Category Archives: 2.4 Integrated Technologies

Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer.

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Using the Basic Three

Word processing, spreadsheets, and databases: the mere mention of these words can cause incessant sighing, rolling of the eyes, and contagious yawns. Most teachers feel that their students should know how to use these tools because these tools require skills that translate to real world jobs, but teachers often overlook the “Basic Three”(Roblyer and Doering, 2013 p. 114) because technology has advanced so much and there are so many other “fun” tools out there to explore and integrate into lesson plans. But do these tools still have a place in the classroom? If so, how can teachers create relevant assignments that utilize and accentuate these tools?

To begin with, Word still has a great deal to offer students, and the more practice students have, the easier the tool becomes. For example, students need to know how to set up pages in a document, reorganize a document by using cut and paste, manipulate a document, save a document: this list goes on and on. Now, I know what you are thinking: “I am NOT a computer teacher,” but in reality, aren’t we all? These days, that statement and attitude is like saying, “I don’t teach writing in my class.”

The trick here is to be creative. Roblyer and Doering (2013) assert that teachers need to design integration strategies and prepare the learning environment. So, use a brochure template to travel through the Harlem Renaissance; create a resume for Lincoln or Huck Finn, or use a newsletter template to cover Freud’s Oedipus complex; you get the idea.

The same goes with using spreadsheets. A spreadsheet, according to Roblyer and Doering (2013), “puts numerical information in row column format” and allows “quick calculations and recalculations.” So what does an English teacher do with this tool? A lot! Take a survey of your class on a character’s point of view given a specific topic and create a bar graph or pie chart, then follow up with a written reflection; create a timeline of a literary period, chart a character’s travels, compare and contrast data that students pull from reading nonfiction material; again, creativity is key.

The bottom line is that kids need these skills, and we need to teach them and encourage tools that can be used everyday and translate into 21st century skills. Quite frankly, some of the tools we like to use in the classroom will never be accessed by our students outside of our environment; however, Word and Excel have a pretty good chance of making that leap.

References

Roblyer, M. D., & Doering, A. H. (2013). Integrating Educational Technology into Teaching (6th ed.). Allyn & Bacon.


60 great ways to use Word in the Classroom

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Vision Statement

Today’s learners are digital learners; therefore, using technology in the classroom is necessary to aid in the development of the Universal Design framework that engages and enhances the learning experience for all learners.

In order to meet the needs of all learners, Lopes-Murphy (2012) states that it is critical to not only consider multiple options for students to express their understanding, but to also utilize multiple means of engagement that “takes into consideration students’ interest and needs and instructional sensitivity to the diverse learning styles of students and their cultural background.”  Therefore, teachers and students need the diverse resources that technology tools provide, and because new technologies are always developing, it is imperative that teachers identify these technologies to continually prepare their students beyond the classroom environment.

In addition, technology must be integrated into the curriculum because of emerging trends in education. Roblyer and Doering (2013) list trends in tools and applications as “flexible learning environments, adaptable assessment options, emphasis on communication and collaboration, increased reliance on learning at a distance and increased educational options for students with disabilities.”  Technology allows the educator and the learner to transform resources that adapt to emerging educational trends.

Finally, according to the article, Redefining Rigor: Critical Engagement, Digital Media, and the New English/Language Arts (Dockter, Haug, & Lewis, 2010), when students utilize technology tools to create their own content, they not only build their own understanding of the concept, but they are also encouraged to collaborate, and they are challenged to critically and creatively analyze.  In addition, students are motivated to produce media, which includes an authentic audience of their peers who view and critique their projects.

As a result, students who are able to express their learning using digital resources are intellectually challenged, consequently making the learning process meaningful, engaging and fun. When learners master concepts, they become authentic learners, and their success results in a mutual respect for their peers, school, and community.

References

Dockter, J., Haug, D., & Lewis, C. (2010). Redefining Rigor: Critical Engagement, Digital Media, and the New English/Language Arts. Journal of Adolescent & Adult Literacy, 53(5), 418–420.

Lopes-Murphy, S. (2012). Universal Design for Learning: Preparing Secondary Education Teachers in Training to Increase Academic Accessibility of High School English Learners. Clearing House: A Journal ofEducational Strategies, Issues and Ideas, 85(6), 226–230.

Roblyer, M. D., & Doering, A. H. (2013). Integrating Educational Technology into  Teaching (6th ed.). Allyn & Bacon.

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Reflection Journal EDTECH 521

This is my reflection Journal for EDTECH 521, Online Teaching.

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(Module 6) Comma Rules: Interactive Video Part 1

This interactive video was created as a tutorial to assist students in learning comma rules. Students will begin with this video and follow the directions.  They will be asked to make choices based on what they learn in the tutorial for each comma rule.  If their answer is correct, they may move to the next rule.  If their answer is incorrect, they may review the rule or proceed to the next rule.

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Extreme Mental Health Treatments from 1930-1960

This overview of mental health treatments is the the fourth installment of a prereading/during reading activity to heighten the understanding of the play, A Streetcar Named Desire.  The intention of this video is to demonstrate to students how mentally ill patients were treated in the 1930’s-1960’s so that they can understand the main character, Blanche, on a level that the author intended.

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The Great Gatsby and the 1920’s

This is a PowerPoint that was recorded using Camtasia for EDTECH 533.  It was designed for students as a pre-reading activity to acclimate them to the setting of the novel.

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Educational Remix

The Dust Bowl and The Grapes of Wrath, by John Steinbeck

This video is an EDUMIX or remix of public domain/Creative Commons video, audio and images.  It is an overview of the Dust Bowl and The Grapes of Wrath and is intended to be used as a pre-reading activity.  All sources used are listed in APA format on the reference page at the end of the movie.