflecting What I Know
1. How can my students use multimedia for their projects?
Students create many different types of projects by using multimedia. Students can projects which can incorporate videos, powerpoints, prezis and digital recordings. It is always fun for students to use multimedia as a way to create projects versus the old traditional way using markers and poster board.
2. What applications are available for creating a multimedia presentation?
Applications which are available include voice recorders, digital video creators, powerpoints, prezis, and Smart Board software. All of the applications allow for students to be unique and creative when preparing their multimedia presentations.
3. Should I place limits on how my students use multimedia?
Yes, I believe that teachers should place some type of limit or guidelines for student use of multimedia. Teachers should make sure that all materials that students create are in compliance with the school rules. You wouldn't want students preparing multimedia projects with strong sexual content, violence or profanity. It is important that teachers monitor students progress to make sure that they are following the guidelines that you have in place.
Students create many different types of projects by using multimedia. Students can projects which can incorporate videos, powerpoints, prezis and digital recordings. It is always fun for students to use multimedia as a way to create projects versus the old traditional way using markers and poster board.
2. What applications are available for creating a multimedia presentation?
Applications which are available include voice recorders, digital video creators, powerpoints, prezis, and Smart Board software. All of the applications allow for students to be unique and creative when preparing their multimedia presentations.
3. Should I place limits on how my students use multimedia?
Yes, I believe that teachers should place some type of limit or guidelines for student use of multimedia. Teachers should make sure that all materials that students create are in compliance with the school rules. You wouldn't want students preparing multimedia projects with strong sexual content, violence or profanity. It is important that teachers monitor students progress to make sure that they are following the guidelines that you have in place.
Thursday, July 12, 2012
Reflecting What I Know: Exploring WWW in the Classroom
1. Now that I have access to the web how can I use it effectively?
You can use the internet for many functions. Most often it is used for researching information. You can also use the web to collaborate with other teachers and your students. As a teacher one of the main functions we will use it for is Email. Teachers ofter recieve a lot of emails.
2. How Do I Manage students' use of the Web in my class?
Managing student use of the web can be tricky at times. It is very important that te
achers are walking around monitoring student progress . This ensures that students are staying on task and also making sure they aren't on prohibited sites. At some schools such as my own, the technology department can go back and look at every site that the student has visited even if they try to erase the history. I believe this is very important.
3. Which features of the Web do I use?
There are many different features on the web that you can use. You can use the Web for collaborating, communication, content management such as web pages, and also for professional development.
You can use the internet for many functions. Most often it is used for researching information. You can also use the web to collaborate with other teachers and your students. As a teacher one of the main functions we will use it for is Email. Teachers ofter recieve a lot of emails.
2. How Do I Manage students' use of the Web in my class?
Managing student use of the web can be tricky at times. It is very important that te
achers are walking around monitoring student progress . This ensures that students are staying on task and also making sure they aren't on prohibited sites. At some schools such as my own, the technology department can go back and look at every site that the student has visited even if they try to erase the history. I believe this is very important.
3. Which features of the Web do I use?
There are many different features on the web that you can use. You can use the Web for collaborating, communication, content management such as web pages, and also for professional development.
Google Sites......Change of Mind
Previously in the past I have had difficulty using google sites and trying to create a website for my class. For some reason, for this assignment I didnt find it as difficult as I have in the past. I guess it is because I have time to work with it a little more. I had previously stated in an older post that I didnt think I would use google sites in my classroom, but now I believe that I will.
Reflecting What I Know: Computer Software in Today's Classroom
1. There are so many types of software, how do I know which ones to include in my lessons?
Nobody knows your students better than you do. You know what materials or components they will feel comfortable with which ones will make them feel uneasy. It is best that you start out with a piece of software that is pretty basic such as word processing. Once students have mastered this program you can move up to a piece of software that may be a little more difficult such as spreadsheets or databases.
2. I understand why students should use education software and the software and the internet, but why should my fourth- grade students learn to use spreadsheet, database or video editing software?
