When incorporating technology into the curriculum it is necessary to have steps in place to determine if the processes is generating success. A good way to assess technology's affect on the achievement of students is to create statistics to appraise the students' performance, skills attained, and academic ability levels obtained.
Assessment Tools for Evaluating the Effectiveness of Technology Integration
Evaluating the efficiency of technology in the curriculum can aid in assessing whether the technology suits the students, meets learning objectives, and improves the learning process. Accompanying the integration of technology into the curriculum is the integration of technology into the evaluation of student performance. Authentic assessment, which may be formal or informal, presents students with tasks that emulate the objectives and challenges typical of their instructional behaviors. Project-based assessment, based on a style of authentic assessment, labeled project-based learning, concentrates on constructing learning opportunities for students by appealing them in real world projects. Another alternative form of assessment is portfolio assessments, which allows student assignments to be evaluated over a period of time.
Evaluating Technology-based Student Projects
With the integration of technology into curriculums it becomes important that students acquire skills in technology indispensable to education. Rubrics, checklists, rating scales, and teacher observation are all applicable methods of assessing technology-based student projects. The teacher's standards and benchmarks will help determine the subject matter to include student projects and how to evaluate the content.
Technology can be used in all aspects of teaching and learning from introducing knowledge and skills, to discovery of knowledge and skills, to evaluating knowledge and skills.
Wednesday, July 2, 2008
Saturday, June 28, 2008
"Strategies For Integrating Technology Into Teaching"
Integrating technology into teaching has become the standard in a large amount of classrooms today. Teachers can utilize a variety of teaching methods to develop a learning atmosphere whereby students become autonomous learners and deem responsibility for personal learning.
Teachers avail themselves of computers, data projectors, interactive whiteboards, the Internet, educational software, and other technology devices to provide more interesting, motivating lessons for students. Computers are used to create power points so that students not only hear the information but see the information with the incorporation of data projectors and interactive whiteboards.
Educational software and the Internet assist teachers in providing unique opportunities for students to interact with lessons. For example, there are a variety of science applications for student use to grasp difficult abstract concepts or unattainable examples of real-life situations, such as virtual dissection, animated explanations of body systems, and building of atoms and chemical bonds. In other subject areas, virtual field trips can be taken to places too expensive or far to travel. It also provides access to resources that otherwise would not be available for students to expand learning.
Technology provides teachers with easier faster options of assessing students for instantaneous feedback. It can allow teachers to collect data and track student progress. Students are able to take assessments and experience tutorials via computers and computer applications.
Though there are many other strategies for integrating technology in teaching not mentioned, these are a few that are used from personal experience. Technology has changed the face of learning. Now, one must realize that it is important to make learning opportunities relevant and equivalent to the world outside the classroom.
Teachers avail themselves of computers, data projectors, interactive whiteboards, the Internet, educational software, and other technology devices to provide more interesting, motivating lessons for students. Computers are used to create power points so that students not only hear the information but see the information with the incorporation of data projectors and interactive whiteboards.
Educational software and the Internet assist teachers in providing unique opportunities for students to interact with lessons. For example, there are a variety of science applications for student use to grasp difficult abstract concepts or unattainable examples of real-life situations, such as virtual dissection, animated explanations of body systems, and building of atoms and chemical bonds. In other subject areas, virtual field trips can be taken to places too expensive or far to travel. It also provides access to resources that otherwise would not be available for students to expand learning.
Technology provides teachers with easier faster options of assessing students for instantaneous feedback. It can allow teachers to collect data and track student progress. Students are able to take assessments and experience tutorials via computers and computer applications.
Though there are many other strategies for integrating technology in teaching not mentioned, these are a few that are used from personal experience. Technology has changed the face of learning. Now, one must realize that it is important to make learning opportunities relevant and equivalent to the world outside the classroom.
"Why Are Digital Media and Educational Software Applications Important For Education?"
Digital media and educational software applications have become an integral tool in the world of education. These applications have changed the way educators plan, receive and deliver knowledge, assess achievement, and assist in certain management aspects of the classroom.
