I am a dual major in elementary and special education. Therefore, when I graduate from Lock Haven University I will be able to teach in any general education classroom grades K-6 or teach special education for grades K-12. I have given thought about which grade in particular I want to teach but I can't decide. As far as where I would like to teach, Pennsylvania, North Carolina, and South Carolina sound like three possible places.
Technology is something which could be used everyday within a classroom. My ideal classroom would contain a smartboard which I could use for my lessons. I could use this smartboard to write on, surf the web, and play educational videos from Youtube. I would also make a webpage for the class/grade I am teaching. This would be good for both parents and students to refer to for upcoming events, lessons, and daily homework. I could also link other educational websites to my webpage for the students to further explore and practice topics we are covering in class. Webquest is also another form of technology that I would like to use. My students can complete lessons and activities that I have designed using Webquest. Lastly, daily attendance and my gradebook could be done using programs such as Excel found on the classroom computer.
Tuesday, September 16, 2008
Sunday, September 14, 2008
Direct Instruction vs Constructivist Method
Direct instruction is a teaching/learning method which emphasizes individualized work. It contains specific instructional goals and objectives which are the same for all the students in the class. Skills and knowledge are passed on from the teacher to the students and the students learn prerequisite skills before acquiring the new knowledge and skills. The information is acquired by the students through carefully constructed presentations and activities which help the students understand, remember, and transfer this information. Students are assessed traditionally through multiple choice, short answer, etc, and answers are specific and graded by checklists or rubrics.
Constructivism puts more of a stress on group-based cooperative work. The goals under this method are things like critical thinking and problem solving. Students generate their own knowledge through their experiences which come in real life situations. Learning takes place through problem-oriented activities, visual formats and mental models, rich and complex learning environments, and learning through exploration. Students are assessed nontraditionally by group projects and multimedia projects. The products of the students are graded with self-report instruments.
The method I would use to teach technology would definitely be a constructivist method. I feel that when the learning revolves around the students, they will get more out of it. Also, by having students work together in groups and pairs, it allows for them to learn from one another which may result in more information being obtained by each student. As far as assessment goes, I think it is better for students to show how much they learned via portfolio than through multiple choice or short answer questions. If they are able to do the work and have it in their portfolio to show it then they most likely know what they are doing. Students who are bad test takers will not suffer because of an exam.
Constructivism puts more of a stress on group-based cooperative work. The goals under this method are things like critical thinking and problem solving. Students generate their own knowledge through their experiences which come in real life situations. Learning takes place through problem-oriented activities, visual formats and mental models, rich and complex learning environments, and learning through exploration. Students are assessed nontraditionally by group projects and multimedia projects. The products of the students are graded with self-report instruments.
The method I would use to teach technology would definitely be a constructivist method. I feel that when the learning revolves around the students, they will get more out of it. Also, by having students work together in groups and pairs, it allows for them to learn from one another which may result in more information being obtained by each student. As far as assessment goes, I think it is better for students to show how much they learned via portfolio than through multiple choice or short answer questions. If they are able to do the work and have it in their portfolio to show it then they most likely know what they are doing. Students who are bad test takers will not suffer because of an exam.
Tuesday, September 9, 2008
Chapter 2 Assignments
Self Assessment Questions and Answers:
1. Describe the relative advantage of using graphic tools to help students learn new concepts.
Answer: Graphic tools allow for the manipulation of images to illustrate documents and web pages. As a teacher, you can use these graphic tools to create pictures to add another dimension to the information being presented in a lesson. If the teacher has their own website for the class graphic tools can be used here also. Also, if the information being taught is new, it is often times very helpful to graphically organize it. This can be done in the form of charts, concept maps, etc.
2. In Phase 2 of the Technology Integration Planning Model (TIP), teachers focus on the outcomes expected as a result of integrating technology into instruction. List four methods teachers can use to assess the outcomes of the plan.
