Chapter two

Chapter Two is about designing and planning technology-enhanced instruction. Its about becoming a teacher and beable to design and plan instruction enhanced and supported by technology. When planning there are a few questions to think about. What are my students like, do they have any special needs, what should my students be able to do when I am done with my lesson, what do you as the teacher need to do in the classroom to get everything done, and how will the teacher know if the instruction ws successful. When making a lesson plan you will want to use the instructional planning system. Which is made up with a plan like 1. design: design the instructional unit. 2. plan: Make specific lesson plans within the unit and 3. act: develop an instructional action plan that will help you through out the unit. When doing a lesson there are some things you want to know. You want to know your learners, state your objective, etablish the learning environment, identify teaching and learning strategies, identify and select technologies, and summative evaluation and revision plan. Being a teacher if you can accomplish all of those your lessons should be very useful! When making a lesson plan also use Bloom's Taxonomy and Action verbs, his step up to higher levels of thinking. They are knowledge, comprehension, application, analysis, synthesis, and evaluation. If you use these in your lesson plan your lesson plan will be sure one where the students will learn from!

Chapter 2

Chapter 2 talks about designing and planning technology-enhanced instruction. This planning and designing technology-enhanced instruction can be broken down into four different types of planning. These types are planning for effective instruction, DID model, lesson plans, and action plans. Planning effective insturction is a teacher must carefully consider everything that is needed in the classroom. The DID model can be broken down into six categories which are, know the learner, state objectives, establish objectives, establishing environment, identify stratiegies, select technologies, and evaluate and revise. The lesson plan can be broken down into five different parts such as, readying the learner, teargeting objectives, preparing the lesson, pedagogical cycle, and check for sources.

The action plan is a list of to-do's for a lesson. These to-do list are broken down into seven categories having to do with the classroom, students, and the activity itself. These categories are learner preparation, activity lists, list feedback, ready the classroom, technology list, personal prompts, and follow-up activities. These check list will help you as a teacher to stay on track when you are teaching a lesson and make sure that you have what you need to teach the lesson effectively.

Inter Chapter 8

This inter-chapter focused on designing a classroom web site. This inter chapter breaks down the website design into 3 different steps. The first step in this chapter is storyboard, which is sketching out your webpages. The second step that is discussed in this inter-chapter is to determine your content. This content can include teacher information, class/course information, daily information and homework, information for parents, and information for the community. The third step that is discussed is to check guidelines for an educational website. These guidelines include site consistency, bias-free content, date notifications, current links, and contact information.

interchapter 8

Interchapter 8 is all about designing a classroom website. There is 3 steps when it comes to making a website. The first step is the storyboard, which to to decide the components you would like to use. Start with an idea, visualize an overall plan, draft each secreen on index cards, arrange index cards in final sequence and then finally create your webpage. Step 2 you need to determine your content. The teacher information, class/course information, the daily/weekley information and homework. Step 3 is check guidelines. Make sure you met the criteria needed. Classroom websites are really fun to me! They are a great way of communication to the students and the parents.

Chapter 10 and on your mark get set wait.

Chapter 10 is about using technology to redefine the classroom. It talked about distance learning and tools to help the teachers. The article was based on technology for people in schools and to sepcial education students. With the distance learning style it takes a lot of more planning and preparing what you are going to teach. They have to prepare a pretest to let the students see if they have any previous knowledge. The teachers need to make materials for students to research and learn. Chapter 10 also discusses Murphy's Law , stating that anything can go wrong, will go wrong. It states to have a backup system to solve crises. It talks about delivery technologies with telephone, broadcast video, radio broadcast, internet chat, videoconferencing, and net meeting. The article discusses Assistive technology also AT which is a new field that is constantly changing. It mentions Universal Design for learning, which is a concept that orginated in the field of architecture. They are wanting teachers to use these programs in their classrooms to help the students learn.

Chapter Ten

This week there were two course readings: Chapter ten and the article “On Your Mark….Get set…Wait!” Chapter ten discussed distance learning and tools to help teachers while the article talked about using technology for the general population in schools in addition to special education. I couldn’t help but feel that these reading contradicted each other. The book claimed that distance education originated to serve students in remote locations. They both agree that teachers are having to use technology more and more, especially with No Child Left Behind being passed. The book also endorses the use of online learning etc. However the article stated that using assistive technology is not as effective once it is used in isolation. I know of a few elementary schools in town that use assistive technology in isolation only. I suppose it could be to avoid jealousy from other students. Or it could be to keep the peace of the classroom atmosphere. If anything, I can’t help but wonder if there is more evidence out there to tip the scales?

Comment Questions: What AT do you want to use? How will you use it in your classroom? Will you use it in isolation or will you try to integrate it into the classroom? What do you think about the situation of isolation vs Integration? Why?

Chapter 10 and On your mark, get set, wait.

Chapter 10 focuses on the topic of using distatance education in the classroom. The distance learning teaching style The distance learning system goes beyond a normal lesson plan and involoves more planning. Once you start to plan your distance learning leason plan teachers will then need to prepare their students. When preparing the students the teacher should prepare a pretest, so that students are able to check for previous knoledge that would conect with what is being taught and they should also make review materials availible for the students to look over. Along with students checking their previous knowledge teachers who use distance learning should also provide feed back from the pretest all the way through the end of the school year. Even though technology is a great tool to use it may sometimes not work as you planned it to. When a certain peice of technology fails, commonly reffered to as Murphy's Law, it is useful to have a back up plan or system. Distance learning has many peices of support technology that helps to enhance the experience of learning online. These peices of support technology can be spit up into two types of instruction synchronous and asynchronous. In our every day lives we are actively useing several of these types of technology. Some examples of these technology types are the telephone, internet chat,voice mail, and electronic mail. Even though these peices of technology are used to support and encourage distance learning there five major issues that are addressed in this chapter, readiness, prep time, tech support, instruction support, and copyright. On your mark, get set, wait examines the standards, assistive technology, and the universal design for learning.