Planning
Educators now integrate technology into the curriculum in most if not all subject areas. District curriculum utilize technology by providing links to resources, activities, and web sites to expand on objectives taught in the classroom. Teachers evaluate and gather technology tools when preparing classrooms for higher learning. Lesson plans are now computer generated and shared through school networks. And, curriculum guides are available via Internet for easy, available use.
Receiving and Delivering Knowledge
Educators are now able to conduct and attend workshop using digital media and educational software. Instead of the retro-stand-and-deliver lectures, teachers can provide more interesting, motivating lessons with power point presentations and combine video graphics and audio to bring simulations to abstract content.
Advance Learning In Students
Various educational software provide numerous ways for students to explore objectives that are teacher facilitated and student centered. Teachers and students use the Internet and applications like Microsoft Encarta to gather information on diverse topics. And, it provides hands-on experience for students and stimulates them to want to learn more in the subject area.
Assess Achievement
There are many educational software applications that assess learning and give immediate feedback. These applications have the capability to redirect students on objectives that are not readily mastered as well. Some software begin at the level of the student's knowledge and skills and increase levels as the student achieve certain goals and expectations. These applications allow for teachers to easily evaluate student progression or digression.
Assist In Classroom Management
Computer technology now enables teachers to track student grades and generate individualized reports more effectively through electronic grade books. And, database capabilities permits easy access to student information.
One aspect or theme in the digital generation is speed. How fast can technology transmit a variety of information in the most interesting ways? This same question rings true in the educational realm. Education must keep up with the audience that is acquiring the knowledge. Using digital media and educational software places significant value in answering the question.
Planning
Educators now integrate technology into the curriculum in most if not all subject areas. District curriculum utilize technology by providing links to resources, activities, and web sites to expand on objectives taught in the classroom. Teachers evaluate and gather technology tools when preparing classrooms for higher learning. Lesson plans are now computer generated and shared through school networks. And, curriculum guides are available via Internet for easy, available use.
Receiving and Delivering Knowledge
Educators are now able to conduct and attend workshop using digital media and educational software. Instead of the retro-stand-and-deliver lectures, teachers can provide more interesting, motivating lessons with power point presentations and combine video graphics and audio to bring simulations to abstract content.
Advance Learning In Students
Various educational software provide numerous ways for students to explore objectives that are teacher facilitated and student centered. Teachers and students use the Internet and applications like Microsoft Encarta to gather information on diverse topics. And, it provides hands-on experience for students and stimulates them to want to learn more in the subject area.
Assess Achievement
There are many educational software applications that assess learning and give immediate feedback. These applications have the capability to redirect students on objectives that are not readily mastered as well. Some software begin at the level of the student's knowledge and skills and increase levels as the student achieve certain goals and expectations. These applications allow for teachers to easily evaluate student progression or digression.
Assist In Classroom Management
Computer technology now enables teachers to track student grades and generate individualized reports more effectively through electronic grade books. And, database capabilities permits easy access to student information.
One aspect or theme in the digital generation is speed. How fast can technology transmit a variety of information in the most interesting ways? This same question rings true in the educational realm. Education must keep up with the audience that is acquiring the knowledge. Using digital media and educational software places significant value in answering the question.
Friday, June 27, 2008
A Comparison of Two High Schools Integrating Technology
Ridgedale High School in the Washington County Public School District and Central Medical Magnet High School in the Beaumont Independent School District have many similarities with a few differences in dealing with computers and other computer-based technologies, Both schools have a local area network that allows administrators, teachers and students to share information with one another and with others outside of the school. Just as Ridgedale has computer labs, so does Central. Unlike Ridgedale who has at least in five computers in each classroom, Central has at least one in every classroom. All computers are connected with Internet access in both high schools and have a school web page that provides information for students, teachers, parents, and the community.
Superintendent
Dr. Hartley, superintendent of Washington County Public School District, appears to be very involved in integrating technology into the schools. The level of involvement the BISD superintendent has in technology integration is unknown, but technology is a main theme and used district wide.
Principal
Both principals at each high school begins their day with sending various email messages to teachers and staff and encourages cross-curriculum computer-based technology programs.