Answer: Four methods teachers can use to assess the outcomes of the plan include focusing on the results and not the processes, make statements observable and measurable, use written tests to asses skill achievement outcomes, and use evaluation criteria checklists to assess complex tasks or products.
3. Describe two advantages of required school and district policies such as policies regarding Internet use, legal and ethical use, and equity.
Answer: Congress passed the Children's Internet Protection Act to help schools protect children from internet materials which could be harmful to them. Many schools have children sign acceptable use policies that explain the risk involved in Internet use, outline proper internet behavior, and asks students if they agree to these policies. This was a very good idea because now students are better informed how to properly and safely use the internet. Policies have been made which make schools responsible for ensuring equitable access and use of technologies to all students especially those from low SES families, minorities, and students with disabilities. This is very important because technology continues to expand and become more important in society today and students should know how to use it.
Web Enrichment Activities:
1.Learning theory in technology-integrated lessons — Identify the learning theory addressed in a WebQuest. Locate a WebQuest at http://webquest.org/. Click on "Top," "Middling," or "New" and then view a WebQuest for a selected grade level and subject area. As you read the instructions and materials included in the WebQuest, make a list of five aspects of the WebQuest that are informed or supported by learning theory. Refer to Figures 2.3, 2.4, 2.5, and 2.6 in the textbook.
Your Answer:
WebQuests seem to fall into the learning theory known as Systems Theory and Systematic Instructional Design. This theory states that learning occurs by using a system of instruction based on behaviorist, information-processing, and cognitive-behaviorist theories. Generally there are stated goals and objectives that going along with the task to asist with the learning process. The system approach fits with the WebQuests in many ways. The following is a list of five aspects of the WebQuest that are supported by the Systems Theory: Structured Instruction, Sequence of Information, Practice or Task, Assessment or Evaluation, and the Information is Fast and Accurate.
2.Assessment of learning with rubrics — To see an example of rubrics developed for a student project, read about Mrs. Gaines' language arts lesson at http://ali.apple.com/ali_sites/hpli/Exhibits/1000734. Click on "The Lesson" to read the instructions to students, and click on "Assessment" to see the rubrics used by the students. Visit the Rubistar website at http://rubistar.4teachers.org/index.php for templates used by teachers to create custom rubrics. Refer to Figure 2.7 in the textbook and discuss the model that best applies to Mrs. Gaines' lesson and assessment. List three reasons for selecting that model.
Your Answer:
Mrs. Gaines' language arts lesson was definitely an example of Constructivist Model. She took a common traditional story Beowulf and put a twist on her lesson by making her students turn it into a rap which is an extreme non-traditional type of lesson. Also at the beginning of her lesson, Mrs. Gaines made sure to review over the basic elements of Beowulf to make sure that the students understood the story correctly. Lastly by having the students make Beowulf into a rap, there is a great chance that the students will remember the events of the story more easily. All of these examples provide reasons as to why Mrs. Gaines lesson is an example of a Constructivist Model.
3.Information literacy — The American Association of School Librarians and the Association for Educational Communications and Technology have published the "Information Literacy Standards for Student Learning" located at http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf. Read the standards and indicators. Consider one standard and indicator, and think of an additional strategy that could be added to Figure 2.12 of the textbook to help students achieve the standard.
Your Answer:
Standard 3: The student who is information literate uses information accurately and creatively. Indicator 1. Organizes information for practical application Indicator 2. Integrates new information into one’s own knowledge Indicator 3. Applies information in critical thinking and problem solving Indicator 4. Produces and communicates information and ideas in appropriate formats In order to allow students the opportunity to show their creativity, teachers should encourage doing research projects. Student should go and find the accurate information about their topic. Instead of having the students just write a traditional research paper, allow the students freedom. Let them show, you, the teacher what they are capable of. Allow them to have access to a variety of multimedia products to show off their creativity with. A problem with this would be the lack of the school limits on how much technology the students have access too. Also some students do not have as much creativity as others which could potentially present issues with grading and other aspects.
