Readings

** Summary **
Chapter one is entitled, "Educational Technology in Context: The Big Picture". Definitions that describe educational technology need to focus on the process of using tools for educational purposes and also the actual tools and materials used. To define educational technology, four perspectives need to be considered: educational technology as media and audiovisual communications (slides, film), educational technology as instructional systems and design (planned/systematic approach), educational technology as vocational training (prepare for world of technology through vocational/practical means of teaching all content), educational technology as computer systems (computer integrated learning). Educational technology is integrated by using the most efficient electronic tools and methods for the classroom. It is the "combination of the processes and tools involved in addressing educational needs and problems". Instructional technology is directly related to educational technology, and it deals with teaching and learning applications. The history of technology began in the pre-microcomputer era, where computers were first being introduced but not much effort to integrate them into education was used. The microcomputer era took control of companies, universities and school districts. Teachers and schools were given a new tool to introduce to their students. With this new tool, computer literacy skills began to be required in school and state curricula. The internet era arrived in the late 1990's and the "information superhighway" was discovered. By 2000, email and online multimedia were emerging, which led to a huge increase in distance learning offerings. After the internet became crucial to education, the International Society for Technology in Education (ISTE) introduced the National Educational Technology Standards (NETS) for teachers, students, and administrators. These standards enhance learning expectations in every state in the U.S. The first published, National Educational Technology Standards for Students (NETS-S) were introduced in 1998 and they shared "what students should know and be able to do to learn effectively and live productively in the increasingly digital world". In 2008, the most recent revision, National Educational Technology Standards for Teachers (NETS-S) were released and they help teachers to understand what is expected out of them in an educational setting. Using technology throughout education is encouraged because it increases motivation, productivity, and unique instructional capabilities. Technology in education is a positive asset, but there is a concern of being able to produce and maintain a computer lab that is accessible for everyone. Technology integration in the classroom needs a certain environment to be maintained successfully. There are four areas that make this certain environment; societal, educational, cultural, legal and ethical. (Societal refers to the economy, educational refers to the standards and teaching methods, cultural refers to special needs and racial/gender equality, legal refers to plagiarism and illegal downloads). Also, with the increase of technology in education there have been many advances with technological hardware and software. Technologies have began to combine and the internet has become wireless, which allows information to be more accessible. Technological advances don't stop there, the National Educational Technology Skills (NETS) was established to form standards for future progress.

TIP MODEL SCENARIO 8: DISTANCE EDUCATION ISSUES: 8.1:

Based on my own experience with face to face and online courses, the superintendent should consider the possibility that all of the students might not be able to have access to the internet at times when needed to. The superintendent needs to consider that the student might have issues at home that keep them from having access to a computer. Also, the superintendent needs to be aware that the chance of having a student with special needs is possible, or even just a student that needs to have a teacher in front of them to learn, this could cause a problem. The courses that would be offered through virtual teaching are all high level math and science courses and/or advanced placement courses, and since these classes are so much more demanding and complex, its is very likely that the students taking these courses will need extra help and more involved teaching methods to really unveil the core concepts of the material being introduced. I think that virtual online courses are good because they can be done at the leisure of the student, but on the other hand, I feel like students need a teacher present to keep them engaged at all times. I find it is hard to keep concentrated and involved with the course if the teacher is not engaging the student and keeping them working at their best intellectual level.

8.2:

In order for the purposed change to be effective the students need to be introduced and completely comfortable with the online courses and how they work. They should have a few designated hours where they are taught how to manage the computer and software that is needed. The students should feel completely at ease when they are taking their courses. The students should also be able to have access to the online course whenever they are expected to. Lastly, I think that their should be a designated teacher that is there for each student to assist them if they have any questions or concerns about the material.

