Section Editors: Susan Smith and Estela Monsevais
Using Computers in Classrooms - Marjorie Sharp
Teaching Mathematics with Computers - Ali Ahmad and Jorge Valenzuela
WebQuests - Carmen Gonzales
Developing a Middle School Interdisciplinary
Unit - Marjorie Sharp
Using Computers in Classrooms
By: Marjorie Sharp
Many educational studies support the contention that computers can be utilized more effectively in classrooms than in a lab setting at all levels K-12. The major problem at all levels is how can a classroom teacher most effectively use one to four computers in classrooms of 25 to 32 students. This appears to be extremely difficult if not impossible in a "traditional" classroom where the whole class is working on the same page in the same book and the teacher's role is one of the "sage on the stage".
The first step to utilizing computers in classrooms is to change classroom management styles and have the teachers become facilitators of learning, "guides on the side". There are several classroom management options available to teachers of all levels which incorporate using computers as instructional tools to enhance the curriculum and learning rather than drill and practice tools or as a reward to play games on!
Learning Centers
For many years, teachers of the elementary level have become familiar with and have used the learning center concept. In a classroom, there would be 6 to 8 or so different learning areas with projects, assignments, experiments, or activities set up. Students would move from center to center with a checksheet to mark as activities at each center was completed. A computer center can be added to this type of arrangement very easily by setting up a related computer activity. For example, perhaps you were setting up math centers with different activities at the different stations, the computer station could have printed directions for students to follow in composing their own related math story problems.
Cooperative learning is another type of classroom management system which would enable a classroom teacher to have groups move through the computer area in the classroom. Cooperative learning groups are usually comprised of 4 or 5 students in each group who have a specific assignment or task to complete as a group. Each member has a job within the group. This group itself decides who has which job.
It is amazing how quickly the jobs fall into place when groups are given
two minutes or so to decide. The jobs are:
LEADER - whose job it is to keep members on task and see that each member
participates and has an opportunity to participate;
RECORDER - records all information neatly and reports back to the group
(if there are only 4 members to the group);
MATERIALS MANAGER - collects all necessary materials for the group, turns
in all work, notebooks, as well as passes out any necessary materials the
group may need for an assigned project;
TIME KEEPER - helps keep group on task, watches the time and announces at
periodic time intervals how much available work time is left; and
REPORTER - ( if there are 5 members in the group) will do the group reporting
back to the class. An example of an activity would be for each group to
select a state located in the western part of the United States to research
and report on. Groups will schedule time on computers to do research on
CD-Rom reference materials and the Internet, do art work with paint and
draw programs, prepare reports with word processing, and prepare a multi-media
presentation with programs such as HyperStudio.
Literary Circles
Literary Circles is another excellent model in the language arts for
cooperative learning utilizes sets of books are utilized. There should be
5 or 6 copies of 6 sets of books. Students are allowed to select which book
they would like to read and work on. Then a group is formed with all the
students who selected a particular book. The different roles of the group
members could be:
DISCUSSION DIRECTOR - who develops lists of questions for the group to discuss
and leads the work exercises;
VOCABULARY ENRICHER - brings to attention of group the new vocabulary words
and points them out in discussion;
PROCESS CHECKER - has a check sheet to place a checkmark each time a group
member participates in group discussion; and
CONNECTOR - connects today's reading with other class or real life experiences.
Example: My sixth grade team just completed an interdisciplinary unit on
Ancient Greece. In our literature class we had sets of the following books:
Ulysses, The Deadly Power of Medusa, The Trojan Wars, and Ancient Greek
Myths. The students read and discussed these books in their groups. They
related the stories, characters and information learned from materials covered
in their different classes. They compared and contrasted stories with different
groups and participated in followup activities such as having written and
produced plays, developed a Greek newspaper, and did a HyperStudio presentation
for different classes. We were able to let groups of four students sign
up and use the computers for their projects. They were so involved that
they even signed up to come in before school and during breaks!
Project Centers
A new management system I developed this year, allows for real world life experiences where the student is responsible for their own learning. This management system provides opportunities to integrate technology into curriculum as well as create an atmosphere where students are accountable for the work assigned. In the process they develop a better sense of self-decipline. They know what is expected of them and therefore feel more secure in knowing one thing - there are no surprises! The project center provides a positive, fun atmosphere for students to work in. The teacher is a facilitator and has the ability to spend more time with students, one on one or with small groups.
When introducing the Project Center, the projects are compared to real world jobs where tasks and projects are a part of a persons daily work. Check sheets which are to be completed at the end of each project by the student and later evaluated by the supervisor (teacher) are a necessary tool as well as a portfolio in which the student is to keep his work in.
A sample Project Center might include projects such as the following:
1. Daily journal entry - all students would have a journal to write at least 4 sentences in each day. Writings could be about a specific topic. For example, in technology class, I ask students to write about different types of technology they have used in the last 24 hours, seen, or want to know more about.
2. Terms - these would be vocabulary words which students would copy
and define.
3. Peer Readings - this could be a chapter from a book, an article, or other
technology related material which pertains to the present unit of study.
Students may select a classmate with whom they can read and discuss one
article.
4. Journal Notes - these would be the notes about the peer's reading assignments. Teacher could write the notes on the board for students or ask that they find the five (or whatever number) main points of the reading and record them in their journals.
5. Articles - Have five to eight different magazine or newspaper articles copied and pasted in colorful folders for students to select one to read and write a summary.
