In September, Frisco ISD implemented the use of iStation at the elementary level to offer assistance to teachers with the reading assessment process. iStation was the district's response to too much instructional time being taken away by the assessment/data collection process that formally happens three times each year. While gathering data is crucial and should be used to drive instruction, traditional reading assessments done by K-2 teachers especially are very time consuming. Before iStation, kindergarten teachers were required to administer the PAPI, Concepts about Print, Hearing and Recording Sounds, and a DRA on every student! No doubt a very stressful task for these teachers especially with students that have short attention spans and little experience with school and testing for that matter!
I would classify iStation as an Integrated Learning System (ILS). iStation offers a variety of instructional techniques designed around the five major components of reading instruction--phonemic awareness, phonics, fluency, vocabulary, and comprehension. Each student logs into a computer and lessons are downloaded. The program keeps records on what the students do during time spent on the system. Teachers are given progress reports on individual students as well as class summaries. For individual students, the program tracks the lessons and assessments that have been completed, questions missed on each lesson by numbers and percentages, time spent on each lesson and test, and pretest and post-test data. After completing assessments, which are downloaded at the beginning of every month, the iStation software assigns each student to a tier based on his/her performance. These tiers are useful to teachers as they group students into guided reading groups.
As the literacy facilitator on our campus, I had the opportunity to take each class of students through iStation for the beginning of the year assessments. I would have to say that a major advantage to using an ILS like iStation is the time-saving ability. On average, each class was through the assessment portion within 20 minutes! Teachers would never be able to complete a PAPI, CAP, HRSW, and DRA in 20 minutes on every student! Sometimes the DRA alone for one student can take 20 minutes! From my observation as well as the classroom teachers', the program seemed to accurately identify students' ability levels. Our district is planning to share iStation beginning of the year results with parents on Conference Day.
Wednesday, September 30, 2009
Ed. Tech. 1: My Children in a World of Technology
It is amazing to watch my four and seven year-old children and see how technology is a natural part of their lives. They approach new sources of technology without hesitation. My four year-old can, without assistance, turn on the computer, go to the pbskids.org website, and navigate the site without giving it a second thought. My seven year-old can use a digital camera, send a text message on her dad's cell phone, and operate our home entertainment system with ease. The most amazing thing is that they learn how to do these things on their own! They are so accustomed to seeing and using various forms of technology that it has become just a way of life. When I was a child the word "digital" meant nothing. No computers, no cell phones, no DVD or even a VCR for that matter. There were no scanners at the grocery store or Wal-Mart and no wireless anything. "New technology" to my children doesn't really mean "new" to them, it just means something different that they will quickly learn to understand and use. As adults we see new technology as a replacement for something we have always done a different way. Children have no basis for change, so they naturally accept new technology as the basis for their method of operating. It is interesting to think about how my children will be learning in the years to come, both in and out of the classroom!
Sunday, September 20, 2009
What was the Earliest Application Software Available for Microcomputers?
The answer is...spreadsheets! A spreadsheet is software designed to store data (usually numeric) by row-column positions known as cells. Spreadsheets can also do calculations on the data. The word 'spreadsheet' can describe the program or the product that is created. "A spreadsheet helps users manage numbers in the same way that word processing helps manage words" (Roblyer, 129). Spreadsheets are often credited for beginning the microcomputer revolution.
Teachers use spreadsheets to keep budgets and gradebooks as well as to help teach math concepts. Spreadsheets save time by making calculations very quickly. They also organize displays of information in charts such as schedules and lists. In addition, spreadsheets help people visualize the impact of changes in numbers by posing "what if" questions. Finally, spreadsheets can help increase student motivation because they make working with numbers more graphic and fun.
Although the teaching role of spreadsheets primarily focuses on mathematics, they can also support teaching in science, social studies, and language arts. Students can use spreadsheets to create timelines, charts, and graphs. They can also help organize data from classroom experiments for example. Lastly, students can be taught to use spreadsheets to project their own grades. This helps students take more responsibility for school work and goal setting.
Teachers use spreadsheets to keep budgets and gradebooks as well as to help teach math concepts. Spreadsheets save time by making calculations very quickly. They also organize displays of information in charts such as schedules and lists. In addition, spreadsheets help people visualize the impact of changes in numbers by posing "what if" questions. Finally, spreadsheets can help increase student motivation because they make working with numbers more graphic and fun.