We are living in a world of very advanced 21st Century Technology learners. Students this day and time catch on to technology skills a lot faster than older adults sometime can. Technology skills are being taught at earlier ages because we are living in a global world technology is constantly changing. Students have to learn to keep up with technology even at a early age. You will be surprised at how early kids are catching on to some types of software. My 2 year old son loves playing on his grandma's IPAD 2. He even knows how to use the keypad to unlock it.
3. How can student use of different types of software help improve scores on state test?
There are many types of software out that allow students to do tutorials, drills and practices. These programs can serve as review purposes when it is time for the student to take standardized state test. I was told by LEA that in 2 years all CTE State test will be given online. That will definitely be a big transition.
Nobody knows your students better than you do. You know what materials or components they will feel comfortable with which ones will make them feel uneasy. It is best that you start out with a piece of software that is pretty basic such as word processing. Once students have mastered this program you can move up to a piece of software that may be a little more difficult such as spreadsheets or databases.
2. I understand why students should use education software and the software and the internet, but why should my fourth- grade students learn to use spreadsheet, database or video editing software?
We are living in a world of very advanced 21st Century Technology learners. Students this day and time catch on to technology skills a lot faster than older adults sometime can. Technology skills are being taught at earlier ages because we are living in a global world technology is constantly changing. Students have to learn to keep up with technology even at a early age. You will be surprised at how early kids are catching on to some types of software. My 2 year old son loves playing on his grandma's IPAD 2. He even knows how to use the keypad to unlock it.
3. How can student use of different types of software help improve scores on state test?
There are many types of software out that allow students to do tutorials, drills and practices. These programs can serve as review purposes when it is time for the student to take standardized state test. I was told by LEA that in 2 years all CTE State test will be given online. That will definitely be a big transition.
DELICIOUS
1. HOW DIFFICULT WAS IT TO FIND GOOD SITES?
IT WASN'T DIFFICULT AT ALL FOR ME TO FIND THE GOOD SITES. I HAVE HAD A TRAINING THROUGH MY SCHOOL BEFORE THAT TAUGHT US HOW TO FIND RELIABLE WEBSITES ONLINE. WE ALSO HAD NUMEROUS PROFESSIONAL DEVELOPMENT ACTIVITIES AND WE WERE GIVEN A LIST OF RELIABLE SITES.
2. WERE THERE MANY SITES CLAIMING TO BE EDUCATIONAL THAT WERE ONLY TRYING TO SELL A PRODUCT?
I SAW QUITE A FEW SITES THAT TRIED TO OFFER TEACHERS A FREE TRIAL IF THEY TRIED THEIR SITE OR PRODUCT OUT FOR A PARTICULAR AMOUNT OF TIME. I THINK THAT THERE ARE MANY TEACHERS OUT IN THE WORLD THAT PROBABLY WOULD FALL FOR THAT AND END UP HAVING TO PAY MONEY OUT OF POCKET.
3. DID YOU FIND MANY SITES THAT WERE NOT VALUABLE RESOURCE?
I DID NOT FIND MANY SITES THAT WERE NOT VALUABLE RESOURCES.
4. WHAT DID YOU THINK OF SOME OF THE WEB 2.0 SITES?
I HAVE HAD EXPERIENCE WITH ALL OF THE 15 TOOLS THAT I LINKED ON THE DELICIOUS SITE. SOME OF THE TOOLS I ONLY USED WHEN THEY WERE INTRODUCED TO ME IN WORKSHOPS AND OTHERS I USED PERIODICALLY IN MY CLASSROOM. I THINK THAT I WILL USE A LOT MORE OF THE TOOLS THIS UPCOMING SCHOOL YEAR BECAUSE I WILL BE MORE FAMILIAR WITH USING TECHNOLOGY IN THE CLASSROOM.
5. DID YOU CHOOSE MANY OF THE SAME SITES AS THE STUDENTS YOU ARE FOLLOWING IN DELICIOUS?
I NOTICED THAT ME AND ONE PARTICULAR STUDENT SHARED SIMILAR WEB 2.0 TOOLS SUCH AS: BRAINPOP, THINKIFINITY AND DISCOVERY EDUCATION WHICH IS SIMILAR TO UNITED STREAMING THAT I HAVE LINKED ON MY PAGE.
