Discussion on the Integration section of the textbook includes Chapters 9-11)

Chapter 9

Although I (Dennis) fully agree that students need to understand the basic operations of any software program, I wonder whether the Core subject teacher would be treading on the toes of the school's computer teachers by that teacher's choice of software or timing in presenting software instruction. We have already had difficulties arise when teachers assign word-processed papers before the computer teachers are finished with keyboarding skills. I also worry about simulations that are unrealistic in design. It seems that it would be the norm to warn students, but it would usually require the teacher to become thoroughly familiar with the software to discover what and where those inaccuracies occur.

I (Andrea) thought the section about simulations was interesting since that is my class research topic. The section was brief but seemed to give a good introduction of simulations. I agree with Dennis that instructors should study and become familiar with simulations that they plan to use in class. I think that simulations can be a useful learning tool if they are meaningful to the class and accurate in design. Simulations allow instructors to provide students with problem solving experiences that may be impossible or had to create in class environment. For example, there a lot of simulations used in the medical field. This allows students to practice quick responses to emergency situations without actually affecting a real patient’s life.

Kevin Perkins Currently, RCPS elementary school teachers are being given new OS X eMacs to replace their old OS 9 iMacs. This upgrade provides teachers with a faster computer that contains the latest Apple iLife applications allowing for iPhoto and iMovie projects. Surprisingly, some teachers did not welcome the new computer because it was more of a teacher workstation rather than a machine that would run their students’ favorite applications. Elementary teachers do have a tendency to think of their students first but after using their new eMacs for a while now most teachers are realizing the productivity benefits. With projection technology becoming more prevalent in instruction, a ceiling mounted LCD projector with integrated sound and video will be standard in RCPS new school construction. This setup allows integration of computer, document camera and VCR/DVD signals and virtually eliminates the need for overhead projectors and televisions.

One of the middle school math teachers in Rockingham County was a lab assistant in the Macintosh lab at Virginia Tech. This lab is housed in a repurposed grocery store and contains several hundred Macs. She mentioned that they used the yellow and red cup on the computer trick to aid assistants in lab management.

I’m glad to see that the authors used this chapter to encourage teachers to go beyond the drill and practice and tutorial uses of computers and try simulation and multimedia activities. I think that the Apple iLife suite (iPhoto, iWeb, iMovie, iDVD) will become a powerful teaching tool as school systems are able to manage the security and large file sizes of projects. Allowing students to learn and communicate visually is very engaging and motivating.

Denise - Since I work with students with a wide variety of skills and reading abilities, I liked the comment under the drill and practice section that stated the computer has infinite patience; however, it also said that it can be more motivating. I have found that some of my students dislike using computers, especially for drill and practice unless it can be done as a class or in large groups. The more social students find the computer interaction to be less motivating.

My concern about many of the simulation activities is the cost of each program. Where in the World is Carmen Sandiago was rather costly and there is only so much time you can spend on such programs.

Chapter 10

While Ch. 10 contained a good amount of prior knowledge information for me, I (Dennis) always enjoy finding new Web resources and they were in abundance here. I must also reveal my ignorance on many of the emoticons, though I'm certain they're old standbys for most of my daughter's generation. I do harbor great concern when it comes to chat rooms and the ease by which someone with less than pure intent can gain information about someone else without a lot of effort, even when you think you're being very careful. Thank heaven for web authoring programs. Dealing with H-T-M-L can be a real P-A-I-N.

It is amazing how fast technology advances. I (Andrea) think this chapter would have been a good place to introduce and discuss wikis and blogs. For example, in the Technology Coordinator’s Corner on page 209 the district computer coordinator recommended that the teacher create an activity that would allow students to author a webpage and post web reports. This seems like an excellent opportunity to use blogs.

I Rich Clemens was reading in "Technology & Learning" and thought this article "A Day in the Life of Web 2.0" might be interesting to read, particularly related to Andrea's comment about wikis and blogs. Do we feel comfortable with these technologies (obviously we are using a wiki now) to incorporate or help facilitate another colleague to incorporate these "web 2.0" technologies in the classroom. What are the things that need to change to have this happen in your school?

I (Andrea) just came across an article in The Chronicle about the Wikipedia. [link] I only had time to skim the article today but thought it was interesting in regards to Chapter 10- Integration of the Internet to Support Learning.

