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Technology in an Elementary Classroom
Erin SeesSpring 2011
Wednesday, February 9, 2011
Who am I?
Erin Sees
• Watertown Public Schools
• I am technology teacher. I have also taught first through fifth grade.
• www.erinsees.com
Wednesday, February 9, 2011
When I Become a Teacher
http://www.youtube.com/watch?v=590PNSh6g_4
Wednesday, February 9, 2011
Best Hopes / Worst Fears
Scenario: Imagine a situation in which every teacher, staff member and administrator has access to technology (phone, email, Internet, presentation software, video, database tools, digital cameras, etc.) on a daily basis as an integrated tool for teaching, learning and productivity.
How would this impact your classroom environment?
About this activity: Research shows that it is essential to provide adults with an opportunity to express their fears and hopes. While doing this exercise, it is possible to link the set of fears to the set of hopes. For example, a common fear is the loss of social skills and a common hope is the opportunity for increased communication. It is essential to validate people’s fears. Once the list of fears and hopes is generated, it can be used as a reference to make sure that the fears are minimized and the hopes are maximized. A. November, Jan. 2000
Wednesday, February 9, 2011
Discussion
Why did you become a teacher?
What has changed since you became a teacher?
What do you like/dislike about technology in the teaching profession?
What do you want to get out of this class?
Wednesday, February 9, 2011
Learning to Change - Changing to Learn
Wednesday, February 9, 2011
Integrating Technology
Wednesday, February 9, 2011
Wednesday, February 9, 2011
Technology is aways the last thing I do!
Planning and writing is always first!
Let the kids explore the technology!
Tips for Technology
Wednesday, February 9, 2011
History
Wednesday, February 9, 2011
History
Approximately 3,000 years ago, paper was invented.
Wednesday, February 9, 2011
History
Approximately 3,000 years ago, paper was invented.
In 1436, Johannes Gutenberg invented movable type, which allowed the mass production of books at low cost.
Wednesday, February 9, 2011
History
Approximately 3,000 years ago, paper was invented.
In 1436, Johannes Gutenberg invented movable type, which allowed the mass production of books at low cost.
In the 1560s, the pencil was invented.
Wednesday, February 9, 2011
History
Approximately 3,000 years ago, paper was invented.
In 1436, Johannes Gutenberg invented movable type, which allowed the mass production of books at low cost.
In the 1560s, the pencil was invented.
Over the past 30 years, we have experienced and accelerated rate of change
Wednesday, February 9, 2011
History Cont.
Wednesday, February 9, 2011
History Cont.
In the early 1990, we began using the Word Wide Web to consume information.
Wednesday, February 9, 2011
History Cont.
In the early 1990, we began using the Word Wide Web to consume information.
A powerful resource, but information moved in one direction, from publishers to consumers.
Wednesday, February 9, 2011
History Cont.
In the early 1990, we began using the Word Wide Web to consume information.
A powerful resource, but information moved in one direction, from publishers to consumers.
This is known as the One-Way Web or Web 1.0.
Wednesday, February 9, 2011
Now
Wednesday, February 9, 2011
Now
Technologies such as blog, wikis, and podcast make it just as easy to created content as it is to consume it.
Wednesday, February 9, 2011
Now
Technologies such as blog, wikis, and podcast make it just as easy to created content as it is to consume it.
Anyone can publish, share, and change information.
Wednesday, February 9, 2011
Now
Technologies such as blog, wikis, and podcast make it just as easy to created content as it is to consume it.
Anyone can publish, share, and change information.
This is knows as the Two-Way Web or Web 2.0.
Wednesday, February 9, 2011
Participates in virtual reality environments
(39%)
Who am I?2008 SpeakUp Results
Uses Internet for schoolwork research (51%) and takes tests online (35%)
Wishes for their ultimate schoolDigital media tools (31%)
High tech science tools (39%)Online tools for organization (35%)
Access to mobile devices:MP3 player (44%)
Game Player (53%)Laptop (44%)
Wednesday, February 9, 2011
How would that group respond to these questions?
Tech Skills?
Advanced Tech User
Average Tech User
Beginner tech User
Am I am girl or a boy?
What is my role?
Kindergarten student
Student Grade 3
Student Grade 7
Student Grade 10
Teacher
Principal
Wednesday, February 9, 2011
Meet A 3rd Grade Girl
Wednesday, February 9, 2011
Shift Happens
Wednesday, February 9, 2011
“Searching”The first technology you
Wednesday, February 9, 2011
Most Students...
Source: http://novemberlearning.com
Wednesday, February 9, 2011
Most Students...
Never look past the first few results
Source: http://novemberlearning.com
Wednesday, February 9, 2011
Most Students...
Never look past the first few results
Use the same search engine (Google?)
Source: http://novemberlearning.com
Wednesday, February 9, 2011
Most Students...
Never look past the first few results
Use the same search engine (Google?)
Have no idea how results are ranked
Source: http://novemberlearning.com
Wednesday, February 9, 2011
Most Students...
