Some Time for Reflection

The biggest idea that I take with me is that it is not necessary to re-invent the wheel. In other words, if I want to do it, there is a chance that it has been done before. Even better, if it has been done before, it may even be posted online. That is where curricula gathering spots like Thinkfinity are useful.

Reflection on CEDU510

The most important idea that I take away from this course is how it has changed my way of thinking about technology in education. (See previous post) I literally see, hear, and visualize education in a different way. On some days, when I am doing a rather rote lecture activity in math class, I long for change. I long for something different, but I'm not quite there yet where I can do it immediately. It is a process that I will go through, and I look forward to it.
I am fortunate on two fronts. First, I teach one section of a class called Principles of Engineering. This class allows for so much free thinking and new ideas. I enjoy teaching it and the kids enjoy being there. The technology possibilities for this class are plenty. Second, St. Thomas More is wireless. This has really opened up teachers' minds in the possibility of technology in education. One advantage that we have is no school board--much less politics. If something needs to get done, it goes through the board, the administration, and then the teachers. Of course, this leads to one major obstacle: $. No taxes to help us on our way, but if we look hard enough, the money is there to be had.
Anyway, I consider myself pretty fortunate.

Chapter 16 Today and Tomorrow: What May Lie Ahead

"The sage on the stage must yield to the guide on the side."
I find this quote to be intriguing. It speaks to the roles of both teacher and computer in the classroom. The general trend in education is for teachers to be in front of the room less. I know that my "really good" teaching days usually consist of me doing little lecture. If I can be out among the students while they work that suits me fine. I believe that technology will help us accomplish creating this learning environment.
Another way to view the quote is for the computer, which is now the "sage," to become the guide. One day, computers will be as commonplace as paper, pencil, and calculator. Instead of "computer time" or "computer work," students will come to a point where they don't have to think about using the computer, they just do. I think that will revolutionize education and I think that is where we are heading.

Teachers Have Issues!

Not all teachers are excited about integrating technology into their classroom. The following is a listing and brief explanation of some of these issues.
1. Teachers do not feel comfortable with or competant about using technology. I can identify with this somewhat. I don't really want to use something unless I can use it well. Solution: Practice, practice, practice. Many teachers do not like to hear this. Yes, this takes time, but I believe that the potential benefits of tech in the classroom outweigh the time. We are professionals afterall.
2. Teachers desire training to aid in integration. I agree. Like I said before, if I am going to use something, I want to use it well. Solution: There really isn't an easy one. Often times, the best learning is done on one's own. However, it certainly helps to work in an environment that supports your goal if your goal is technology in the classroom. A supportive and professional environment is valuable.
3. Who's the boss? When it comes to major decisions, who's in charge. As a private school teacher, my answer is pretty easy: the president and principal. At Thomas More, we are attempting sweeping technology integration throughout the school. Since we have year-to-year contracts, a teacher either gets on board or they are out. This can help in creating a "we are all in this together" environment which isn't necessarily a bad thing--as long as the vision is a good one.
4. Are there going to be great expectations for teachers and coordinators? Once again, I feel that the advantages and eventual outcome outweigh the work that goes into an integration process. Is effort required? Of course. But I think that if teachers want to be treated as professionals, sometimes they need to behave more like them.
5. Is there enough money? This, of course, is the bottom line. Planning can help with this. Often times, grants are available if there isn't enough in the budget. Grant-writing can be a time-consuming process. I guess it depends on how bad one wants it.

Comments Regarding InTime Videos

I watched a couple of videos that showed students using graphing calculators to connect some mathematical concepts together. Fortunately, graphing calculators are a technology that is very common at the high school level. In fact, they are so common that they are often overlooked when taking a technology inventory. Teaching students with these calculators has taken some adjustment. They are capable of many things that used to be done on paper. So I have to decide whether some of the paper and pencil acitvities that I learned are now obsolete. What is it that students should know how to do without a calculator. For example, there is a process for find the square roots of numbers on paper. But for many years, calculators have been able to perform that function. Does that mean that the paper and pencil method shouldn't be taught anymore? Actually yes. However, this does not apply to all the capapbilities of a calculator. For example, many students are coming to high school without the ability to do simple math without a calculator. This is an example of calculator overuse and abuse by a teacher. In summary, technology is great, but we have to constantly evaluate proper use and monitor for overuse.

Database Application

Next year, STM will be reintroducing a statistics course. Databases should play a huge role in a course like that. As far as the courses that I am currently teaching (Calc, Precalc, Engineering), I have not thought of anything yet.

Databases = good

Databases could be a good study tool for a lesson that requires many facts--especially numerical facts. I am not yet sure how I can incorporate this into class effectively. I'm working on it.

Bad Info on the Net

Here are some thoughts I ask my students to consider when researching a website:

1. Study the address. Is it legit?
2. Determine the last time the site was updated or edited. If it was more than one year ago, the info might be dated or the site might not be serious.
3. If the info seems suspect, determine who the webmaster is and decide if that person or org is legit.
4. If the site asks the user for information, it might not be a purely informational website.
5. If you are suspicious of a site, then there might be good reason to be.

In-class Spreadsheet Work

I enjoyed the Magic Square. Even on the high school level I could use it as an Excel warm-up or intro.

Spreadsheets for Math

http://mathforum.org/workshops/sum98/participants/sinclair/problem/intro.html

When am I ever going to use a spreadsheet in math? I jest. In math, we could use a spreadsheet to analyze the manipulation of functions. For example, we could create a table and observe how the value of the function changes as the input changes. We could then refelect on why or how those changes occur.

Spreadsheets

Spreadsheets are great way for the students to analyze large quantities of data while not getting caught up in arithmetic mistakes. It is also a great way to show kids the power that computers have to make our lives a little easier. The keys are time, patience, and practice. I would say however, it is important that students have a strong background in the formulas that they are using in the spreadsheet. In engineering we have a project in which the kids create a ballistic device that fires a ping-pong ball up to 20 feet. The students are instructed to launch the ball at different angles and record the distance. From this data, we use spreadsheets to calculate the initial velocity that the ball is being fired at and the average firing distance at each angle. It is imperative that the students fire the ball "the same way" each time in order to maintain the integrity of the data. Cool stuff!

Googled Out

I was both pleased and embarassed to take a look at the different search engines. Pleased, because I was not aware of the more academically inclined engines, such as Scirus, but also embarrassed because I was not aware of the more academically inclined engines, such as Scirus. Using these engines for engineering research is going to be a huge help. Students will be able to stay more focused and be more efficient with their work. I am embarrassed at the same time because I feel like I've been snoozing when it comes to this stuff. It makes me wonder what else I'm missing out on.

MEIT

A couple of things that I appreciate about this class--one expected and one unexpected.

First, I am learning some interesting stuff--expected.

What I didn't expect (and can't really control) is how it has changed my way of thinking about how to teach things. It is early, and I am already thinking in new and exciting ways about lessons. It happens rather subconsciously. It is nice. I feel empowered as a teacher because I am developing another tool that I can use. It feels good.

Regarding MEIT

I consider myself a technology moderate. Therefore, I've learned a lot so far.

For college football fans who don't like the current BCS system, this guy has it right.

http://www.washingtonpost.com/wp-dyn/content/article/2007/10/15/AR2007101501128.html

This is my blog. I used to make fun of people with these. Now I can make fun of myself.