Making the Case for Technology Integration:
CARET questions that teachers can ask to determine if a technology based method has an impact on learning:
1. How can technology influence student academic performance?
2. How can technology develop higher order thinking and problem solving?
3. How can technology improve student motivation, attitude, and interest in learning?
4. How can technology help prepare students for the workforce?
5. How can technology address the needs of low performing, at risk, and students with disabilities?
Research Studies:
The first research that I found was how technology improved performance when the application provides opportunities for student collaboration. There was a study that had upper elementary grade students use a software collaboration tool called CSILE or Computer Supported Intentional Learning Environment. This enables students to create and post text and graphics to ask questions, search for answers, and give feedback on other students’ responses. These students performed better on standardized tests in reading, language, and vocabulary. They also did better on measures of depth of understanding, multiple perspectives and independent thought than students who did not use the software.
The second research study that I found was about how technology needs can address the needs of low performing, at risk, and students with learning disabilities by using technology applications selected to address the unique needs, strengths, and weaknesses of the student. Anchored instruction using video discs to provide real world problem solutions enables students to notice critical features of problem situations and to increase their awareness of their own changes in perception and understanding as they view the situation from different points of view. There was also another study done where students used CBT or Computer-based technology. This can provide physically challenged students with opportunities to engage in learning activities that might otherwise not be possible. The study done in Australia concluded that CBT is an effective tool in teaching basic reading and math skills to special needs students. The use of CBT led to increasingly student centered classrooms, an increase in individualized learning programs, and an overall increase in student independence.
NET-T Standards
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
1. Describe the relative advantage of using graphic tools to help students learn new concepts.
Answer: Graphic tools allow for the manipulation of images to illustrate documents and web pages. As a teacher, you can use these graphic tools to create pictures to add another dimension to the information being presented in a lesson. If the teacher has their own website for the class graphic tools can be used here also. Also, if the information being taught is new, it is often times very helpful to graphically organize it. This can be done in the form of charts, concept maps, etc.
2. In Phase 2 of the Technology Integration Planning Model (TIP), teachers focus on the outcomes expected as a result of integrating technology into instruction. List four methods teachers can use to assess the outcomes of the plan.
Answer: Four methods teachers can use to assess the outcomes of the plan include focusing on the results and not the processes, make statements observable and measurable, use written tests to asses skill achievement outcomes, and use evaluation criteria checklists to assess complex tasks or products.
3. Describe two advantages of required school and district policies such as policies regarding Internet use, legal and ethical use, and equity.
Answer: Congress passed the Children's Internet Protection Act to help schools protect children from internet materials which could be harmful to them. Many schools have children sign acceptable use policies that explain the risk involved in Internet use, outline proper internet behavior, and asks students if they agree to these policies. This was a very good idea because now students are better informed how to properly and safely use the internet. Policies have been made which make schools responsible for ensuring equitable access and use of technologies to all students especially those from low SES families, minorities, and students with disabilities. This is very important because technology continues to expand and become more important in society today and students should know how to use it.
Web Enrichment Activities:
1.Learning theory in technology-integrated lessons — Identify the learning theory addressed in a WebQuest. Locate a WebQuest at http://webquest.org/. Click on "Top," "Middling," or "New" and then view a WebQuest for a selected grade level and subject area. As you read the instructions and materials included in the WebQuest, make a list of five aspects of the WebQuest that are informed or supported by learning theory. Refer to Figures 2.3, 2.4, 2.5, and 2.6 in the textbook.
Your Answer:
WebQuests seem to fall into the learning theory known as Systems Theory and Systematic Instructional Design. This theory states that learning occurs by using a system of instruction based on behaviorist, information-processing, and cognitive-behaviorist theories. Generally there are stated goals and objectives that going along with the task to asist with the learning process. The system approach fits with the WebQuests in many ways. The following is a list of five aspects of the WebQuest that are supported by the Systems Theory: Structured Instruction, Sequence of Information, Practice or Task, Assessment or Evaluation, and the Information is Fast and Accurate.
