Chapter 5

Three things I've learned in this chapter were:
1. Test genterators which is a program that creates tests in an outlined manor so that the teacher doesn't have to worry about creating the layout themselves, it also randomizes the questions so that a teacher can give several versions of the same test, gives the option for "selective questions that pertain to a specific content area," also the program gives an answer key for the teacher for all the different versions of the tests. I didn't know there was a tool out there to help in creating tests for teachers, if they decided to do so on their own. This helps to save time and gives the teacher options in their grading.
2.I had never heard about the CAT software. I found it very helpful because this software gives a teacher the ability to test students at their own level, however it's also very "controversial" because it's not the best form of testing and "it actually discriminates against some students. I can see the point for and against. It gives teachers a different option for testing that might help students in a lower level of learning gain the confidence in a specific subject that would increase their learning, but at the same time kids could feel that they aren't being treated equal, resulting in them not performing well.
3.Electronic Dictionaries (World Atlases) They actually pronounce the word for people in case they can't read the little marks over the letters and stuff. Totally cool! It's like a little encyclopedia and dictionary/atlas all in one. I had no idea that there was software out there like this, unless it's similar to google mapping. This could be super helpful in trying to teach children how to read or even geography.

Two things I would find helpful as a teacher are:
The Materials Generator would be helpful because I could make rubrics, pdf's, and since I'm going to be an English teacher I could use the desktop publishing software too. Rubics are great for kids to know what "hoops" to jump through and the publishing software is helpful for assignments.
Individualized Education Program Generators would be helpful to assess how students are doing, where they're at, where they should be, how long it will take to get them there, and etc. It's a great way to know which students will need a little more help, different assignements, and so on, but hopefully able to keep them in the class with the rest of the students rather then sending them away for other help, but then again also knowing if they need that extra help I wouldn't be able to give them.

My question is about the Accelerated Reader program: Do teachers actually teach the kids to read if they have this program lined up or do they feel the program was designed to take over the teaching in that area?

Where's The Beef?

Three aspects of this article that I either didn't know about before reading it or hadn't thought of before reading it were: The mode idea that explains how "students will develop a 'fluency'" for each type of techonolgy based learning depending on their preferences in that technology. I can see how students would be able to get their messages out better and also understand what a teacher is looking for if they are working with technology that best fits their needs. I hadn't thought about "having mulitple data sets for students that included actual artifacts of student work" before because as an English teacher it always seemed that papers were the be all and end all. However, by having little portfolios for students with all of their materials included is a way to help them in the future. They will be able to look back at all their work and the combination of technology based work with papers and better understand what they were supposed to be learning in the first place. I also hadn't really thought about how "serious pieces of work by students" in the field of technology would be applied to their learning skills, but reading this article made me realize that if a student spends time on their piece, having the technology best fit them first, then they are more likely to figure out how to learn in a more efficient way and also take learning more serious.

Two tidbits I got out of this article that will help me in my teaching process are: "Having students create a book trailer or a soundtrack of the books journey" which will show that the student truly understands the book and is able to be creative, analytical, and productive in their ability to learn. The other tidbit was asking students questions that would help me to match them up with the proper technology for them to learn with. That was a genius idea that I would have never thought about. All students are different, they learn better in different formats, so they should be match accordingly.

My question is: What is an Animato?

P.S. I liked the picture of the cow and how it maps out different communications. I specifically liked the numbers 10, 11, and 13 because I want to be an English teacher and that's kind of the heart of English writing. So, I thought it was interesting that those three communications were located close to the heart.

Chapter 3

Three things I learned in this chapter were the "linear tutorial and how it is used for instructing kids. Mayes and the studies that found 'teaching sequenced planning to solve problems to high -ability learners could interfere with their own effective processing.' The last thing that hit me was how Integrated learning systems worked with summary reports of student progress and so on."

Two things that could help my teaching are "the Drill and practice software functions with the flash card activity, branching drill, extensive feedback activities. The other thing I thought could really help out was using instructional games in teaching. So instead of worksheets there would be computer software for exercises, it would help teach cooperative group working skills, and it could also be used as a reward. "

One question I have is: If teachers use this technology to replace whole assignments or teaching processes then will we even need teachers 20 years from now?

Chapter 2

"I wasn't aware of the objectivism vs contructivist learning debate where objectivism is behavioral learning while constuctivist is a congnative learning ability. I hadn't heard about John Dewey and his social activism theory before and how he felt that social consciousness was the ultimate aim of all education, learning was useful only in the contet of social experience. I had never even heard of Vygotsky before or the idea of zone of proximal development before either."

For the two things in this chapter that will help me with my teaching, I'd say they were the TIP model for teachers because it helps to define how to use technology effectively in class and the other was the AUP which will help me show my students that research and technology are useful tools that have great consequences for bad behavior with them.

My question is does an AUP actually work? Most kids will do what they want when they want and have there really been any accounts of students not sticking to their signed agreement?

Chapter 1 Reading Reflection

Three things I learned in this chapter were that "technology in education started with the audio visual movement of the 1930's". I didn't know that "most technology was dominated by males and certain ethnic groups". I also wasn't aware that the "NCLB act requires that all government funded programs demostrate benefits with 'scientifically based research'".

Two connections between the material and my teaching are that I will have to comply with the NCLB act of 2001 and that I will have to make sure that I use technology that leans more toward an equality for every one of my students.

My question from this portion of material is why should teachers and students be tested on their technology abilities in schools when there could be more important tests to be evaluated?