Never look past the first few results
Use the same search engine (Google?)
Have no idea how results are ranked
Are easily manipulated by results
Source: http://novemberlearning.com
Wednesday, February 9, 2011
Effective Search Practices
Source: http://novemberlearning.com
Wednesday, February 9, 2011
Effective Search Practices
Develop a search plan
Source: http://novemberlearning.com
Wednesday, February 9, 2011
Effective Search Practices
Develop a search plan
Teach students to use advanced search techniques
Source: http://novemberlearning.com
Wednesday, February 9, 2011
Effective Search Practices
Develop a search plan
Teach students to use advanced search techniques
Teach students to use more advanced and more specialized search engines
Source: http://novemberlearning.com
Wednesday, February 9, 2011
Wednesday, February 9, 2011
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Step 1 - Define the research problem.
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Step 1 - Define the research problem.Have students think critically about the research problem and break it down. Questions to consider:
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Step 1 - Define the research problem.Have students think critically about the research problem and break it down. Questions to consider:• Is it a relatively simple question?
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Step 1 - Define the research problem.Have students think critically about the research problem and break it down. Questions to consider:• Is it a relatively simple question? • Is it a fact-finding mission?
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Step 1 - Define the research problem.Have students think critically about the research problem and break it down. Questions to consider:• Is it a relatively simple question? • Is it a fact-finding mission? • Is the research question complex with a series of questions or relationships I need to explore?
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Step 1 - Define the research problem.Have students think critically about the research problem and break it down. Questions to consider:• Is it a relatively simple question? • Is it a fact-finding mission? • Is the research question complex with a series of questions or relationships I need to explore?
Step 2 - Know what sort of information you are trying to find.
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Step 1 - Define the research problem.Have students think critically about the research problem and break it down. Questions to consider:• Is it a relatively simple question? • Is it a fact-finding mission? • Is the research question complex with a series of questions or relationships I need to explore?
Step 2 - Know what sort of information you are trying to find.Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider:
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Step 1 - Define the research problem.Have students think critically about the research problem and break it down. Questions to consider:• Is it a relatively simple question? • Is it a fact-finding mission? • Is the research question complex with a series of questions or relationships I need to explore?
Step 2 - Know what sort of information you are trying to find.Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider:• Am I looking for text, video or pictures?
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Step 1 - Define the research problem.Have students think critically about the research problem and break it down. Questions to consider:• Is it a relatively simple question? • Is it a fact-finding mission? • Is the research question complex with a series of questions or relationships I need to explore?
Step 2 - Know what sort of information you are trying to find.Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider:• Am I looking for text, video or pictures?• Do I need biographical information?
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Step 1 - Define the research problem.Have students think critically about the research problem and break it down. Questions to consider:• Is it a relatively simple question? • Is it a fact-finding mission? • Is the research question complex with a series of questions or relationships I need to explore?
Step 2 - Know what sort of information you are trying to find.Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider:• Am I looking for text, video or pictures?• Do I need biographical information? • Is the information I need historic or current in content?
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Step 1 - Define the research problem.Have students think critically about the research problem and break it down. Questions to consider:• Is it a relatively simple question? • Is it a fact-finding mission? • Is the research question complex with a series of questions or relationships I need to explore?
Step 2 - Know what sort of information you are trying to find.Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider:• Am I looking for text, video or pictures?• Do I need biographical information? • Is the information I need historic or current in content? • Should I be asking an expert in the field?
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Step 1 - Define the research problem.Have students think critically about the research problem and break it down. Questions to consider:• Is it a relatively simple question? • Is it a fact-finding mission? • Is the research question complex with a series of questions or relationships I need to explore?
Step 2 - Know what sort of information you are trying to find.Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider:• Am I looking for text, video or pictures?• Do I need biographical information? • Is the information I need historic or current in content? • Should I be asking an expert in the field?
Step 3 - Select the right search tools.
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Step 1 - Define the research problem.Have students think critically about the research problem and break it down. Questions to consider:• Is it a relatively simple question? • Is it a fact-finding mission? • Is the research question complex with a series of questions or relationships I need to explore?
Step 2 - Know what sort of information you are trying to find.Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider:• Am I looking for text, video or pictures?• Do I need biographical information? • Is the information I need historic or current in content? • Should I be asking an expert in the field?
Step 3 - Select the right search tools.Make key decisions about the best places to find information. Will the information most likely be found in...
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Step 1 - Define the research problem.Have students think critically about the research problem and break it down. Questions to consider:• Is it a relatively simple question? • Is it a fact-finding mission? • Is the research question complex with a series of questions or relationships I need to explore?
Step 2 - Know what sort of information you are trying to find.Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider:• Am I looking for text, video or pictures?• Do I need biographical information? • Is the information I need historic or current in content? • Should I be asking an expert in the field?
Step 3 - Select the right search tools.Make key decisions about the best places to find information. Will the information most likely be found in... • A subject-specific database?