School Secretary
Both school secretaries also use computer technology to complete daily tasks. Though the responsibility to identify potential substitute teachers from the database is delegated to Ridgedale’s secretary, this is a duty for the Associate Principal at Central. As both secretaries utilize desktop publishing programs to create customized certificates, this is also an activity that the counselors are involved in as well at Central.
Technology Coordinator
Ridgedale and Central have a technology coordinator on campus. Both locate information, install, test, and troubleshoot new software applications, set up digital technology for meetings, and maintain the computer technology for its respective campuses.
Teachers
Teachers at both high school integrate technology in the class room and provide similar education experiences for students. Just as in Mr. Boone’s Biology class at Ridgedale, the science and Health Science classes use wireless notebook computers to work on projects and present projects. Central has extending the learning opportunities for students by adding distant learning classes connected with Lamar University and the University of Texas.
Media Specialist
Ridgedale has their own media specialist that work with teachers to create activities that help students in various subject areas. Mr. Finely runs a media resource center to facilitate in student learning and gather resources for teachers. Central does not have a media specialist and the tasks described are reserved for their teachers.
Students
The students at Ridgedale have access to a TV production studio which allows them to experience TV production and various ways to communicate to a mass audience. Though this is not available to students at Central, it is available at another high school in their district.
Parents
Parents at both high schools have the capability to communicate with administrators and teachers through their school websites.
Community
Ridgedale students utilizes technology to reach out to the community. They have a program called Seniors Online designed to match students with special needs with senior citizens, who serve as mentors. Central may not use the Internet to get the community involved but it does assess the community through a local educational channel.
Using technology in the schools have become an important aspect of leadership, teaching, and learning. There are many schools across the globe that share the same ideas for technology use and there are some that are more advance.
Superintendent
Dr. Hartley, superintendent of Washington County Public School District, appears to be very involved in integrating technology into the schools. The level of involvement the BISD superintendent has in technology integration is unknown, but technology is a main theme and used district wide.
Principal
Both principals at each high school begins their day with sending various email messages to teachers and staff and encourages cross-curriculum computer-based technology programs.
School Secretary
Both school secretaries also use computer technology to complete daily tasks. Though the responsibility to identify potential substitute teachers from the database is delegated to Ridgedale’s secretary, this is a duty for the Associate Principal at Central. As both secretaries utilize desktop publishing programs to create customized certificates, this is also an activity that the counselors are involved in as well at Central.
Technology Coordinator
Ridgedale and Central have a technology coordinator on campus. Both locate information, install, test, and troubleshoot new software applications, set up digital technology for meetings, and maintain the computer technology for its respective campuses.
Teachers
Teachers at both high school integrate technology in the class room and provide similar education experiences for students. Just as in Mr. Boone’s Biology class at Ridgedale, the science and Health Science classes use wireless notebook computers to work on projects and present projects. Central has extending the learning opportunities for students by adding distant learning classes connected with Lamar University and the University of Texas.
Media Specialist
Ridgedale has their own media specialist that work with teachers to create activities that help students in various subject areas. Mr. Finely runs a media resource center to facilitate in student learning and gather resources for teachers. Central does not have a media specialist and the tasks described are reserved for their teachers.
Students
The students at Ridgedale have access to a TV production studio which allows them to experience TV production and various ways to communicate to a mass audience. Though this is not available to students at Central, it is available at another high school in their district.
Parents
Parents at both high schools have the capability to communicate with administrators and teachers through their school websites.
Community
Ridgedale students utilizes technology to reach out to the community. They have a program called Seniors Online designed to match students with special needs with senior citizens, who serve as mentors. Central may not use the Internet to get the community involved but it does assess the community through a local educational channel.
Using technology in the schools have become an important aspect of leadership, teaching, and learning. There are many schools across the globe that share the same ideas for technology use and there are some that are more advance.
Thursday, June 19, 2008
Communication in Educational Technology
Using technology in the classroom is an extremely important tool in generating knowledge, interest, and motivation in our students who are coined "the digital generation". Principals, along with the school districts, are responsible for providing informational tools for teachers and students to access and use technology. Tutorial websites can be valuable in teaching certain computer technology skills. One website, www.ischool.zm/39/using_computers.php is recommended as a pathway to resources to teach the strand on communication in computer technology.