Chapter 2

Summary Chapter two is entitled "Theory and Practice: Foundations for effective Technology Integration". This chapter describes all of the areas of integrating technology in today's curricula. It covers the ingredients for successful integration: a foundation of learning theories, technological pedagogical content knowledge, technology integration planning model, essential conditions for integration. The Learning theory foundations include both directed and constructivist models. Directed models evolved from objectivist theories, info-processing and cognitive-behavioral strategies. Constructivist models developed by constructivist theories which included social activism, scaffolding and child development. The technology integration planning model helps teachers to become used to technology being used in their classroom. Their are 6 phases to this model. The first phase is, technological pedagogical content knowledge, and it helps teachers to hold standards to their lessons and good decisions towards technology integration. The second phase is, relative advantage, which decides whether or not a technology based answer would be better than either traditional solving methods or new solving methods. The third phase is, objectives and assessments, which sets outcomes for better student achievement and performance. The fourth phase is, Integration strategies, which makes sure that the lesson plans incorporate technology in order to engage their students to learn most effectively. The fifth phase is, instructional environment, which puts resources and the correct tools into the classroom to best encourage the best environment. The sixth phase is evaluation and revision, which is the process of collecting and evaluating information as to whether it was successful in meeting the goals that were stated. Lastly, essential conditions for technology integration consist of a shared understanding of technology integration in the classroom and leaders that can effectively support this idea. Technical assistance, policies, standards, and skilled teachers should all be provided for the help of successful integration. it

TIP MODEL SCENARIO 5: PHASE 5-PREPARING THE INSTRUCTIONAL ENVIRONMENT

5.1: Esmeralda's plan for having the students use the Internet is a good one because it integrates technology and outside resources to their curriculum. It allows students to do their own research and engage themselves through their own curiosity.

5.2: The issue I see with the email that Esmeralda is having students send is that it includes the students address, age, and personal email address. If for some reason the "expert" that this student contacted was untrustworthy, this personal information could be dangerous to have known. I think just the students name, school and reason they are emailing would be enough information for the expert to respond.

5.3: To improve Esmeralda's plan, I would make sure that I was able to be present in the lab at all times for any questions or concerns, or if I absolutely could not be present, a lab director would be necessary. I would change the information in the standard email being sent out. I would also make the students check with the teacher if they venture out on their own to find an expert to make sure that it was a true professional. This plan just needs a little more structure and planning.

= Chapter 3 =

Summary:

Chapter 3 is entitled "Teaching with Instructional Software". Reeves and Nass introduced the social relationships between computers and humans. They called computers social actors. In present day, there is talk about computer programs helping to perform various teaching functions, and transforming the teaching process. This is an action taken to empower teacher, not overtake them.

Systems software is is software designed to make computers function whereas applications software are programs written to perform tasks such as word processing or tutoring. Instructional software is a specific type of applications software that is made to deliver student instruction on a topic. In earlier days instructional software was called computer assisted instruction.

A software package is named or categorized by its teaching function, it could be a: drill and practice, tutorial, simulation, instructional game, or problem solving program. Drill and practice is a directed strategy allows learners to work problems and answer questions and still receive feedback. Tutorial is a directed strategy and acts like a human tutor and provides information and instructional activities. Simulation models are directed stretegies through demonstration and constructivist strategy through exploration, and it uses real or imaginary systems to show how those systems or similar ones work or to demonstrate underlying concepts. Instructional game is a directed strategy through skill practice, and constructivist through exploration, and it increases motivation by adding game rules to drills or simulations. Lastly, problem solving is directed strategy through skill practice, and exploration through constructivist and teaches directly through explanation or practice the steps involved in solving problems and/or helps learners acquire problem solving skills by giving them opportunities to solve problems.

Integrated learning systems offer computer based instruction to strengthen instruction and gives summaries of the student's progress. These integrated learning systems are provided either through online sources or through networking. Software solutions are the top software solutions or ILS programs and they offer a variety of resources to help students and teachers to use the products the most effectively. Instructional software is being used more and more to meet the needs of the classroom. Drill and practice meets the classroom needs by replacing work sheets and homework exercises in preparation for tests. Tutorial instructional software is self-paced overviews of instruction m alternative learning strategies when teaching can't be accommodated. Simulation can be used as a helpful prop to lab experiments, role playing and even field trips. Simulation helps to introduce a new topic and to encourage group work and cooperation. The instructional game can be used in place of worksheets and exercises. It also is used to teach cooperative group working skills and also even as a reward. Lastly, problem solving is used to teach skills involved in problem solving strategies and to provide practice in solving issues and even to encourage group work.