2.Assessment of learning with rubrics — To see an example of rubrics developed for a student project, read about Mrs. Gaines' language arts lesson at http://ali.apple.com/ali_sites/hpli/Exhibits/1000734. Click on "The Lesson" to read the instructions to students, and click on "Assessment" to see the rubrics used by the students. Visit the Rubistar website at http://rubistar.4teachers.org/index.php for templates used by teachers to create custom rubrics. Refer to Figure 2.7 in the textbook and discuss the model that best applies to Mrs. Gaines' lesson and assessment. List three reasons for selecting that model.
Your Answer:
Mrs. Gaines' language arts lesson was definitely an example of Constructivist Model. She took a common traditional story Beowulf and put a twist on her lesson by making her students turn it into a rap which is an extreme non-traditional type of lesson. Also at the beginning of her lesson, Mrs. Gaines made sure to review over the basic elements of Beowulf to make sure that the students understood the story correctly. Lastly by having the students make Beowulf into a rap, there is a great chance that the students will remember the events of the story more easily. All of these examples provide reasons as to why Mrs. Gaines lesson is an example of a Constructivist Model.
3.Information literacy — The American Association of School Librarians and the Association for Educational Communications and Technology have published the "Information Literacy Standards for Student Learning" located at http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf. Read the standards and indicators. Consider one standard and indicator, and think of an additional strategy that could be added to Figure 2.12 of the textbook to help students achieve the standard.
Your Answer:
Standard 3: The student who is information literate uses information accurately and creatively. Indicator 1. Organizes information for practical application Indicator 2. Integrates new information into one’s own knowledge Indicator 3. Applies information in critical thinking and problem solving Indicator 4. Produces and communicates information and ideas in appropriate formats In order to allow students the opportunity to show their creativity, teachers should encourage doing research projects. Student should go and find the accurate information about their topic. Instead of having the students just write a traditional research paper, allow the students freedom. Let them show, you, the teacher what they are capable of. Allow them to have access to a variety of multimedia products to show off their creativity with. A problem with this would be the lack of the school limits on how much technology the students have access too. Also some students do not have as much creativity as others which could potentially present issues with grading and other aspects.
Making the Case for Technology Integration:
CARET questions that teachers can ask to determine if a technology based method has an impact on learning:
1. How can technology influence student academic performance?
2. How can technology develop higher order thinking and problem solving?
3. How can technology improve student motivation, attitude, and interest in learning?
4. How can technology help prepare students for the workforce?
5. How can technology address the needs of low performing, at risk, and students with disabilities?
Research Studies:
The first research that I found was how technology improved performance when the application provides opportunities for student collaboration. There was a study that had upper elementary grade students use a software collaboration tool called CSILE or Computer Supported Intentional Learning Environment. This enables students to create and post text and graphics to ask questions, search for answers, and give feedback on other students’ responses. These students performed better on standardized tests in reading, language, and vocabulary. They also did better on measures of depth of understanding, multiple perspectives and independent thought than students who did not use the software.
The second research study that I found was about how technology needs can address the needs of low performing, at risk, and students with learning disabilities by using technology applications selected to address the unique needs, strengths, and weaknesses of the student. Anchored instruction using video discs to provide real world problem solutions enables students to notice critical features of problem situations and to increase their awareness of their own changes in perception and understanding as they view the situation from different points of view. There was also another study done where students used CBT or Computer-based technology. This can provide physically challenged students with opportunities to engage in learning activities that might otherwise not be possible. The study done in Australia concluded that CBT is an effective tool in teaching basic reading and math skills to special needs students. The use of CBT led to increasingly student centered classrooms, an increase in individualized learning programs, and an overall increase in student independence.
NET-T Standards
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community
Friday, September 5, 2008
Chapter One Questions
1.
Name two advances or developments that have occurred in technology since the 1970s that you feel have had significant effects on education, and explain why these technological changes had such effects.