The site provides several links to instruct teachers and students on how to meet the expectations of the following objectives under Texas Essential Knowledge and Skills for Technology Applications under the communication strand:
1) formatting digital information for appropriate and effective communication;
2) delivering the product electronicallly in a variety of media with appropriate supervision; and
3) using technology applications to facilitate evaluation communication, both process and product.
These links direct the user to information on how to navigate electronic presentations, spreadsheets, databases, networks, and the internet. There are step by step instructions with graphics on how the computer screen should look with each explanation. For example, the links for spreadsheets give information on how to create, save in another file such as: text file, HTML, templates, software specific file extension, insert, sort and edit, format, use charts and graphs, prepare outputs, and printing. The presentation links give instructions on using the application, developing presentations, text and images, charts, graphs and drawn objects, slide show effects, printing, and delivery.
Because there are many links in this website, there are many authors. The initial site's authority is rated as level 1 because no author is listed and no email contact is provided. But, the links it offers as resources authority are between a level 3 and 4. All links provide an author with some contact information and credentials. There affiliation is rated as a level 2. Google and Wikipedia supports the site but it is unclear if the author has any connection with a larger institution. Within the links, the affiliation would be rated as a level 3. They are supported by a larger institution and some bias is apparent through the logo stamps. The purpose is rated as a level 3. The purpose is clear but there are unnecessary additions in the links. The objectivity is a level 2. It contains some advertising and minimal bias. Fortunately, the objectivity of the links are a level 4 by having no advertising and are free from bias. The content is a level 4. The information relates to the objectives, the links needed work, and the site is organized. The learning process is between a level 3 and 4. The information is challenging, meets the objectives, but does not allows actively engage the learner. The audience is a level 4. The site and its links are written at an appropriate level and the information is suitable for the classroom. The currency is a level 3. The information has been updated in the last six months and seems to reflect currency. The design is a level 4. The main site and the links needed load well, easy to navigate, visually pleasing, and easy to read.
Though this not the only recourse for finding information on communication in education technology, it is a good one to use.
The site provides several links to instruct teachers and students on how to meet the expectations of the following objectives under Texas Essential Knowledge and Skills for Technology Applications under the communication strand:
1) formatting digital information for appropriate and effective communication;
2) delivering the product electronicallly in a variety of media with appropriate supervision; and
3) using technology applications to facilitate evaluation communication, both process and product.
These links direct the user to information on how to navigate electronic presentations, spreadsheets, databases, networks, and the internet. There are step by step instructions with graphics on how the computer screen should look with each explanation. For example, the links for spreadsheets give information on how to create, save in another file such as: text file, HTML, templates, software specific file extension, insert, sort and edit, format, use charts and graphs, prepare outputs, and printing. The presentation links give instructions on using the application, developing presentations, text and images, charts, graphs and drawn objects, slide show effects, printing, and delivery.
Because there are many links in this website, there are many authors. The initial site's authority is rated as level 1 because no author is listed and no email contact is provided. But, the links it offers as resources authority are between a level 3 and 4. All links provide an author with some contact information and credentials. There affiliation is rated as a level 2. Google and Wikipedia supports the site but it is unclear if the author has any connection with a larger institution. Within the links, the affiliation would be rated as a level 3. They are supported by a larger institution and some bias is apparent through the logo stamps. The purpose is rated as a level 3. The purpose is clear but there are unnecessary additions in the links. The objectivity is a level 2. It contains some advertising and minimal bias. Fortunately, the objectivity of the links are a level 4 by having no advertising and are free from bias. The content is a level 4. The information relates to the objectives, the links needed work, and the site is organized. The learning process is between a level 3 and 4. The information is challenging, meets the objectives, but does not allows actively engage the learner. The audience is a level 4. The site and its links are written at an appropriate level and the information is suitable for the classroom. The currency is a level 3. The information has been updated in the last six months and seems to reflect currency. The design is a level 4. The main site and the links needed load well, easy to navigate, visually pleasing, and easy to read.
Though this not the only recourse for finding information on communication in education technology, it is a good one to use.
