Readings

High-Tech Classrooms, Ch. 20 of David & Cuban (2010)
Based on what you have read in this chapter, answer these questions (straight out of the reading!): ===Educational Technology in Context: The Big Picture, Ch. 1 of Roblyer & Doering, 2009 (+ Top Ten Charts)=== Based on what you have read in this chapter, answer these questions:
 * 1) Where did the idea of high-tech classrooms originate?
 * The idea originated in the twentieth century when film projectors were introduced. Following the projector was T.V. and computers. After inr development of the Internet personal laptops and smartboards began to infiltrate the classroom.
 * 1) What problems do new technologies intend to solve?
 * Teacher can spend more time doing classroom activites rather then book keeping. Students will be more engaged in the classroom. It can prepare students for the work place. Overall open up new ideas and technologies that broaden students minds.
 * 1) Does access to these new technologies work?
 * Not like people are hoping. Even though these computers and new technologies are becoming more readily they are still not being used in everyday routine in the classroom. Also there is no proof that these technologies tranfer into better test scores. As these technologies are becoming more readily available students thought process tends to deminish and they require more help from calculators and search engines.
 * 1) What is the solution, according to David & Cuban?
 * The solution is to teach teachers the new ways they can use this technology and how to effectivly use the technology to connect with the students and the lessons.
 * 1) What technology trends do you think hold most promise and are most interesting? Why?
 * Alot of the trends started with developing new programs. These new programs esspecially helped in education with math and language programs coming out first. Later science programs were added. These programs helped students learn new ways of thinking. Educational games were introduced to engage and make learning more fun for the students. As time went by more and more programs and websites were being created to help engage and teach students new aspects. This trend still continues today by the development of iphones and ipads with new apps and learing games that you can add to your very own mobile device. Another trend that goes along with this is technology security. With the development of the computer and the world wide web security systems have continued to become more nessesary. Security systems have to continually improve themselves to counter act the new viruses that are shutting down the networks and computer systems that hinder peopleand schools. These trends are still continuing to grow and improve themselves to keep up with their time and I predict that they will continue to improve for years to come.
 * 1) Picturing your future teaching situation, what are the 2 configurations (see Table 1.4) you think you'll most likely use? Why?
 * Mobile Labs: I would use this type of lab in the event of classroom research or classroom projects. This lab would be able to provide each student with their own laptop so each student could work idividually and share their information with their group or the whole class.
 * General Use Computer Labs: I would use this lab in case the Mobile labs were unavaliable or already checked out by another class.I would also have the check out the computer lab but this would also allow all the students to have their own computer and either work independently or in groups. This would allow them to do research on specific topics for a presentation or paper or work in groups to do a class multimedia presentation.
 * 1) Name three ideas you gleaned from the Top 10 charts provided (as a separate PDF).
 * One thing is that teachers still do not have an answer on how technology can help students meet cirriculum requirements. Although some teachers cannot tell how they are going to meet these requirements, others are embracing the technology to widen the cirriculum and paint a bigger picture to the students. As a history major I would use technology to create a story telling enviroment and seeing videos or pictures would also help to instill the information into the students memories.
 * The racial and gender differences was a new aspect to me. Although it did bring questions into mind. Since racially blacks and minority groups are in the lower income levels it does make since to me that these groups that may not be able to afford new technology may be left behind by other families that can afford it. Also with technology becoming more availiable to all races and genders throughout the country would this help raise the glass ceilings.
 * Viruses and hacking presented a new problem that I had not concidered before. The costs of providing protection from websites, preditors, and viruses would seem to drain funds that could be used for more nessesary projects. Although this is a very important aspect for technology in schools I did not concider how much schools are having to spend on these new security systems and how school funds may be impacted.

Backward Design/UBD, Ch. 1 of Wiggins & McTighe (2006)
> State 1: Identify desired results > What should students know, understand, and be able to do. > Stage 2: Determine acceptable evidence > What will we accept as evidence of student understanding and proficiency? > Stage 3: Plan learning experiences and instruction > What enabling knowledge like facts, concepts, and principles as well as skills like processes, procedures, and strategies will students need to be able to perform effectively and achieved desired results.
 * 1) What’s the problem with approaching planning from thinking about what we like to teach, and what activities we will do and what resources we will use?
 * Lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities which we are most comfortable. You should think about wha is the desired learning first and a logical and appropriate teaching method will follow. By having specific desired results can we focus on the content, materials, and activities most likely to to achieve those results. Too many teachers focus on teaching rather than learning. By not having clear set goals for the students learning the students can become confused and frustrated.
 * 1) What should be foremost in guiding our design: the methods, books, and activities we want to use, or the results we want for students? Why?
 * The results we want for students should be more important than the methods and materials that teachers are more comfortable using. When teachers focus more on the students learning rather than what methods and materials to use learning becomes clearer. Students understanding becomes easier and more organized.
 * 1) What is activity-oriented design? At which level is this type of design more prevalent? (elementary, secondary, or both?)
 * Activity-oriented design can also be referred to as hands on without being minds on. It might be a fun and interesting activity but as far as learning goes it does not seem to be an efficient way for students to learn. Activity-oriented design is aimed for elementary age students.
 * 1) What is coverage-oriented design? At which level is this type of design more prevalent? (elementary, secondary, or both?)
 * Coverage-oriented design refers to when the material is covered but the students are given never ending facts, readings, ideas with little understanding of the overall picture and learning goals. This design is used for secondary education.
 * 1) Briefly describe the three stages of backward design?