Although the teaching role of spreadsheets primarily focuses on mathematics, they can also support teaching in science, social studies, and language arts. Students can use spreadsheets to create timelines, charts, and graphs. They can also help organize data from classroom experiments for example. Lastly, students can be taught to use spreadsheets to project their own grades. This helps students take more responsibility for school work and goal setting.
Saturday, September 19, 2009
Summary of Databases
Databases are computer programs that allow users to store, organize, and manipulate information, including both text and numerical data. Database software can perform some calculations like a spreadsheet, but the primary purpose is information retrieval through keyword searches. The analogy used in Roblyer (1997) of comparing a database to a file cabinet made perfect sense to me!
The Roblyer text describes four benefits that databases offer to educators. First, databases reduce data redundancy. Because databases can be accessed from multiple locations, a school only needs to keep one actual copy of student information for example. In addition, databases save time when it comes to locating and/or updating information. Whenever a change needs to be made, it is done on one central computer rather than rummaging through various offices, file cabinets, and file folders. Likewise, databases can locate information that meets several criteria at once. Finally, databases help to reveal relationships among data. Research has shown that students need guidance though on asking relevant questions and analyzing the results provided by a database search. When incorporated properly, databases can be useful in teaching inquiry and problem-solving skills.
While teachers are not as dependent on databases for productivity, teachers can and do depend on databases to enhance instruction. Ways that teachers use databases to enhance instruction include: teaching research and study skills, teaching organization skills, understanding the power of information "pictures," posing and testing hypotheses, and searching for information during research.
The Roblyer text describes four benefits that databases offer to educators. First, databases reduce data redundancy. Because databases can be accessed from multiple locations, a school only needs to keep one actual copy of student information for example. In addition, databases save time when it comes to locating and/or updating information. Whenever a change needs to be made, it is done on one central computer rather than rummaging through various offices, file cabinets, and file folders. Likewise, databases can locate information that meets several criteria at once. Finally, databases help to reveal relationships among data. Research has shown that students need guidance though on asking relevant questions and analyzing the results provided by a database search. When incorporated properly, databases can be useful in teaching inquiry and problem-solving skills.
While teachers are not as dependent on databases for productivity, teachers can and do depend on databases to enhance instruction. Ways that teachers use databases to enhance instruction include: teaching research and study skills, teaching organization skills, understanding the power of information "pictures," posing and testing hypotheses, and searching for information during research.
Friday, September 18, 2009
Model Classroom Lessons
Although I teach reading to students in grades K-5, I chose lessons from TATN designed for grades 3-5. Students in grades 3-5 represent the largest number of students that I serve.
The first lesson I chose to review was designed for fourth grade students on the topic of characterization. The technology tools needed to integrate this lesson are computers with Kidspiration and Microsoft Word--both of which are available to me and students on my campus. I like that the lesson integrated the use of technology for an otherwise ordinary task--webbing character traits. I also like that the lesson provided ideas for extension and reteaching activities along with modifications for older students. In addition, a rubric is included which will aid teachers in the evaluation of students' work. Finally, I think the connection to writing that is included in the lesson is valuable. After students complete the character trait web, the teacher models for students how to take the information from the web and create an analysis of a character. A list of topics that should be included in the analysis are also provided.
The second lesson I selected incorporates the use of Power Point to help students summarize a literature circle novel. This lesson caught my attention because many of the fourth and fifth grade teachers on my campus run literature circles within their classrooms. The technology tools needed for this lesson are readily available to me and my students--a computer with Power Point and internet access. The duration of the lesson is five days, and a detailed procedure is provided for each day. While I like that the procedure is outlined, I think more specific instructions should be provided. For example, on day one, students are expected to create a title page of their slide show. The directions state, "Working together with a partner, have them open up a new slide show. Walk them through the process by using a slide show template. After the title is displayed on the first slide, let them explore adding pictures, different fonts, and colors." Those directions seem a bit vague to me considering that I wouldn't know how to add pictures. Similar directions are provided for day two's work on the author bio. "When they are finished adding information to the second slide, let them explore adding transitions between slides one and two." Without more specific directions, I would be exploring this right along with my students! I could likely find a student more proficient than myself on Power Point to help be the "expert" for the day. In my opinion, the content of the assignment seems too easy for a fifth grade level. The lesson plan only asks for four slides to be completed--title, author bio., characters and setting. I know I would need to extend or revise the lesson objectives to match the level of instruction my fifth grade students would need.