Tuesday, June 17, 2008
Problem Solving in Educational Technology
Using computer technology in order to solve problems is an essential tool in today’s technology driven world. The need for our teachers and students to have the knowledge and skills in this area is so vital; but, in order for students to gain the knowledge and skills, our teachers must gain them first. Understanding this importance in the 21st century, Texas’s curriculums have included the strand, solving problems, into their TEKS. The first TEKS under the strand says, the student must use appropriate computer-based productivity tools to create and modify solutions to problems. The second TEKS, states that students must use research skills and electronic communication, with appropriate supervision, to create new knowledge. Last, but not least, the third TEKS expects students to use technology applications to facilitate evaluation of work, both process and product.
Once again, principals must find the resources available for both teachers and students. The site www.bcot1.com, is useful in assisting in acquiring the knowledge and skills expected from the problem solving strand. The site satisfies all three TEKS by explaining and giving directions on how to use Microsoft Word, Microsoft Excel Basics, Microsoft Excel Graphing, the Graphic Viewer, Network File Sharing, Newsgroups, and downloading binaries from Newsgroups.
The authority of this site would be rated on level 2, no author but there is a link to contact him/her. The affiliation would be on a level 3, the site is supported by Google.com and is used in the instructions to use newsgroups. The purpose of the site is clear and meets the three TEKS for problem solving in educational technology. The objectivity of the site is level 3. As stated before, Google.com is used in the instructional application and as the server for the advertisement in the site. The content is level 4. The information given is user friendly with active links. The learning process is level 2. The information is not challenging but does give the information needed to learn the TEKS. The audience is level 4. The presentations are easy to comprehend and follow for either teachers or students. Currency is level 3. Though the time of update is unclear, the information supports current computer knowledge. The design is a level 4. The website loads well, is easy to navigate visually pleasing, and easy to read.The more exploration on resources for educational technology, the more useful and recommended this site becomes. It has shown to be helpful in more than one strand thus far, foundations in educational technology and problem solving in educational technology.
Once again, principals must find the resources available for both teachers and students. The site www.bcot1.com, is useful in assisting in acquiring the knowledge and skills expected from the problem solving strand. The site satisfies all three TEKS by explaining and giving directions on how to use Microsoft Word, Microsoft Excel Basics, Microsoft Excel Graphing, the Graphic Viewer, Network File Sharing, Newsgroups, and downloading binaries from Newsgroups.
The authority of this site would be rated on level 2, no author but there is a link to contact him/her. The affiliation would be on a level 3, the site is supported by Google.com and is used in the instructions to use newsgroups. The purpose of the site is clear and meets the three TEKS for problem solving in educational technology. The objectivity of the site is level 3. As stated before, Google.com is used in the instructional application and as the server for the advertisement in the site. The content is level 4. The information given is user friendly with active links. The learning process is level 2. The information is not challenging but does give the information needed to learn the TEKS. The audience is level 4. The presentations are easy to comprehend and follow for either teachers or students. Currency is level 3. Though the time of update is unclear, the information supports current computer knowledge. The design is a level 4. The website loads well, is easy to navigate visually pleasing, and easy to read.The more exploration on resources for educational technology, the more useful and recommended this site becomes. It has shown to be helpful in more than one strand thus far, foundations in educational technology and problem solving in educational technology.
Problem Solving in Educational Technology
Using computer technology in order to solve problems is an essential tool in today’s technology driven world. The need for our teachers and students to have the knowledge and skills in this area is so vital; but, in order for students to gain the knowledge and skills, our teachers must gain them first. Understanding this importance in the 21st century, Texas’s curriculums have included the strand, solving problems, into their TEKS. The first TEKS under the strand says, the student must use appropriate computer-based productivity tools to create and modify solutions to problems. The second TEKS, states that students must use research skills and electronic communication, with appropriate supervision, to create new knowledge. Last, but not least, the third TEKS expects students to use technology applications to facilitate evaluation of work, both process and product.
Once again, principals must find the resources available for both teachers and students. The site www.bcot1.com, is useful in assisting in acquiring the knowledge and skills expected from the problem solving strand. The site satisfies all three TEKS by explaining and giving directions on how to use Microsoft Word, Microsoft Excel Basics, Microsoft Excel Graphing, the Graphic Viewer, Network File Sharing, Newsgroups, and downloading binaries from Newsgroups.