TIP MODEL #2:

2.1 The software function that Mr. Sydney is using is simulation. Role playing and group work is equal to the simulation software. The idea of role playing made simulation the best option for Mr. Sydney. Since the students were able to role play they could actually experience the U.S. constitution and it affects. They could realistically feel the affects of this important document through role playing with their classmates.

2.2 After the activity the outcomes I would want to assess would be successful ones. I would want to hear from my students that the technology was easy and efficient and that they had a great time with the assignment. I would want to make sure that the students didn't have any questions or concerns and that they understand the technology and activity completely. I would state these outcomes by asking the students if they liked or disliked the activity and how they felt about it.

2.3 I would measure students' progress in achieving these outcomes by making a chart for each student and asking them to write down if they have a problem, their solution and what the outcome was and whether or not the outcome was successful. I would ask them to look for the right solutions to their problems and I would assist them if they needed assistance.

TIP MODEL 3:

<span style="display: block; font-family: Chalkboard,helvetica,sans-serif;">3.1 The kind of software function that Ms. Sharon provides is drill and practice. The software gives a spanish or english word and then the students have to find the equivalent of either word in the opposite language. Finally the software rewards the student with the correct answer and pronounces the word, reinfor <span style="display: block; font-family: 'Comic Sans MS',cursive;">cing the word. Ms. Sharon thinks her students need this software because their vocabulary needs to get better in order to write a letter and this software is perfect for it. <span style="display: block; font-family: 'Comic Sans MS',cursive;">3.2 It would be best for students to use this software individually because they can work on their own vocabulary at their own pace and keep track of their success. <span style="display: block; font-family: 'Comic Sans MS',cursive;">3.3 To assess whether or not this program was helping students learn enough vocabulary I would give them a short quiz of words to see if each individual student was learning the words.

=Chapter 4=

Summary:

This chapter is entitled, "Teaching with the Basic Three Software Tools: Word Processing, Spreadsheet, and Database Programs". There are three prominently used software tools; word processing, spreadsheet, database. These programs have added benefits such as, improved productivity, improved appearance, improved accuracy, and support for interaction and collaboration. These tools are referred to as the 'basic productivity tools". An example of word processing software is Microsoft Word. Microsoft word is known to "create documents consisting of pages with text and graphics". It can be used for a student to write a paper, poem or letter. An example of spreadsheet software is Microsoft Excel. Microsoft excel "puts numerical information in row/column format and allows quick calculations and recalculations". It is best used for checkbooks, gradebooks and budgets. An example of a database software is FileMaker Pro. FileMaker Pro is known for "organizing and storing collections of information and allowing them to be efficiently retrieved". It is used to hold data from surveys and student information.

The most recent development in software tools would be wed-based software tools, such as google docs; open-source software, PDA tools, web enabled features, better file-exchange compatibility, and software suits and integrated packages. Word processing has had the most impact on Education. It offers flexibility and is a "model free" instructional software. Word processing is the most commonly used software in education because it saves time, enhances document appearance, allows sharing of documents, and allows collaboration of documents. Even though word processing is the most commonly used software there are still controversies surrounding it. For example researchers ask : "When should students start word processing"? and "Is it necessary to teach keyboarding skills?". There are a number of ways that word processing can be integrated into the classroom. Students can write, edit and illustrate stories using word processing software. Students can work as a group and write poems and letters together, contributing ideas with each other. Also, individual reading and writing assignments can beneficial.

Spreadsheets are designed to organize and manipulate numerical data. Teachers use spreadsheets to keep budgets, grade books and to teach mathematical topics. Spreadsheets can save time, organize displays of information, and increase motivation to work with mathematics. Spreadsheets can also be used to enhance learning. They allow possible visual teaching demonstrations, supporting student products, supporting mathematical problem solving, storing and analyzing data, and projecting grades.

Databases allow users to store, organize and manipulate information including both text and numerical data. The purpose of a database is to store important information in a way that makes it easy to locate later. Teachers use databases because they reduce data redundancy, save time locating/updating information, allow comparisons of information through searches across files, and help to reveal relationships among data. Using database software is not extremely popular with teachers. It is helpful when using information on students to respond to questions or perform required tasks. It is also helpfulw hen sending personalized letters to parents and others. Databases are beneficial because they can teach students research and study skills, organizational skills, and help them to understand the power of information "pictures". Database software also helps when posing and testing a hypothesis, or when searching for information during research.