The third lesson I chose for review was 24 pages long and designed to help fifth grade students create a Power Point titled "All About Me." The lesson was designed for a fifth grade class but could easily be adapted for another grade level. The technology materials required include computers with Power Point and a digital camera if possible. The lesson is intended to be an introductory lesson for Power Point. The authors of the lesson included a Power Point tutorial along with step-by-step instructions for starting a Power Point presentation. Actual screen shots were included in the directions to help provide more clarity. The detailed instructions are one reason I chose to print the entire lesson! I think an "All About Me" Power Point would be great to have playing for "Back to School Night" or Open House. In addition, this type of activity serves as an opportunity for the student to explore his/her own interests and lets students get to know each other. Students could use their Power Point projects to make presentations to the class. Individual presentations would help students celebrate differences among people, get to know each other, and learn public speaking skills.
The first lesson I chose to review was designed for fourth grade students on the topic of characterization. The technology tools needed to integrate this lesson are computers with Kidspiration and Microsoft Word--both of which are available to me and students on my campus. I like that the lesson integrated the use of technology for an otherwise ordinary task--webbing character traits. I also like that the lesson provided ideas for extension and reteaching activities along with modifications for older students. In addition, a rubric is included which will aid teachers in the evaluation of students' work. Finally, I think the connection to writing that is included in the lesson is valuable. After students complete the character trait web, the teacher models for students how to take the information from the web and create an analysis of a character. A list of topics that should be included in the analysis are also provided.
The second lesson I selected incorporates the use of Power Point to help students summarize a literature circle novel. This lesson caught my attention because many of the fourth and fifth grade teachers on my campus run literature circles within their classrooms. The technology tools needed for this lesson are readily available to me and my students--a computer with Power Point and internet access. The duration of the lesson is five days, and a detailed procedure is provided for each day. While I like that the procedure is outlined, I think more specific instructions should be provided. For example, on day one, students are expected to create a title page of their slide show. The directions state, "Working together with a partner, have them open up a new slide show. Walk them through the process by using a slide show template. After the title is displayed on the first slide, let them explore adding pictures, different fonts, and colors." Those directions seem a bit vague to me considering that I wouldn't know how to add pictures. Similar directions are provided for day two's work on the author bio. "When they are finished adding information to the second slide, let them explore adding transitions between slides one and two." Without more specific directions, I would be exploring this right along with my students! I could likely find a student more proficient than myself on Power Point to help be the "expert" for the day. In my opinion, the content of the assignment seems too easy for a fifth grade level. The lesson plan only asks for four slides to be completed--title, author bio., characters and setting. I know I would need to extend or revise the lesson objectives to match the level of instruction my fifth grade students would need.
The third lesson I chose for review was 24 pages long and designed to help fifth grade students create a Power Point titled "All About Me." The lesson was designed for a fifth grade class but could easily be adapted for another grade level. The technology materials required include computers with Power Point and a digital camera if possible. The lesson is intended to be an introductory lesson for Power Point. The authors of the lesson included a Power Point tutorial along with step-by-step instructions for starting a Power Point presentation. Actual screen shots were included in the directions to help provide more clarity. The detailed instructions are one reason I chose to print the entire lesson! I think an "All About Me" Power Point would be great to have playing for "Back to School Night" or Open House. In addition, this type of activity serves as an opportunity for the student to explore his/her own interests and lets students get to know each other. Students could use their Power Point projects to make presentations to the class. Individual presentations would help students celebrate differences among people, get to know each other, and learn public speaking skills.
The Most Commonly Used Software in Education
Word Processing...the most commonly used software in education. It is an applications software activity that uses the computer for typing and preparing documents. Word processing offers many advantages to both students and teachers. One benefit is that it saves time. Teachers can be more efficient because word processing allows them to modify materials rather than recreating them. Likewise, word processing enhances a document's appearance. Materials created within word processing software look more polished and professional than handwritten work. In addition, word processing allows materials to be shared easily among people--teachers and students alike.
Although word processing has had a great impact on education, research on the benefits of using word processing in education has been conflicting. One issue is the age at which students should begin word processing. The debate lies between the development of handwriting abilities and written expression skills. Another discussion is about whether or not to teach keyboarding skills. Finally, what impact does word processing have on assessment? Roblyer (1997) reviewed some research that found students' word processing compositions usually received lower grades than handwritten compositions.