The authority of this site would be rated on level 2, no author but there is a link to contact him/her. The affiliation would be on a level 3, the site is supported by Google.com and is used in the instructions to use newsgroups. The purpose of the site is clear and meets the three TEKS for problem solving in educational technology. The objectivity of the site is level 3. As stated before, Google.com is used in the instructional application and as the server for the advertisement in the site. The content is level 4. The information given is user friendly with active links. The learning process is level 2. The information is not challenging but does give the information needed to learn the TEKS. The audience is level 4. The presentations are easy to comprehend and follow for either teachers or students. Currency is level 3. Though the time of update is unclear, the information supports current computer knowledge. The design is a level 4. The website loads well, is easy to navigate visually pleasing, and easy to read.The more exploration on resources for educational technology, the more useful and recommended this site becomes. It has shown to be helpful in more than one strand thus far, foundations in educational technology and problem solving in educational technology.
Once again, principals must find the resources available for both teachers and students. The site www.bcot1.com, is useful in assisting in acquiring the knowledge and skills expected from the problem solving strand. The site satisfies all three TEKS by explaining and giving directions on how to use Microsoft Word, Microsoft Excel Basics, Microsoft Excel Graphing, the Graphic Viewer, Network File Sharing, Newsgroups, and downloading binaries from Newsgroups.
The authority of this site would be rated on level 2, no author but there is a link to contact him/her. The affiliation would be on a level 3, the site is supported by Google.com and is used in the instructions to use newsgroups. The purpose of the site is clear and meets the three TEKS for problem solving in educational technology. The objectivity of the site is level 3. As stated before, Google.com is used in the instructional application and as the server for the advertisement in the site. The content is level 4. The information given is user friendly with active links. The learning process is level 2. The information is not challenging but does give the information needed to learn the TEKS. The audience is level 4. The presentations are easy to comprehend and follow for either teachers or students. Currency is level 3. Though the time of update is unclear, the information supports current computer knowledge. The design is a level 4. The website loads well, is easy to navigate visually pleasing, and easy to read.The more exploration on resources for educational technology, the more useful and recommended this site becomes. It has shown to be helpful in more than one strand thus far, foundations in educational technology and problem solving in educational technology.
Thursday, June 12, 2008
Information Aquisition in Education Technology
One of the many responsibilities a principal has concerning student achievement is to provide resources for his or her instructors on the campus. These resources are intended to assist instructors in teaching the knowledge and skills that students are expected to know and use in today’s society. One resource that can be recommended to instructors having to teach the strand on information acquisition in a computer technology class is www.bcschools.net/staff/Internet.htm.
This site covers all three Texas Essential Knowledge and Skills (TEKS) for Technology Applications under the information acquisition strand. The first TEKS states that the student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. This site introduces different search engines, such as Yahoo, AltaVista, and Infoseek and provides links to learn how to do searches. The second TEKS states that the student acquires electronic information in a variety of formats, with appropriate supervision. The site gives instructions on how to save graphics from the internet and how to insert images. The third TEKS states that the student evaluates the acquired electronic information. The site provides a link to Cornell University Library which gives information on how to evaluate the information that is found on the web.
The authority of this site is a level 3, an author, Cheryl Quade, is provided with an email address but she gives no credentials. The affiliation is a level 3. The site is support by Yahoo and the institution’s logo is used in the graphics and given in examples. The purpose reaches level 4. The title, “Internet Tutorial”, gives an idea of the topic to be discussed and sticks with the objectives. The objectivity is a level 4. There is no advertisement on this site but it does show the Yahoo logo in its graphics. The content is a level 4. The site gives clear information on how to use the net to acquire information. The learning process is rated as a level 2. The information will not guide the learner through active examples, but it does give clear instructions on how to acquire information. The audience is a level 4. The site uses appropriate language for learners to understand while expanding their knowledge on how to acquire and use information from electronic resources. The currency of the site is not provided; therefore, it is rated as a level 1. The website loads well, is easy to navigate, visually pleasing, and easy to read. This places the design on a level 4.
