Chapter 6

Learning Objective: Identify activities that simultaneously support learner-centered explorations of both subject matter content and spreadsheets

This section seemed to be helpful to a particular audience. As an English teacher, do not find relevance in the objective of making spreadsheets, however I can see how they could be used in a variety of math lessons. The information on how to interpret graphs and other data, was helpful. It is easy to see a graph or chart that is presenting the information in a biased way, and that is helpful to teach students, so they can find accurate information. It was also helpful to see how teachers can use spreadsheets as tools for grades. Seeing this has proven to me that keeping this book may be essential, because I know I will not remember how to do that.

One question... Are there ways to use this as an English teaching tool? The text mentioned it, but id not provide examples, other than using it as a research tool.

A connection... I could relate to the text when it talks about how important it is to teach how to use the spreadsheet while teaching the subject matter. It is essential to accomplish this because of the time constraints the teachers are faced with. This seems like a skill that will take time to develop (not necessarily with spreadsheets). Simultaneously teaching two concepts, while also learning how to teach in general, will be difficult to overcome. But I guess it takes time and practice.

Chapter 12

Learning Objective: Design important cognitive, affective, and psychomotor objectives teachers might consider for guiding lessons that integrate technology

I felt that this section was interesting. I had not considered the different types and aspects of learning objectives in the past. The examples provided were well put together, but I felt they were fairly elementary, however this allowed for an easy understanding of the content. I could easily see how to incorporate these ideas and objectives into my lessons. The affective objectives seem to be a little abstract concerning the use of technology. I can see how they could be used to respond to a work of literature, but not to technology.

A question...

How would a teacher assess how the student felt about the technology? 

A connection: 

It is important to realize the various aspects that must be touched on while teaching and making lessons. I never would have thought to incorporate psychomotor skills into a lesson, or at least not referring to them in that way, but it makes sense that it is important to do this. Keeping the mind and body moving is essential to keeping the students interested in the topic at hand.

Chapter 13

Learning objective: Clarify the purposes for different types of assessments and how those assessments support learning in technology-rich environments.

I chose this objective because I feel as is assessing students on their learning will be the most difficult part of teaching. Choosing a method of assessment and attempting to take all children's needs into consideration will be difficult. I liked how this chapter discussed many forms of assessment. It solidified my view that there can be many different forms of assessment for the same subject, and all have advantages and disadvantages. I feel as if using projects, papers, in class and online tests/quizzes will be efficient for assessing students knowledge. I also liked how the text talked about assessing the students, just by observing the students in class while they are in group discussions. This would illustrate which students are comprehending the material and which students I may need to spend more time on, maybe directing questions to them in order to motivate them to do the reading and ask questions themselves. 

One question I had... How often does a teacher need to formally assess the students, to ensure that they are all where they need to be?

A connection to the text:

As I said above, this was a really interesting chapter. I have always wondered about how to assess my students in a fair way, taking into consideration that all students test differently and comprehend materials differently. I realize that it will be a trial and error experience for the first couple of years, but I feel as if offering a variety of ways to assess knowledge will be the best way to go.

Chapter 4

Learning Objective: Identify what is meant by technological literacy in the 21st century

As I continue to read this book I find it interesting that as a society we are basing so much on technology. "Today students need to know what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to solve problems and make decisions." I understand the importance of being able to use a computer and that my students will need to know how to use technology for classes, but it seems like at some points the text is taking it a little too far. By having so much focus on technology, I don't know where the time will be to teach a lesson and talk about the books. But maybe that is just the shift of the culture and something that needs to be embraced. All the information is interesting and I learn a lot by reading the text, but I wonder how much this will alter my idea of teaching.

A question I had... Are the standards something that are recommended, or are they mandated for students to graduate?

A connection to the text...

At this point I feel like I am behind the times because I do not completely understand why technology needs to be used in almost every lesson. By observing in the classrooms, I see small ways that the teachers utilize technology, but I do not feel over powered by it. I am trying to figure out where the happy medium is. 

EDCI Chapter 3 Reflections

Learning Objective: Discuss the Information Age and identify what knowledge is worth knowing

This section of the reading was definitely interesting. I enjoyed the information presented and I agree with most of it. However, I feel as if the information is over-simplified. As an English major, I want my students to read and to enjoy reading, but according to the text, "English and language arts has increased its focus toward more real-world communications, such as job applications, resumes, and invoices." I realize that these are the skills that are useful to students, but I wish that it were different and those skills could be acquired in another class, because to me that seems boring. 

A question I had is... To what extent is it the teachers job to ensure that students can use technology in a manner that will help them in the future? 

A connection to the text is that I will be teaching soon, and reading how much has changed and how quickly things are still changing makes me wonder what differences I will have to accommodate for. I am doing my observation in the High School and notice what curriculum changes have been made since I was in those classes three years ago. 

Chapter 1 - Teaching in the 21st Century

Learning Objective: Differentiate between technology and computers

I really enjoyed this section in the text because of all the new information I learned about technology. I was the person represented who did not know that technology was not merely electronic gadgets.

A question I had...

One Connection I had...