<span style="display: block; font-family: 'Comic Sans MS',cursive;">Web Enrichment Activity

<span style="display: block; font-family: 'Comic Sans MS',cursive;">1. Lesson Activities for software tools : <span style="display: block; font-family: 'Comic Sans MS',cursive;">Word Processing : <span style="display: block; font-family: 'Comic Sans MS',cursive;">http://www.lessonplanspage.com/CIUsingWordProcessorIntro23.htm

<span style="display: block; font-family: 'Comic Sans MS',cursive;">Spreadsheet: <span style="display: block; font-family: 'Comic Sans MS',cursive;">http://www.lessonplanspage.com/CIMathWhatColorSkittles-SpreadsheetGraph56.htm

<span style="display: block; font-family: 'Comic Sans MS',cursive;">Database: <span style="display: block; font-family: 'Comic Sans MS',cursive;">http://www.lessonplanspage.com/CISSCreatingADatabaseOnAfrica45.htm

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">Tip Model Scenario 3#:

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">3.1 The reason Ms Sanchez's teaching sequence was not beneficial to the students because she did not give them the proper introduction to the word processor. She expected them to understand on their own how to use the software, and she also expected them to know about all of the helpful tools that word processors offer. For example, the students papers had terrible spelling and grammatical errors. Well they weren't aware of how to exactly use the software and were most likely confused. Also, the students probably did not know how to use the spell or grammar check. If a word was spelled wrong or a sentence didn't quite make sense, they probably weren't aware of this.

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">3.2 The ideas in the student papers were probably not as well developed as usual because instead of thinking and brainstorming their ideas for their paper they most liekly just typed what came to their mind. If a student hand writes a paper, they normally make some sort of outline or graphic organizer to guide them. I feel as though that the students just jumped write into their papers and focused on using the word processor instead of putting their paper together correctly.

<span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">3.3 Two things I would suggest that she do differently are: To give the students more time to learn the software and to become familiar and comfortable with it before they were given an assignment. I also would have made them maybe write a short sample paper and show them all of the tools that come along with the software that are helpful... like thesaurus, spell check, etc..

=<span style="display: block; font-family: 'Comic Sans MS',cursive;">SUMMARIZING ARTICLES: = <span style="display: block; font-family: 'Comic Sans MS',cursive;">1.) <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Learning in Hand <span style="display: block; font-family: 'Comic Sans MS',cursive;">2.) Classroom Audio Podcasting

<span style="display: block; font-family: 'Comic Sans MS',cursive;">1.) <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">The purpose of "Learning in Hand" is to convey the message that their are "hundreds of free educational programs available online". Their are many websites that are freely available which allow anyone to create audio or video content with introduction music and sound effects. Podcast has a specific web feed and can be cataloged into iTunes and Podcast Pickle. When a certain Podcast is found that is interesting, to experience it, all that is needed is to click the subscribe button. <span style="color: #ff0000; display: block; font-family: 'Comic Sans MS',cursive;">There are three types of Podcasts; Audio, Enhanced, Video. Audio Podcasts are the most common and are in the form of MP3 file. Enhanced Podcasts are images with audio and are not supported by all, but they are formatted in a AAC file. Lastly, the video Podcast are movies complete with sound and come in a variety of formats. The MPEG-4 file is the most popular type of video podcast. Teachers can find Podcasts for students to watch. They are very beneficial for the educational environment.. Students can create a product and share it internationally. This gives students a motivation/purpose to write and deliver their knowledge.