6. WHAT DID YOU LIKE ABOUT THE 15 SITES THAT YOU SELECTED?
I LOVE THE FACT THAT ALL 15 SITES THAT I CHOSE ARE VERY USER FRIENDLY AND EASY TO USE. IT DOESN'T TAKE TOO LONG TO GET STARTED WITH EACH OF THE TOOLS ONCE YOU GET THE HANG OF THEM. I BELIEVE ALL 15 SITES ARE SITES THAT WOULD KEEP THE STUDENTS VERY INTERESTED AND ENGAGED.
IT WASN'T DIFFICULT AT ALL FOR ME TO FIND THE GOOD SITES. I HAVE HAD A TRAINING THROUGH MY SCHOOL BEFORE THAT TAUGHT US HOW TO FIND RELIABLE WEBSITES ONLINE. WE ALSO HAD NUMEROUS PROFESSIONAL DEVELOPMENT ACTIVITIES AND WE WERE GIVEN A LIST OF RELIABLE SITES.
2. WERE THERE MANY SITES CLAIMING TO BE EDUCATIONAL THAT WERE ONLY TRYING TO SELL A PRODUCT?
I SAW QUITE A FEW SITES THAT TRIED TO OFFER TEACHERS A FREE TRIAL IF THEY TRIED THEIR SITE OR PRODUCT OUT FOR A PARTICULAR AMOUNT OF TIME. I THINK THAT THERE ARE MANY TEACHERS OUT IN THE WORLD THAT PROBABLY WOULD FALL FOR THAT AND END UP HAVING TO PAY MONEY OUT OF POCKET.
3. DID YOU FIND MANY SITES THAT WERE NOT VALUABLE RESOURCE?
I DID NOT FIND MANY SITES THAT WERE NOT VALUABLE RESOURCES.
4. WHAT DID YOU THINK OF SOME OF THE WEB 2.0 SITES?
I HAVE HAD EXPERIENCE WITH ALL OF THE 15 TOOLS THAT I LINKED ON THE DELICIOUS SITE. SOME OF THE TOOLS I ONLY USED WHEN THEY WERE INTRODUCED TO ME IN WORKSHOPS AND OTHERS I USED PERIODICALLY IN MY CLASSROOM. I THINK THAT I WILL USE A LOT MORE OF THE TOOLS THIS UPCOMING SCHOOL YEAR BECAUSE I WILL BE MORE FAMILIAR WITH USING TECHNOLOGY IN THE CLASSROOM.
5. DID YOU CHOOSE MANY OF THE SAME SITES AS THE STUDENTS YOU ARE FOLLOWING IN DELICIOUS?
I NOTICED THAT ME AND ONE PARTICULAR STUDENT SHARED SIMILAR WEB 2.0 TOOLS SUCH AS: BRAINPOP, THINKIFINITY AND DISCOVERY EDUCATION WHICH IS SIMILAR TO UNITED STREAMING THAT I HAVE LINKED ON MY PAGE.
6. WHAT DID YOU LIKE ABOUT THE 15 SITES THAT YOU SELECTED?
I LOVE THE FACT THAT ALL 15 SITES THAT I CHOSE ARE VERY USER FRIENDLY AND EASY TO USE. IT DOESN'T TAKE TOO LONG TO GET STARTED WITH EACH OF THE TOOLS ONCE YOU GET THE HANG OF THEM. I BELIEVE ALL 15 SITES ARE SITES THAT WOULD KEEP THE STUDENTS VERY INTERESTED AND ENGAGED.
Wednesday, July 4, 2012
Reflecting on What I Know: Using Technology for Higher Learning
1. How can I get my students to ask questions about the research they are conducting?
You can do this by having students to use Higher Order Thinking by using a "Think Sheet". Think sheets are designed to help the student understand the content by using appropriate inquiry skills.
2. How can I teach my students to solve problems?
We should teach our students that in order to solve a problem we must first learn to identify the problem. After the problem is identified, the student must understand what needs to be known to solve the problem and identify data or information to collect to solve the problem. After all of that is complete the student can analyze the data and come up with possible solutions to sovle the problem.