Your Answer:
Two developments that have occurred in technology since the 1970's include microcomputers and the World Wide Web. Microcomputers allowed for teachers to take back control of instructional and administrative applications from district data processing offices. They also give teachers more software and programs which can be used in the classroom to benefit students learning. The World Wide Web entered teachers into a "Information Superhighway." It allows teachers to find information for lessons such as pictures and text. Students benefit from the Web by using it for projects and schoolwork.
2.
Discuss one emerging trend in technology and the effect it could have on classrooms and schools.
Your Answer:
One emerging trend in technology is wireless connectivity. This could have many positive effects on classrooms and schools such as allowing teachers and students to maneuver around the classroom and school while still being able to receive internet access. Wireless connectivity reduces the amount of wires lying around which often times cause problems and get in the way.
3.
Explain reasons for developing an electronic portfolio.
Your Answer:
Electronic portfolios are a collection of a student's work products over time. They are arranged in a way in which the creator and others can see how their skills have developed and progressed. They can also be used for students who graduate college and are applying for a teaching job. The administrator can use the student's developing portfolio to help assist with the hiring process.
Name two advances or developments that have occurred in technology since the 1970s that you feel have had significant effects on education, and explain why these technological changes had such effects.
Your Answer:
Two developments that have occurred in technology since the 1970's include microcomputers and the World Wide Web. Microcomputers allowed for teachers to take back control of instructional and administrative applications from district data processing offices. They also give teachers more software and programs which can be used in the classroom to benefit students learning. The World Wide Web entered teachers into a "Information Superhighway." It allows teachers to find information for lessons such as pictures and text. Students benefit from the Web by using it for projects and schoolwork.
2.
Discuss one emerging trend in technology and the effect it could have on classrooms and schools.
Your Answer:
One emerging trend in technology is wireless connectivity. This could have many positive effects on classrooms and schools such as allowing teachers and students to maneuver around the classroom and school while still being able to receive internet access. Wireless connectivity reduces the amount of wires lying around which often times cause problems and get in the way.
3.
Explain reasons for developing an electronic portfolio.
Your Answer:
Electronic portfolios are a collection of a student's work products over time. They are arranged in a way in which the creator and others can see how their skills have developed and progressed. They can also be used for students who graduate college and are applying for a teaching job. The administrator can use the student's developing portfolio to help assist with the hiring process.
Wednesday, August 27, 2008
My first blog
My name is Trevor Montgomery and I am currently a Junior at Lock Haven. I have a dual major in Elementary Education and Special Education with a minor in Reading. I am from Bethlehem, Pa and I attended Bethlehem Catholic High School. I have five siblings; 3 sisters, two older and one younger, and one older brother. I enjoy to play sports such as basketball, volleyball, and football.
I have experienced technology while learning. During my high school years, I used technology such as computers, overhead projectors, and briefly a smart board. I remember taking a computer class where we learned Power point, Excel, and Microsoft Office and another class which taught typing. When I reached college, I used more technology in my learning than I did in high school. There was more work that needed to be done using computers. This included things like using Power point, typing papers, using Smart board, Ecampus, and I have taken three online courses.
I have some expectations for this class. I would like to become more comfortable in using Smart board in case I will be able to have one in my future classroom when I am a teacher. I also don't feel 100 percent comfortable in using some of the Microsoft Office applications such as Power point and Excel.
I have experienced technology while learning. During my high school years, I used technology such as computers, overhead projectors, and briefly a smart board. I remember taking a computer class where we learned Power point, Excel, and Microsoft Office and another class which taught typing. When I reached college, I used more technology in my learning than I did in high school. There was more work that needed to be done using computers. This included things like using Power point, typing papers, using Smart board, Ecampus, and I have taken three online courses.
I have some expectations for this class. I would like to become more comfortable in using Smart board in case I will be able to have one in my future classroom when I am a teacher. I also don't feel 100 percent comfortable in using some of the Microsoft Office applications such as Power point and Excel.
Subscribe to:
Posts (Atom)