<span style="display: block; font-family: 'Comic Sans MS',cursive;">2.) The purpose of "Classroom Audio Podcasting" is to explain the benefits of Podcasting in education. There is a problem with 21st century schools and this is, students lack of motivation to write. Authentic literacy skills are crucial, so how do teachers increase students motivation? <span style="display: block; font-family: 'Comic Sans MS',cursive;">To encourage students to write teachers can change the students perceptions of audience. Teachers can challenge them to publish internationally through a classroom podcast. According to Wikipedia a podcast is, "web feed of audio files that is placed on the internet for anyone to download". There are two places where Podcasts can be found: Educational Podcast Nework (http://epnweb.org), iTunes Music Store (www.apple.com/itunes). The benefits of classroom podcasting are that it is cheap, invites international audience, encourages no frill communication,provides a window into the classroom, provides few privacy concerns and can be interactive! The only thing needed is a microphone. Audacity is a "powerful open source audio editing software program made for classroom podcasting. (http://audacity.sourceforge.net). This website makes podcasting extremely accessible in the classroom. There are also free publishing tools which can be helpful like, Podifer (www.podifer.com), and CCPublisher (http://creativecommon.org/tools/ccpublisher). Podcasting invites an international audience and is a disruptive educational technology. Once a podcast is created it can be shared with anyone, including the New York Times. It is also available for anyone to give feedback or comments on. Audio Podcasting also encourages no frills communication. It allows students to become attune to their own tone, speed of delivery, intonation and expression. While concentrating on these important aspects, students aren't worrying about other distractions, such as fonts, slideshow delivery. There are less distractions than visual multimedia, and this helps students to focus on message's content and effective delivery. Podcasting is great to use for digital storytelling. Humans connect and remember stories, so podcasting is a great tool to use when telling stories. Also, Podcasting can provide a window into the classroom. A virtual window into the educational environment is created when a podcast is made because parents and/or guardians are able to connect with the classroom and see what their children are learning. Privacy concerns are disregarded when podcasts are involved because students are not required to identify themselves or provide images. Podcasts can also be interactive, creative and fun! Podcasts allow students to connect with anyone globally and share their ideas. It forces students to be creative in the way they present their ideas and this allows them to open their minds to a new way of thinking. Podcasts are a great engaging and motivational tool that is cheap and should be incorporated into all classrooms!

=<span style="display: block; font-family: 'Comic Sans MS',cursive;">Chapter 6: =

<span style="display: block; font-family: 'Comic Sans MS',cursive;">Teaching with Multimedia and Hypermedia

<span style="display: block; font-family: 'Comic Sans MS',cursive;">Web-enrighment Activities <span style="color: #0000ff; display: block; font-family: 'Comic Sans MS',cursive;">1.) Two useful simulations that I came across while visiting Thinkport.org are; Froguts and Student Materials. I had no idea that there were simulations available like this! I first looked at Froguts and realized that its a virtual dissection simulation. Schools can subscribe to this simulation for 300 dollars a year for every single student in their school. This simulation could be used in science classrooms to virtually show a dissection of a frog, squid, starfish, fetal pig, coweye and so on... This would save a lot of money for the schools and also it would be a lot easier to show a dissection virtually, then to attempt to have every student do their own dissection. The second simulation I came across was Student Materials and it has many different tools that can be very useful for the classroom. It has special sites that help with organizing and summarizing. It even gives helpful lesson plans and all of the information to help explain it. It also has a useful simulation for writing poetry. This simulation gives helpful online tools, like the BioCube, which is a summarizing tool which helps students learn to organize and summarize all information. I might use the BioCube in my classroom after reading a book with the students and trying to organize and summarize all of the important events. The BioCube could be put on the SMARTboard and students could help to fill all of the blank slots in the BioCube. this visual tool would absolutely help my students grasp the idea of organizing and summarizing information. I had no idea how helpful and useful simulations were until I visited this site.

TIP MODEL SCENARIO #2: <span style="color: #0000ff; display: block; font-family: 'Comic Sans MS',cursive;">2.1) The multimedia tools that would be useful are presentation software and video producation and editing systems.

<span style="color: #0000ff; display: block; font-family: 'Comic Sans MS',cursive;">2.2) I think these tools would be useful because when all of the information is organized into a book the students can use these tools to help display their work. For example, a student could make their book a digital book also by making a powepoint. Each slide could be a page, and images and words could both be incorporated into the slides. Also, the students could use video production and editing systems because they could present their book as a video. This way they could display their information as an image and they could maybe even read their book outloud when recording it.