3. I've never used an inquiry-based approach, much less computers- so how is a teacher supposed to do both of these at one time?
When using technology it involves, playing around and getting to know the equipment until you figure out how it actually works. In using inquiry based approaches it involves a similar process. it all about identifying the problem and coming up with possible solutions. This is how teachers should approach the inquiry based approach using technology-- as a problem solving venture where you have to work out the "kinks" along the way.
You can do this by having students to use Higher Order Thinking by using a "Think Sheet". Think sheets are designed to help the student understand the content by using appropriate inquiry skills.
2. How can I teach my students to solve problems?
We should teach our students that in order to solve a problem we must first learn to identify the problem. After the problem is identified, the student must understand what needs to be known to solve the problem and identify data or information to collect to solve the problem. After all of that is complete the student can analyze the data and come up with possible solutions to sovle the problem.
3. I've never used an inquiry-based approach, much less computers- so how is a teacher supposed to do both of these at one time?
When using technology it involves, playing around and getting to know the equipment until you figure out how it actually works. In using inquiry based approaches it involves a similar process. it all about identifying the problem and coming up with possible solutions. This is how teachers should approach the inquiry based approach using technology-- as a problem solving venture where you have to work out the "kinks" along the way.
Monday, July 2, 2012
Reflecting What I Know: Designing an Integrated Lesson
1. How do I plan and integrated lesson that will work with my students?
Integrating technology rich lessons does not require an extreme amount of work. As teachers, we can easily adjust and adapt lessons that we already have to add an technology component. We can also develop technology rich lessons from scratch which may take a little longer to plan.
2. Why do I need objectives to help with my planning and lesson development?
Objectives are needed to help make the lesson planning run smoothly. The objectives should cover all the instruction for that unit or lesson. Objectives are designed so that you can see the outcomes of what you students have learned once the lesson is over.
3. How can I encourage my students to engage in the processing of information?
By integrating lessons that the students are interested in and are able to remember information at the same time. The lessons should include a variety of skills and instructional activities to meet the needs of the individual students.
4. Do I have to use a different lesson plan when I want my students to use computers?
You do not have to necessarily use a separate lesson plans just make changes to the plans that you already have in place.
5. What is the relationship between objectives and computer functions?
In order to create a successful lesson, you must match between your objectives and one or more computer functions. Computer functions are tasks that computer software can assist or perform. In order to make this successful you should analyze how you want your students to master the information learned.
6. Can you use a computer for every objective or lesson?
It is not necessary to use a computer with every objective or lesson. There are other ways to incorporate technology in your plans such as: audio devices, recorders, scanners and etc.
Integrating technology rich lessons does not require an extreme amount of work. As teachers, we can easily adjust and adapt lessons that we already have to add an technology component. We can also develop technology rich lessons from scratch which may take a little longer to plan.
2. Why do I need objectives to help with my planning and lesson development?
Objectives are needed to help make the lesson planning run smoothly. The objectives should cover all the instruction for that unit or lesson. Objectives are designed so that you can see the outcomes of what you students have learned once the lesson is over.
3. How can I encourage my students to engage in the processing of information?
By integrating lessons that the students are interested in and are able to remember information at the same time. The lessons should include a variety of skills and instructional activities to meet the needs of the individual students.
4. Do I have to use a different lesson plan when I want my students to use computers?
You do not have to necessarily use a separate lesson plans just make changes to the plans that you already have in place.
5. What is the relationship between objectives and computer functions?
In order to create a successful lesson, you must match between your objectives and one or more computer functions. Computer functions are tasks that computer software can assist or perform. In order to make this successful you should analyze how you want your students to master the information learned.
6. Can you use a computer for every objective or lesson?
It is not necessary to use a computer with every objective or lesson. There are other ways to incorporate technology in your plans such as: audio devices, recorders, scanners and etc.
