a letter to the labtop carts

Dear Laptop Computers in carts,

I am thankful that my high school makes you available and that my students have the opportunity to experience all you have to offer.  However, you are sometimes unreliable and cause more trouble than I’d like to deal with.  When I design a lesson that requires your services, I usually have a backup plan.  First, I should apologize for the way my students treat you.  They toss you around like beach ball and carry you like a book.  I try to explain to them that you are not an ordinary cheap toy that can be handled lightly, but they are so accustomed to technology that they don’t think like that.  Secondly, I would appreciate if you could try to connect with the wireless server a bit faster so we don’t have to waste half the period waiting instead of learning.  In addition, it would help if you actually held a charge so that I don’t have to listen to whining and moaning when a student loses all their work.  The orange flashing battery light does not registrar with some kids.  I’m not so sure if the charge thing is your fault exactly.  Maybe I should teach my students the importance of plugging you in when they return you to your home.  Also, if you are not functioning properly, could you display a message that says, “Shut me down and try another laptop.”  That would save me from much repetition and frustration.  Thank you for your time. I eagerly await your response.

Best,

Lisa

Instruction and Technology

I was inspired by this week’s reading to reflect upon my instruction delivery.  It’s clear that the students of today do not respond well to lecture and that teachers need to change their roles to more of a mentor status than an instructor.  Lessons should be designed so that students can explore and collaborate in situations that are applicable to real-life.  This will prepare them for what the community needs because our society functions by making important decisions and helping each other understand. 

Technology is at the head of these societal changes so it’s obvious that teachers should include it in their lesson design.  I feel I’ve always embraced technology but now I’m taking a look at how I use it to deliver a lesson.  Simply asking students to produce PowerPoints and/or Excel charts is just not good enough.   Students should be allowed to be owners of the content, by being able to manipulate and sort data as opposed to just imputing data. The learning should have lasting value.  Thank you databases! 

ACTS works!

This week in class, I’ve introduced my students to Topographic maps.  At some point during the block, one of my students raised his hand and asked something like, “When would someone use this?”  Gasp!  I forgot to give them an Authentic Problem!  I was just spoon feeding them information about the maps…where to find this, what these lines mean, what that refers to.  I answered his question and he seemed satisfied and listened as I continued to describe the differences between topographic maps and the others they used.

Sometimes I do not like block scheduling, but on this occasion its structure allowed me to look at my topographic map introduction again and apply the ACTS design principle.  This time I had my students explore the maps and discover the differences on their own.  Then after a group discussion I proposed an authentic problem- The County needs to build a new road… Where is the best path?  They drew maps showing their chosen course, which I will give to the county engineers to look over ;) 

The students were engaged and excited.  They were critically thinking and creating.  I was surprised at how a small change in lesson design could affect the outcome of student learning.  I want a do-over for my A-day students who I always feel badly for anyway because they get the trial run of my lessons. 

My ACTS lesson

After completing the Perfect President activity, we discussed how it fit into all aspects of the design principle ACTS.  At that time, I was thinking about what I was currently doing in the classroom that had all the components of a good lesson.  What crossed my mind first was a lesson I created to help my students with their Science Research Project.

Authentic Problem:  In order for students to produce an acceptable idea for their project, they need to have background knowledge on a subject.  It also needs to be something they are interested in, so I task them with reading a current event (on several occasions) in the science field of their choice. 

         

Exit Strategy:  They will use the knowledge gained for a project topic.

         

Clear Outcome:  On their own time, students will find and read an article.  They will then answer predetermined questions given as a template.  During class, students will get in groups and share what they learned with their peers.  A few will be selected to share with the class. 

Thinking skills:  They need to know how to answer the template questions.  As a class, we read an article I selected as an example.  I showed them how to find the important information in the article and clarified the purpose of each question.   

Software:  First I taught them how to find current events online and gave them appropriate sites to visit.  I also showed them how to access the template online and how to save it so they can manipulate the document.

Week 2 Reflection

When I think of a designer, my mind pictures someone in the arts like a fashion or interior designer; a person who creates something.  I would not typically use that as a term to describe me.  Though after class, I’ve learned that I am always designing…..lessons.  I now recall learning certain elements critical to lesson design in my education classes.  I know a good lesson needs a clear purpose and that students need basic skills going into it.  I know that checking for understanding is important as well as allowing time for students practice.   Finally a review or wrap up ends the lesson.  The more of those components I incorporate while designing allows a greater opportunity for student learning.  I have poorly designed a density demonstration without a clear purpose before.  My students know that Coke sinks and Diet Coke floats, but had no idea why it was important.  I have done that demonstration differently every year and still have not come up with results I'm satisfied with.  Hopefully I can use the basic design knowledge I'll learn in this class to finally change that lesson into something that works.

Last class we began discussing the design principles and process for designing learning opportunities for students that integrate technologies into the learning process.  I’m looking forward to continue this topic next week.

The Design Principle is SSCC

·         Searching – (a skill that needs to be taught)

·         Sort – (finding information that is relevant and valid)

·         Create

·         Communicate

The Design Process is ACTS

·         Authentic Problem – (can be ‘real-like’)

·         Clear Outcome – (what’s the goal and why are we doing it?)

·         Thinking Skills – (needed before the lesson)

·         Software Skills – (need to teach how to use correctly)

Week 1 Reflection

Tonight, I’ve learned about the practical aspects of this class like the activities and assignments we will complete. I know not to procrastinate or I will only be hurting myself. I will participate and complete all assignments on time.

Also, I have learned about GMU’s servers and know how they play host to the programs I want to run. I will use patriotweb.gmu.edu to get all my academic information. To send and receive email I will use the mail.gmu.edu server. I set up a public folder on the mason.gmu.edu server for shared information.


I learned everyone’s name because I connected them with something familiar to me. I know that it is a memory technique call Association. I will demonstrate principles like association, repetition, categorizing, and rhythm in class to show my students ways to remember.


I’ve learned that technology comes from the word technique. I know that the affordances of technology focus on the ways it supports certain tasks. I will design my lessons conscious of which technology will best suit the goal of the lesson.