<span style="color: #0000ff; display: block; font-family: 'Comic Sans MS',cursive;">2.3) <span style="color: #0000ff; display: block; font-family: 'Comic Sans MS',cursive;">This project would require a lot of work and to divide the workload up would be a smart idea. A way to do this would be to tell the students to go home and make a slideshow on powerpoint of all of their information they researched from their own family members. Then during class I might have each student present their information to the class. Then as a class we might go to each slideshow and choose the most important research material that is recorded and put it on a single slideshow. Then we could all work together to make our book about the history of the local region and finally make it a great book presentation or video! =<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">CHAPTER 5: =

<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">﻿"Teaching with Software Tools: Beyond the Basic Programs"

<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">Web-Enrichment Activity 1.) http//puzzlemaker.discoveryeducation.com/ Chapter 5: Key terms

=Teaching with Software Tools=

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<span style="color: #0000ff; display: block; font-family: 'Comic Sans MS',cursive;">TIP MODEL SCENARIO 3 <span style="color: #0000ff; display: block; font-family: 'Comic Sans MS',cursive;">3.1 <span style="color: #0000ff; display: block; font-family: 'Comic Sans MS',cursive;">The software tool that I would recommend for Ms. Hortense to use would be the Test Generator tool. "Test generators have become common software tools". <span style="color: #0000ff; display: block; font-family: 'Comic Sans MS',cursive;">3.2 <span style="color: #0000ff; display: block; font-family: 'Comic Sans MS',cursive;">Teachers can use test generators to create and enter questions onto a database. Then the generator have a program that prepares the test for the teacher. The teacher is then able to directly print as many copies of the assessment as she wants. This tool saves a lot of time for the teacher. It formats the test and sets it in a standard layout. This generator is very beneficial to users and can help the teachers manage their time better. The generator also randomly generates the questions for the teacher to create different versions of a test. This helps the teacher to make sure that students are not "cheating" or wandering their eyes to their classmates paper. Th test generator is extremely beneficial to all users. Another benefit of the test generator is that a answer key is usually provided which saves the teacher even more time. <span style="color: #0000ff; display: block; font-family: 'Comic Sans MS',cursive;">3.3 The tools the teacher could use to make the tests easier to grade would be a rubric generator. It formats the criteria that is expected of the student so that its easier for teacher and student to grade and understand the grades given. Rubric generators save time for the teacher and they also format the graded information accordingly. This is an extremely helpful tool for any teacher. Chapter 7

<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">Web Enrichment Activity 3. <span style="color: #008080; font-family: 'Comic Sans MS',cursive;">Whats' A Blog?

<span style="color: #008080; font-family: 'Comic Sans MS',cursive;">Summary: <span style="color: #008080; font-family: 'Comic Sans MS',cursive;">A blog is stated as being a "frequent, chronological publication of personal thoughts and web links". It is more formally known as a website where content is written in an ongoing fashion. These blogs can be seen and commented on. They can be a personal diary, a daily update, collaborative space, private thoughts or whatever is made of it. There are no special guidelines to having a blog, it is a creative web-page where personal opinions and thoughts are allowed to be shared. <span style="color: #008080; font-family: 'Comic Sans MS',cursive;">Many people use blogs to simplify and accelerate the publishing process. Blogs are used in many different ways but they all carry out the same purpose of making information universal.

<span style="color: #008080; font-family: 'Comic Sans MS',cursive;">I might use a Blog in the classroom by making it a sort of "Classroom Journal". I might write a quote, sentence, or phrase about something we are learning in class that day and then ask my students to log on and comment and respond to what I said. I also might have students have their own blogs and they could comment and write their own opinions to my lessons on certain days if they chose. I think blogs could be a very educational, helpful and collaborative tool if used properly.

<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive; font-size: 12px; line-height: normal;">TIP model 5:

<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive; font-size: 12px; line-height: normal;">5.1) The browser resource I would recomment to students to use to address the bookmark issue would be (www.delicious.com). This website is a very beneficial site that allows the user to save as many bookmarks as needed and it also makes them very easy to access.

<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive; font-size: 12px; line-height: normal;">5.2) The relative advantage of using this resource is that all of the saved bookmarks are on the same page and can be accessed at the click of the mouse. They are arranged in order and can be "Tagged" for easy finding. You are also able to write descriptions and titles for each URL that is saved. This website makes saving bookmarks very enjoyable. If you were to write down the URLS it would be more time consuming and frustrating to type in the URL each time you needed to access it.

<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive; font-size: 12px; line-height: normal;">5.3) You could ask the students to show you their delicious bookmarks so that you know for sure they are using the site appropriately and are applying it to their projects. The teacher could also ask for a certain amount of bookmarks to be saved to be acceptable for a specific grade. If the student doesn't follow through with the right about of bookmarks then the teacher will be aware that the student is not using the resource to its full ability.

