Multimedia Learning Objects...

Subject Area: Mathematics

Grade Level: Kindergarten

Learning Object URL: http://www.dositey.com/games/patterngame.htm

Description of Learning Object: The learning object that I would employ would be the ‘pattern game’. It utilizes Shockwave animation and is an Interactive Media game. This game allows students to identify and recognize pattern sequences, and subsequently complete the rest of the sequence.

Description of Integration Idea: This learning object on pattern sequences could be simultaneously integrated into a Mathematics class and a computer class, as it incorporates both curricular subjects and utilizes basic problem solving skills. Patterns would, of course, need to have been thoroughly introduced to students before hand.

Planning and Preparation: Firstly, I would make sure that current and compatible Shockwave technology had been downloaded; in order to ensure that class time was as productive as possible. I would also make sure that I had an allotted time to be in the computer lab! Furthermore, I would certainly have discussed pattern sequences before class (perhaps read a story about patterns, get students to create patterns using manipulatives in pairs etc.), and would do a demonstration of how the game works on the chalkboard or do an online demonstration for everyone to see. If students were finished early, they could proceed to drawing and re-creating their own pattern.

Subject General Learner Outcome: Students will identify and create patterns.
Subject Specific Learner Outcome: Students will recognize and reproduce a pattern, using actions and manipulatives.

ICT Outcome: Students will critically assess information through the use of a variety of technologies.

Ensuring Student Internet Safety

I think one of the ways to ensure Internet safety is firstly by discussing Internet safety as a class beforehand. I would ask my students: “What do you think it means to be safe on the internet?” After discussing this as a class, we would subsequently create some guidelines for Internet usage.

Those guidelines might include:
-working in pairs as a form of peer-monitoring;
-choosing a variety of diverse, but reputable websites for students to choose from;
-making sure that if I was not monitoring the content being explored on the Internet, another teacher was;
-downloading a ‘nanny’ or some kind of Internet censoring device;

While these guidelines will help ensure Internet safety, I think it is also important to develop a community of trust in which I, as a teacher, trust that my students will exercise proper judgment when using the Internet. Furthermore, I think students should be made aware that using the Internet is a privilege, which if misused, can be taken away. As well, I might ask my students to sign a form that says they will abide by the class Internet rules that we had created. Ultimately, if there are guidelines set up for Internet usage, Internet safety should not be too problematic.

Incorporating Excel Spreadsheets into the Curriculum...

Subject: Physical Education

I think it would be a great idea to use a spreadsheet as a record-keeping device for a P.E class. Students could perform various tasks, record them, then subsequently enter their data into a spreadsheet to evaluate his or her own abilities. For example, in a basketball class students could work in pairs and record the number of layups, free-throws, 3 pointers, and the number of blocked shots of their partner. After they had completed a task, students could input their scores into a spreadsheet and create a graph based on their performance!

Utilizing a Discussion Board for Educational Purposes...

As with any technology, there are both advantages and disadvantages to implementing a discussion board. I have listed both below:

Pros:

• Allows for quick, to the point discussion of course material.
• Students engage in thoughtful discourse with their peers and teacher.
• Promotes a sense of community beyond the classroom.
• Helpful for students who are uncomfortable asking questions in the classroom.

Cons:

• Students may become overly reliant on the discussion board and perhaps stunt the development of important social and communication skills.
• Discussion boards need to be constantly moderated by the teacher in order to continue being a purely educational resource.
• Students who do not have a computer at home, will not be able to participate as readily in discussion outside of the classroom.

5 Ways Class Interactions are Enhanced by Using a Discussion Board:

--> Allows students to engage in discussion outside the clasroom.

--> Students get the opportunity to understand the thought processes of their peers, which may help them understand their classmates better.

--> On discussion boards, students are allowed to express their unique opinions on educational material and in turn may become more inclined to appreciating the ideas of others.

-->Discussion boards can also serve as a resource for further reading on course material, which may prove especially benefical to 'gifted' students and those students who simply want to learn more!