Finding a good resource that covers every objective needed to teach a topic can be difficult. Fortunately, this is one site that can be recommended to do just that.
This site covers all three Texas Essential Knowledge and Skills (TEKS) for Technology Applications under the information acquisition strand. The first TEKS states that the student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. This site introduces different search engines, such as Yahoo, AltaVista, and Infoseek and provides links to learn how to do searches. The second TEKS states that the student acquires electronic information in a variety of formats, with appropriate supervision. The site gives instructions on how to save graphics from the internet and how to insert images. The third TEKS states that the student evaluates the acquired electronic information. The site provides a link to Cornell University Library which gives information on how to evaluate the information that is found on the web.
The authority of this site is a level 3, an author, Cheryl Quade, is provided with an email address but she gives no credentials. The affiliation is a level 3. The site is support by Yahoo and the institution’s logo is used in the graphics and given in examples. The purpose reaches level 4. The title, “Internet Tutorial”, gives an idea of the topic to be discussed and sticks with the objectives. The objectivity is a level 4. There is no advertisement on this site but it does show the Yahoo logo in its graphics. The content is a level 4. The site gives clear information on how to use the net to acquire information. The learning process is rated as a level 2. The information will not guide the learner through active examples, but it does give clear instructions on how to acquire information. The audience is a level 4. The site uses appropriate language for learners to understand while expanding their knowledge on how to acquire and use information from electronic resources. The currency of the site is not provided; therefore, it is rated as a level 1. The website loads well, is easy to navigate, visually pleasing, and easy to read. This places the design on a level 4.
Finding a good resource that covers every objective needed to teach a topic can be difficult. Fortunately, this is one site that can be recommended to do just that.
Tuesday, June 10, 2008
Foundations of Education Technology
As a principal, I would use www.bcot1.com as one of many resources for a teacher instructing their first course in Foundations of Education Technology. The site covers two of three Texas Essential Knowledge and Skills for Technology Applications listed under Foundations.
1) The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The site gives accurate visuals of computer hardware and software programs and guides the learning on its usages.
2) The student uses data input skills appropriate to the task. The site demonostrates through visuals on how to manipulate data in the software programs.
The authority of this site would be rated on level 2, no author but there is a link to contact him/her. The affiliation would be on a level 3, the site is supported by Google.com and is used in the instructions to use a search engine. The purpose of the site is clear and meets the two TEKS for foundations in educational technology. The objectivity of the site is level 3. As stated before, Google.com is used in the instructional application and as the server for the advertisement in the site. The content is level 4. The information given is user friendly with active links. The learning process is level 2. The information is not challenging but does give the information need to learn the TEKS. The audience is level 4. The presentations are easy to comprehend and follow on students on computers. Currency is level 3. Though the time of update is unclear, the information supports current computer knowledge. The design is a level 4. The website loads well, is easy to navigate visually pleasing, and easy to read.
The site does not touch on all three TEKS listed in the Foundations section of the Technology Applications, but it does serve its purpose for the first two TEKS. This site only with others will be useful in helping a teacher to begin her classroom instruction.
1) The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The site gives accurate visuals of computer hardware and software programs and guides the learning on its usages.
2) The student uses data input skills appropriate to the task. The site demonostrates through visuals on how to manipulate data in the software programs.
The authority of this site would be rated on level 2, no author but there is a link to contact him/her. The affiliation would be on a level 3, the site is supported by Google.com and is used in the instructions to use a search engine. The purpose of the site is clear and meets the two TEKS for foundations in educational technology. The objectivity of the site is level 3. As stated before, Google.com is used in the instructional application and as the server for the advertisement in the site. The content is level 4. The information given is user friendly with active links. The learning process is level 2. The information is not challenging but does give the information need to learn the TEKS. The audience is level 4. The presentations are easy to comprehend and follow on students on computers. Currency is level 3. Though the time of update is unclear, the information supports current computer knowledge. The design is a level 4. The website loads well, is easy to navigate visually pleasing, and easy to read.
The site does not touch on all three TEKS listed in the Foundations section of the Technology Applications, but it does serve its purpose for the first two TEKS. This site only with others will be useful in helping a teacher to begin her classroom instruction.
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