Kevin Perkins After over a year in the RCPS technology department I feel that the management of Internet resources to be one of the most difficult aspects of technology integration. For starters, those zippy T1 connections that Verizon provides for local schools are VERY expensive. We’re talking thousands of dollars per month. Rockingham County Schools are hoping to partner with the County government in wireless microwave Internet connections in the near future. The significant up-front cost of tower/receiver technology would be recouped by lower per-month access costs.

Second, Internet safety is a HUGE issue in education. Filtering inappropriate content while allowing for innovative use is a tough balancing act at times. Parents are also depending on schools to educate their children on safe Internet use at home where firewalls and filters are often not in place.

Finally, there is so much stuff on the Internet that finding relevant and accurate information efficiently is difficult for even the savviest users. In my ITRT role, I find it a challenge to find that “perfect” technology training site or resource as existing sites are constantly changing and new ones appear daily.

I (Denise) use the internet frequently in class for a variety of reasons like professional resources, lesson ideas, research for myself and to direct student research, but I have never been in a chat room (except Blackboard and this Wiki) or used IM. Most of the listserves I have looked at tend to be geared for elementary teachers. I subscribe to the one through the NEA and I find very little help there.

My main question from this chapter is what is different from a Scavenger Hunt and a WebQuest? Is there anyway to make either of them quicker to create? Pre-made ones sometimes go beyond what I have time for, or are written at a level above my students' reading ability.

Chapter 11

I (Dennis) believe that distance learning is an incredible asset. Granted that it is an enormous investment of effort and money to start and maintain, but it makes a quality education available to those who would otherwise be unable to obtain it. I would not like to be the teacher who needed to make multiple lesson plans for each lesson taught just in case of technical problems. What we used to refer to as the 7 P's (Proper Prior Planning Prevents Pitifully Poor Performance), although important in any lesson is critical to the success of distance learning.

Rich Clemens Echoing what Dennis is pointing out, the point being made by Dennis and the authors is that distance education to work well means that there is much planning & preparation that needs to happen before the "delivery" of the class.

I (Andrea) agree with both Dennis and Rich about the amount of planning and preparation that take place for an online course. The Center for Instructional Technology offers an "Faculty Institute for Online Course Development". The institute is an intensive week long training seminar aimed at helping faculty put courses online. The institute addresses how students learn online, how to prepare content for an online environment, options of computer applications for delivery of content and effective online teaching strategies. Some instructors will comment that they feel like they live online during the course.

Kevin Perkins A presenter at NTTI last fall cited research that teenagers learn best from around noon to 10pm and questioned why our current system of education is forcing Johnny to learn Algebra at 9am instead of letting him learn at a more optimal time. I found that to be an interesting point and one that distance education technologies could address.

RCPS purchased H.323 videoconferencing equipment about 5 years ago intending it to be used for interviewing purposes and to offer more advanced courses at the high schools. It has only been used a few times mainly because principals prefer face-to-face meetings and most teachers are uncomfortable teaching on camera. It’s an example of buying technology in anticipation of a need rather than in response to a request. The latter case usually results in the most use.

I hope to experiment a bit with the Moodle Course Management System this school year. High school teachers especially are asking for secure online discussion environments. Moodle provides for both synchronous and asynchronous communication and is FREE. If RCPS hosts such a system it would allow for more uniform training opportunities to bring other teachers on board.

My research topic is online vs. traditional professional development, another distance education issue. I hope to use Andrea’s survey tool to get a feel for how teachers would respond to using a service such as Atomic Learning vs. an after school inservice session. I have a feeling that more teachers would prefer the face-to-face session than the convenience of online training simply because that’s how most of their previous learning has occurred.

I (Denise) have been observing my son, who has a reading disability, as he has taken several courses at Blue Ridge on-line. He likes the flexibility since he works full-time, but there is a lot more reading involved and very llttle class discussion. This bothers him in his history courses where he thrives on discussion. He has also ran into several testing issues. One teacher had them come to the campus to be supervised by a proctor, but the proctor had no technical knowledge to help them with the on-line test. In his math course the test on-line was timed so he had to come to our house to use high speed. I too had a less than pleasurable experience here at JMU with a distance course where the prof. did not respond to questions or provide feedback on assisgnments. It really takes more work from the teacher and the learner.