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Step 1 - Define the research problem.Have students think critically about the research problem and break it down. Questions to consider:• Is it a relatively simple question? • Is it a fact-finding mission? • Is the research question complex with a series of questions or relationships I need to explore?
Step 2 - Know what sort of information you are trying to find.Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider:• Am I looking for text, video or pictures?• Do I need biographical information? • Is the information I need historic or current in content? • Should I be asking an expert in the field?
Step 3 - Select the right search tools.Make key decisions about the best places to find information. Will the information most likely be found in... • A subject-specific database? • A historic primary document?
Wednesday, February 9, 2011
Develop a Search Plan
Source: http://novemberlearning.com
Step 1 - Define the research problem.Have students think critically about the research problem and break it down. Questions to consider:• Is it a relatively simple question? • Is it a fact-finding mission? • Is the research question complex with a series of questions or relationships I need to explore?
Step 2 - Know what sort of information you are trying to find.Once students have a thorough understanding of what they need to find, they might want to consider the best source of information. Questions to consider:• Am I looking for text, video or pictures?• Do I need biographical information? • Is the information I need historic or current in content? • Should I be asking an expert in the field?
Step 3 - Select the right search tools.Make key decisions about the best places to find information. Will the information most likely be found in... • A subject-specific database? • A historic primary document? • A regular search engine?
Wednesday, February 9, 2011
Use Advanced Search Techniques
Source: http://novemberlearning.com
Keywords:What keywords MUST be included in the search? What keywords MIGHT be included in the search? What keywords SHOULD NOT be included in the search?
Creating Query Strings:The plus (+) sign The minus (-) sign Using quotation marks AND, OR, NOT
Searching with Extensions:Scenario: You are researching birth rates in Ethiopia. Suggestion: AltaVista Search: host:et + "birth rate" + .gov
Wednesday, February 9, 2011
Improve Your Searching
“ “ = exact phrase= exclude words
~ = similar wordsor = multiple words
…. = numerical rangesdefine = defines a word or phrase
site = searchers only particular siteslink = searches for web pages that are linked
1+1 = basic calculator functionscm in foot = concerts units of measure
Wednesday, February 9, 2011
Different Kinds of Searching
Images Maps News Archive Search Patent Search Product Search Scholar Special Searches Toolbar Video Web Search Web Search Features
Alerts Blog Search Book Search Checkout Google ChromeCustom SearchDesktop Earth Finance GOOG-411 Google HealthiGoogle
Wednesday, February 9, 2011
Recommend Search Engines
Source: http://novemberlearning.com
Ask.com – http://www.ask.com• Results ranked by topic experts. • Suggestions on ways to narrow and expand searches. • For younger students, Ask.com offers a child friendly version. This version can be found at http://www.askforkids.com
Answers.com – http://www.answers.com• All of the results within Answers.com are obtained from reference materials. • As search queries are entered, a drop-down list helps students narrow their inquiries. • At the bottom of each page, in an area labeled Copyrights, researchers can construct a list of citations for resources obtained from Answers.com.
Noodletools – http://www.noodletools.com• The NoodleTools search page is like a search engine for search engines. The site helps students design search strategies based around the analysis of a topic.• Students are given suggested search sites to use based on the type of information they are looking for. • The NoodleTools page also offers a citation maker that can be used by students of all ages. • NoodleQuest – http://www.noodletools.com/noodlequest
Wednesday, February 9, 2011
Sweet Search
A New Search Engine for Students
Wednesday, February 9, 2011
Custom Search Engine Creator
Wednesday, February 9, 2011
Google Book Search
Google Book Search is an index of book content that makes it easy for students and teachers to find books related to course content. It makes the full text of millions of books (including out of print and public domain books) instantly searchable. It’s possible view pages of most books - and the search terms appear highlighted for easy research.
Wednesday, February 9, 2011
The key is to use a variety of search engines and look past the first page of results.
~Alan November
Wednesday, February 9, 2011
Google Squared
Wednesday, February 9, 2011
Google Timelinehttp://newstimeline.googlelabs.com/
Wednesday, February 9, 2011
Google Wonder Wheel
Where is this located?•Search for something•Click Options•Find the “Wonder Wheel” on the Left column
Wednesday, February 9, 2011
Google Scholar Search
Wednesday, February 9, 2011
Scavenger Hunt
http://www.tammyworcester.com/Tips/ScavengerHunt.html
This is a fun site for the beginning of school
Wednesday, February 9, 2011
Diigo
Social Bookmarking
Has taken over Del.icio.us
Students and teachers can use this facility to bookmark sites they visit and store them online.
Bookmarks can be shared
Has a site especially for education
Wednesday, February 9, 2011
Doodle
www.doodle.com
create an online poll
this is similar to google forms but for different kids of surveys
you can create polls that allows respondents 9who do not need an account) to indicate their availability. Useful for meetings.
Wednesday, February 9, 2011
Yo Link
http://www.yolink.com/
allows you to search within a search
excellent for research and projects
Intergration with GoogleDocs allos you to save your results right away
Wednesday, February 9, 2011