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