=<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">CHAPTER 8 =

<span style="color: #00ff00; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Integrating the Internet into the Curriculum:

<span style="color: #502aff; font-family: 'Comic Sans MS',cursive;">We-Enrichment Activity <span style="color: #502aff; font-family: 'Comic Sans MS',cursive;">2.) The video I watched was about five year old students who go to a school in Alabama that uses lifelong learning processes to teach. Through this process the children are always engaged, motivated and interested to learn. The reason they are kept so engaged is because the school uses "thematic" units that come from kids ideas. For example, the students were learning about Brazil so they spent a few weeks and made a creative airplane and airport. They "planned" a trip to Brazil and every student was able to participate. The role of a passport check security guard was even assigned to students. Students learn through everyday experiences. <span style="color: #502aff; font-family: 'Comic Sans MS',cursive;">Technology can launch young children on a journey of lifelong learning through the access of smart boards. They are being purchased and put in the classroom so that students can apply concepts and assess it visually. Smart boards are great for students learning to spell-a student can show how to make a word from specific letters and they can also manipulate the words and letters without erasing the letter. It helps the student to be able to visually see why it is this specific way. Smartboards tend to enhance literacy. Technology is a great learning booster to students! The main elements of a project-based learning unit are a theme, authenticity, developing a plan, carrying out that plan, and creativity. Project based learning units give the students "reason" to learn and keeps them actively engaged.

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">TIP MODEL SCENARIO 1:

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">1.1 The relative advantage that Mr. Gill sees for using the Internet as opposed to other resources for this project is that the students are able to research communities around the world, hundreds of miles away! Students identifying this current issue can gain input and information internationally by using the Internet to research. Other resources might be out dated and limited. The internet is constantly updated and easily accessed. Mr. Gill is having the students use "information collection and analysis" which is a specific type of web based project. They are researching about an issue and providing a solution to it by posting it on their school website. <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Mr. Gill has people email feedback to him rather than to the students for safety purposes. The email address' of the students should not be given out or posted on the internet anywhere. It is much safer for the teacher to receive any input and to make sure that its appropriate and safe before the children access it.

<span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 140%;">CHAPTER 15

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 140%;">﻿Technology in Special Education

<span style="color: #502aff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Web-Enrichment Activity:

<span style="color: #502aff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">2. Web accessibility simulations- I experienced the screen reader simulation. I felt confused when trying to understand the simulation. I also looked through the low vision simulations and was completely surprised to see how some people view content. I am so used to being able to view and comprehend every web page I visit, but for people that are color blind I now understand how hard it might be for them. If there is a picture with a lot of colors, a person that is colorblind would have a lot of trouble getting the full affect of that visual. A lot of web sites might not consider people with diasbilities and I now understand that technology for special education is crucial. Technology increases a user's abilities because if they are color blind, then audio could be added to the website for extra reinforcement. Different resources and ways to transmit information are available to use through technology. A person does not have to be able to see AND hear to access a website. A website could have audio information along with visual information for people with low vision. A website could have lots of visual information for people that have trouble hearing. There are so many solutions for people with diabilities when using technology!

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">﻿TIP MODEL SCENARIO 2: <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">2.1 Mr. Allgood could use the tecnology based strategy of first finding appropriate webpages for these students to boost them into content that has challenges for them. An example of a website for the gifted students might be : []. He could also provide the students with tools to engage them in self-directed research. This would allow the students to conduct research of their own! The teacher could also even provide tools that help document learning experiences. Examples of these tools are multimedia presentations, web page desin, and even electronic portfolios. <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">2.2 The relative advantage of using these strategies is that students are pushed and motivated to challenge themselves with tools of technology. They are asked to use new tools to research and produce their own documents and presentations from technology! <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">2.3 Mr. Allgood might manage this type of activity in the classroom by having these students work together to research specific topics and maybe even create multimedia presentations or a web page to share their findings and work with their classmates! Mr. Allgood, could give the students specific calss time to work together and maybe even ask them to meet out of class a few times to make sure their presentations are complete. He could have all the students show him their research to make sure what they are doing is on task.