Some current word processing integration strategies include: aids in learning the writing process, allows for a group product approach, differentiates student instruction in language, writing, and reading, and encourages writing in any content area.
Although word processing has had a great impact on education, research on the benefits of using word processing in education has been conflicting. One issue is the age at which students should begin word processing. The debate lies between the development of handwriting abilities and written expression skills. Another discussion is about whether or not to teach keyboarding skills. Finally, what impact does word processing have on assessment? Roblyer (1997) reviewed some research that found students' word processing compositions usually received lower grades than handwritten compositions.
Some current word processing integration strategies include: aids in learning the writing process, allows for a group product approach, differentiates student instruction in language, writing, and reading, and encourages writing in any content area.
Wednesday, September 9, 2009
Overview of NETS, MTT, and TEKS
NETS:
ISTE published the National Educational Technology Standards (NETS) for students, teachers, and administrators in 1998, 2000, and 2001. The standards, now used in every U.S. state, are credited with significantly influencing expectations for students and creating targets of excellence relating to technology. The NETS standards for students include:
creativity and innovation
communication and elaboration
research information and fluency
critical thinking, problem solving, and decision making
digital citizenship
technology operations and concepts
MTT:
The purpose of the Master Technology Teacher (MTT) certification test is to ensure that each educator certified as a MTT can serve as a mentor in the field of technology instruction to other teachers.
TEKS:
The Texas Essential Knowledge and Skills (TEKS) are a curriculum framework for Texas public schools. They identify what Texas students should know and be able to do at every grade level and in every course in the required curriculum as they move through public school in Texas. One of the elementary standards for technology is that each student must master a wider range of technological skills. This is done through the technology applications curriculum that is outlined for grades K-2 and grades 3-5. These curricula both contain four strands--foundations, information acquisition, work in solving problems, and communication.
ISTE published the National Educational Technology Standards (NETS) for students, teachers, and administrators in 1998, 2000, and 2001. The standards, now used in every U.S. state, are credited with significantly influencing expectations for students and creating targets of excellence relating to technology. The NETS standards for students include:
creativity and innovation
communication and elaboration
research information and fluency
critical thinking, problem solving, and decision making
digital citizenship
technology operations and concepts
MTT:
The purpose of the Master Technology Teacher (MTT) certification test is to ensure that each educator certified as a MTT can serve as a mentor in the field of technology instruction to other teachers.
TEKS:
The Texas Essential Knowledge and Skills (TEKS) are a curriculum framework for Texas public schools. They identify what Texas students should know and be able to do at every grade level and in every course in the required curriculum as they move through public school in Texas. One of the elementary standards for technology is that each student must master a wider range of technological skills. This is done through the technology applications curriculum that is outlined for grades K-2 and grades 3-5. These curricula both contain four strands--foundations, information acquisition, work in solving problems, and communication.
Tuesday, September 8, 2009
5 Technology Goals
- Increase my proficiency with iStation, an on-line reading assessment/curriculum program that Frisco ISD recently implemented
- To become more familiar with Excel--functions, sorting, etc.
- To learn how to create graphs of my students' fluency rates
- To match technology to the curriculum that I teach--What am I teaching now in the area of reading that I could teach better with technology?
- To complete the on-line technology course in which I am currently enrolled. Although this is a short term goal, my learning curve is so great that I will definitely consider completion a major accomplishment!
Reflection of Atomic Learning Self-Assessment
With a score of 24/100, there is definitely room for growth and learning! Admitting my score is awful, but I am not surprised. My scores involving text were my highest while my scores involving sounds and video were the lowest. My score with images was higher than numbers, but that is not saying much!
Although I love my position as an Accelerated Reading Instruction teacher, I feel like becoming a specialized, pull-out teacher has diverted my focus away from technology. I almost feel "handicapped" when it comes to technology because my skills are weak in so many areas--hardware and software. I cannot blame my position entirely because I do make choices regarding some of the professional development that I attend. I attended a summer staff development on integrating technology and reading. I left with some great websites that support reading instruction, but I still have a very long way to go!
Although I love my position as an Accelerated Reading Instruction teacher, I feel like becoming a specialized, pull-out teacher has diverted my focus away from technology. I almost feel "handicapped" when it comes to technology because my skills are weak in so many areas--hardware and software. I cannot blame my position entirely because I do make choices regarding some of the professional development that I attend. I attended a summer staff development on integrating technology and reading. I left with some great websites that support reading instruction, but I still have a very long way to go!
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