Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id e8CJa1k12540; Tue, 12 Sep 2000 15:36:01 -0400 (EDT) Date: Tue, 12 Sep 2000 15:36:01 -0400 (EDT) Message-Id: <55.ac09dee.26efdec2@aol.com> Errors-To: rgspacone@aol.com Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: JSP1440@aol.com To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1184] Integrating Technology X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 5.0 for Windows sub 120 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 6939 Lines: 114 Hello Fellow EFFers! In response to Ronna's request, I thought I would give my input on what I am implementing in the classroom this year, in regards to integrating technology. Integrating technology to help the students learn Math (or any subject) also equips the students with lifelong learning skills and job skills. It demonstrates the committment we have to students in keeping up with our changing world, and exposing our students to its possibilities. In integrating technology, the goal isn't to teach them to be computer experts but to use the technology available to help them learn the respective subjects that we teach. Some of us in ABE have come up with some great ideas and have already integrated some of this into our curriculum. I thought I'd give a rundown of some of the ideas I've discussed with some of the other faculty over the last 3 quarters at OC and tell you all about how I've used computers in the classroom. 1). One idea is to allow students a few minutes (5-15) each day to use one of the keyboarding tutorials. Some of these are in a game format, fast paces, graphics and music, like Mario Teaches Typing that teaches accuracy, speed and makes learning the keyboard a game. Many people really respond well to the Nintendo-like fomat, and the idea is that in a few minutes a day students would pick up keyboarding by the end of a quarter. They can do this in addition to their regular coursework. This does not neccessitate a drastic restructuring of anyones curriculum. Learning the keyboard is a critical job skill and will help them in lifelong learning. 2). Internet searching: One of my first assignments on the computer is to have students search and evaluate Internet Math sites using different search engines. Even students who have never used a computer or typewriter can pick this up easily. Students learn the how to do searchs, how to evaluate web sites for content and often find their favorite sites that help them learn math. Internet research is not only a personal/fun activity but a job skill, evaluating the source and content of websites is important in many ways, including for parants who want to keep some control over what their children are doing on the web. 3). Budgeting: I have students keep track of their expenses for a month and use Excel to graph their expenses. In this way they really see where their money is going every month, learn about graphs (making and interpreting) and learn more about what a computer can do. It is actually easier to demonistrate how to use Excel, but one of the interns worked with me last winter to detail a step-by-step lesson on using Excel. I have tried to make this an EFF friendly lesson and have written it up formally as such. 4). Ratios and Proportions: This is the Classic M&M lesson and one of the students favorites. I give the students each a package of M&M's, explain about ratios and porportions, and have them generate their own database of amounts and colors of M&M''s. They also graph their results in Excel and even color code (for a pie or bar graph) to match the colors of the M&M's. In interpreting the graphs several questions are generated as to why the ratios come out the way they do. (If any of you have done this, you know what I mean.) There are some rather unique and repeatable ratios and the students generate some questions about this, predict the ratios for an unopened pack of M&Ms, formulate their own opionions and a few have even contacted the candy company (usihg the Internet) to report their questions and get followup answers. 5) Plan a trip using internet resources. There are map generators, online reservations for flights, buses, car rentals. The students pick a place within the United States for a vacation with their families. I then have them determine, using the internet, the mode of travel, distance, expense and time required. They can perform a cost benefit analysis for their vacation. Most cities and destinations have a website, they can find and access to find additional information about the city, places to visit, book hotels etc. 6). During my Biology course, I utilized the powerful projector and viewer, attached to the internet, I could use the overhead projector, like you would a transparancy to read my notes directly from a disk. I also could go directly into the internet to show them pictures of the trees, fungus or whatever organism we were talking about. Our textbook also came with an Interactive CD that had great explainations, graphics, and interactive lessons. There is some powerful technology here waiting to be fully utilized. I only wish this were available in every classroom. 7) Autograph collecting. There is a wealth of Celebrity Addresses available online. Student can utilize MSWord, the web, and write letters to famous people politicians, actors, sports figures, and request an autographed picture. Students really respond to this approach to get them to correspond with people. At the end they just might get an autographed picture or even a letter in the mail from a famous person. 6). Presently, I am teaching a Saturday class at Chapman University. I have put my course syllabus and some assignments on a Internet site. Since the class only meets once a week, the students can complete many of their assignments and quizzes online. The beauty of this is that this is virtually a paperless class. I have posted readings,assignments, receive completed assignments by email, and the website will grade any quiz or test that consists of true/false of matching questions. Essays and shortanswers can be submitted by have to be graded by me. In addition, I have put my entire lecture in Powerpoint complete with pictures. In certain places I have been able to add sounds and even videos. This is the probably the most I have used computer technology in the classroom. My computer is hooked up to a projector and cabled into the internet. I can go from my Powerpoint presentation to the Internet, which has often been very useful. The feedback from the students has been very positive. One of the perks for me is that I no longer have to go to class with bags and boxes of books, folders and papers. It is easy to stay organized and focused. I create my lessons and burn them onto a CD, which is all I need to take to class. I am interested in other uses of technology and the applications to specific curriculum development. Cathy Cantrell is organizing a Teleconference on Integrating Technology, here in Washington State. I am encouraging other faculty to become involved and would appreciate other ideas regarding integrating technology. Jeffery Parham Olympic College ABE/GED/Families That Work/Workplace 2000/H.S. Completion Science 1600 Chester Ave Bremerton, WA 98337 (360) 405-1625
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