-->Finally, discussion boards are an excellent way for teachers to get to know their students' thought processes. This ultimately enables teachers to understand which concepts need to be covered in class more thoroughly. Therefore, a greater focus can be spent in class on those concepts that need further examination.

Exploring Concept Mapping with Kidspiration:

Grade: One

Subject: Science

Topic: The Senses

I would utilize a concept map for a topic on “The Senses” in a Grade One Science class. It is important to employ both text and image in tandem, particularly at an age where students are still familiarizing themselves with reading and comprehension. As a result, the concept map is an excellent tool for an assignment that calls for visual representation. I think the program is perfect for teacher usage and modeling an assignment to students, however it is perhaps too advanced for grade ones to use independently. Further, I tried to keep the concept map visually simple so that students could first develop the most basic understanding of the senses. Also, this concept map on “The Senses” makes use of the ICT outcome that states: “Students will access, use and communicate information from a variety of technologies”.

"Timez Attack": An Exploration of Multiplication Tables in a Videogame Format

Author of Activity: Jennilyn Bylund. Retrieved September 30, 2007 from
http://www.lessonplanspage.com/MathCIMultiplicationTimezAttackGame36.htm.

Subject: Mathematics

Grade: 4

General Learner Outcome: Apply arithmetic operations on whole numbers, and illustrate their use in creating and solving problems.

Specific Learner Outcome: Demonstrate and describe the process of multiplication using manipulatives, diagrams, and symbols; recall multiplication and division facts to 81.

Most Relevant ICT Outcome: Students will use technology to investigate and/or solve problems.

Description of Activity: This Math activity requires teachers to download the free version of “Timez Attack” from http://www.bigbrainz.com/ for each student, preferably ahead of time to allow the teacher to familiarize him or herself with the software. Post-download, students simply click on the “Play” button, and subsequently enter their name. Next students are prompted to explore the educational game which resembles an authentic video game. Afterward students are presented with various multiplication problems which they are instructed to answer. The problems are presented in a visual manner to students, who are later asked to recall problems previously answered. Ultimately through repetition and visual representations of multiplication tables, Mathematical skills are mastered in a fun, exciting way!

How the Technology Improves the Lesson: By implementing this Math game into a lesson on multiplication, grade four students simultaneously employ skills in using the keyboard and math facts. Furthermore, this videogame format allows students to answer math questions in a fun, non-threatening environment and they are permitted to do so at their own pace. Also, this format provides a change from the sometimes lacklustre experience associated with the use of flashcards.

Technology Integration into the Classroom

It can be said that ‘technology integration’ is the implementation of current tools and resources into a given situation. In this case, technology is integrated into a classroom setting for a greater knowledge and understanding of curriculum-based course material. More specifically, technology supports ‘inquiry-based teaching and learning’. That is to say, the utilization of technology in the classroom is resourceful in an environment that seeks to acquire knowledge. Good technology integration into the classroom stimulates the learning of a student by exposing him or her to quality knowledge-based resources, including the Internet. Further, while exposing a student to the Internet, for example, the teacher stimulates critical thinking in the individual—an invaluable learning process. Also, good technology integration encourages a deeper understanding of the curriculum as students discover and sift through an abundance of information on the subject that is being studied. An example of good technology integration in a classroom setting would be if a Social Studies class was working on the topic of China, the Internet could be utilized as a resource for cross-cultural analysis and comparison. Poor technology integration is, in my opinion, characterized by the infrequent and unstructured usage of technology in the classroom. I think it is important to guide students in their exploration of technology, particularly the Internet. Students must be given clear objectives and guided initiatives when exploring the Internet. I can remember as a student, aimlessly perusing the internet for a particular class, completely uncertain of the information I was supposed to be obtaining. Also, usage of the technology must not be infrequent; otherwise the teacher risks the loss of a student’s technological understanding over time. Regarding the barriers to technology integration, I would think a lack of funding for the technology itself would be an issue. Also, it may be difficult to find the time to implement technology in an already busy school day.