Tuesday, June 26, 2012
Using Digital Tools in the Classroom: Reflecting on What I Know
1. Why is it important to learn about different technology tools when they are constantly changing?
Many times technology devices that are used are designed so that they last a span of 5 to 7 years. With the new types of technology that are coming out, it is easy sometimes to keep your older device and just download newer software programs. Staying up to date on software tools allows you to be aware of whats going on out there in our fast paced world. Most of the time the technology devices are similar when they come out with a new one it just a few extra gadgets. The IPADS 1,2 and 3 are prime examples of how technology changes.
2. Most Desktop Computers do the same things as mobile devices, so why do teachers need to use both?
Desktop Computers are meant to be in a single location. They can't be moved around as easy as other mobile devices. In the classroom, smaller mobile devices can be used to do things such as: taking pictures, recording audio, organizing projects and etc. Mobile devices are also easy to use in the classroom for group projects to make collaborating easier.
3. How can the cost of digital devices be justified when the functions they perform are often limited in number and scope.
Yes, I believe that the cost of digital devices can be justified by their functions that they perform. Digital devices can range anywhere from $10 to Thousands of dollars. You get what you pay for. The devices that you pay the most for are normally the type of devices that have the most functions and last longer.
Many times technology devices that are used are designed so that they last a span of 5 to 7 years. With the new types of technology that are coming out, it is easy sometimes to keep your older device and just download newer software programs. Staying up to date on software tools allows you to be aware of whats going on out there in our fast paced world. Most of the time the technology devices are similar when they come out with a new one it just a few extra gadgets. The IPADS 1,2 and 3 are prime examples of how technology changes.
2. Most Desktop Computers do the same things as mobile devices, so why do teachers need to use both?
Desktop Computers are meant to be in a single location. They can't be moved around as easy as other mobile devices. In the classroom, smaller mobile devices can be used to do things such as: taking pictures, recording audio, organizing projects and etc. Mobile devices are also easy to use in the classroom for group projects to make collaborating easier.
3. How can the cost of digital devices be justified when the functions they perform are often limited in number and scope.
Yes, I believe that the cost of digital devices can be justified by their functions that they perform. Digital devices can range anywhere from $10 to Thousands of dollars. You get what you pay for. The devices that you pay the most for are normally the type of devices that have the most functions and last longer.
Rethinking Computers and Instruction: Reflecting What You Know
1. Must I use a inquiry-based learning approach in my classroom to use computers as a tool?
I believe that inquiry-based learning should be used in the classroom when using the computers. Using this approach allows the students to solve problems and solutions by exploring, analyzing and gathering data. This allows students to gain new knowledge and expand their mind frames!!!
2. Can I still use tutorials and drill practice software?
Yes, I believe that you can still use tutorials and drill practice software. Both of these approaches allow students to regain information learned and reinforce it. Turtorials and drill practices give students a chance to review and practice information previously learned. The software also offers a bit of entertainment as well.
3. Won't I have to spend a great deal of time to develop these units of instruction?
These units of instruction do not take a great deal of time. These lessons can be developed as you are going along. When I develop lessons for my students I always let them know that that its a new technology lesson and we are all learning together. If the lesson fails student now a days know how technology is and it sometimes fails!
4. Won't Every student need a computer to use it as a tool?
Not every student will need a computer to use it as a tool. Students can work together to collaborate to find valuable use for the computers software tools.
I believe that inquiry-based learning should be used in the classroom when using the computers. Using this approach allows the students to solve problems and solutions by exploring, analyzing and gathering data. This allows students to gain new knowledge and expand their mind frames!!!
2. Can I still use tutorials and drill practice software?
Yes, I believe that you can still use tutorials and drill practice software. Both of these approaches allow students to regain information learned and reinforce it. Turtorials and drill practices give students a chance to review and practice information previously learned. The software also offers a bit of entertainment as well.
3. Won't I have to spend a great deal of time to develop these units of instruction?
These units of instruction do not take a great deal of time. These lessons can be developed as you are going along. When I develop lessons for my students I always let them know that that its a new technology lesson and we are all learning together. If the lesson fails student now a days know how technology is and it sometimes fails!
4. Won't Every student need a computer to use it as a tool?
Not every student will need a computer to use it as a tool. Students can work together to collaborate to find valuable use for the computers software tools.
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