6. Research Questions - These are questions about the present unit of study - usually four or five which are written on a posted task card for students to copy and research for the answer in class books, CD-Rom, encyclopedias, or other multimedia tools.
7. Projects - This would be some type of activity related to the unit of study. For example, in my technology manufacturing unit, students checked out lego kits to manufacture a useful product.
8. Special Report - This would be a special report on a topic related
to the unit of study with references.
9. Computer Project - Students would have an instruction sheet describing
an activity they are to complete on the computer. For example, in the technology
communications unit, students are asked to compose a friendly letter or
greeting using the word art and clip art in Windows Microsoft Works and
print the piece to include in their portfolio. An instruction sheet is made
up with the basic directions on it for students to follow. I begin the first
day of a new project center by assigning a group of 4 students ( I have
4 computers in my class) to work on their computer project and rotate all
students through the computers during the project centers time.
10. Supervisor Conference - (The teacher now becomes the project supervisor rather than the teacher!) A one- on-one conference is held with students in which the teachers and students to go over the developing portfolios together.
The preceding Project Center will last for two weeks. The only task which is completed on a daily basis is the first one, the Daily Journal Entry. Students do the rest of the projects (except for computer) in order. They begin each day where they stopped the day before. I have a table located in the center of the room for small group, one-on-one help, or conferencing. I do a brief check of works completed a couple of times with students before the final conference and check any completed work at this time. This helps the students and myself to check progress and schedule help sessions or establish daily goals if necessary.
At the present time I have been using the Project Center concept in three of my Introduction to Technology classes for four months and I am thrilled with the results. It has brought a wonderful new instructional and learning dimension to our classes. Students have indicated how much better they like working and learning this environment.
Teaching Mathematics with
Computers
By: Ali Ahmad and Jorge Valenzuela
Introduction
During the last decade, educators have investigated the effect of using computer technology on learning. Most of them agree that using computers in teaching and learning is important for their field of education, since they can provide an enriching environment where students can develop confidence in themselves and learn to interact positively with the machine. Using computers, we can offer our students interesting activities to meet their needs. They can choose the activities themselves from different kinds of selections. These activities can encourage students to ask questions, learn, and develop their confidence and independence. The computer is a rich tool especially when integrated with the curriculum, to produce the educational designs that can motivate students to study and learn.
Many studies have been done investigating the effect of teaching mathematics with computers. Tringa (1993) showed that students' achievement of mathematics concepts increased when learning with computers as compared to the traditional lecture method. Geisert and Futrell (1990) state, " A microcomputer can do things in a classroom a teacher simply cannot do. For example, can you remember exactly what problems every member of the class got right and wrong on his or her practice exercises two days ago and present new problems that exactly match his or her skill? A microcomputer can do this and much more. Of course we recognize that a teacher can do many things better than a computer and that is why a teacher and a microcomputer can make such a great teaching team". Huang (1996) showed that integrating technology into the mathematics curriculum can be effective and efficient if we prepare teachers with more quality staff development related to implementation.
The computer has the ability to match the way it teaches to the needs of the student. If a student is slow, the computer presents more instruction until the student reaches the learning goal. If a student learns quickly the computer can provide him or her a faster learning environment. Computer technology is currently being applied to mathematics instruction in a number of ways. For example, teaching geometry with computers can help students move from empirical to logical thinking, encourage students to make and test conjectures, facilitate precision and exactness in geometric thinking, encourage the development of autonomy in learning, and act as a mirror, reflecting the geometric thinking of students for teachers and themselves. Alan (1984) described new ways of teaching mathematics such as algebra which can be introduced by computer programs to do numerical computation, and geometry can be taught in the context of computer graphics. Findings by Mayes (1993) recommended that using technology in the instruction of mathematics is a powerful method in improving mathematics education.
By using computers in teaching mathematics, teachers can provide a framework for the concepts to be learned. Then, students can work in groups to investigate the problems at the computer in more depth. These groups can share their findings and results in a collaborative process which makes the instructive process richer. Teaching with technology can change the role of the traditional mathematics teacher. Niess ( 1994) believes that using computers, teachers can simulate real world conditions and problems for their students to apply the mathematics they have learned. Through this application, they also learn more mathematics, solidify what they, know and recognize the importance of the knowledge.
Mathematics teachers can make mathematics interesting for their students by using mathematics software programs. For example, they can use MathCAD to teach different areas of mathematics at the high schools.
About MathCAD
MathCAD (MATH SOFT) presents a high school mathematics program that covers the curricula and the means necessary to assist in teaching the knowledge of computational features which include: equation and computations, real and imaginary numbers, units and dimensions, vectors and matrices, range variables, iteration and table, operators, built-in functions, solving equations, data files, and plotting features which include graphs and surface plots.
Teachers can select from a variety of learning activities to provide for the needs of their students from practice to, problem solving, and enrichment strategies. This program provides students with a variety of opportunities to develop underlying concepts, and can be used in a variety of teaching styles - (large groups, cooperative groups, departmentalization, individualized, or labs). It includes a management system organized around carefully assigned learner outcomes.
This program allows students to improve their abilities to explore ideas, investigate and solve mathematical problems, construct meanings from their mathematical experiences. It allows students to engage in learning with computers in an active and meaningful way. Students with MathCAD can develop self-esteem and self-confidence, and can make more enthusiastic learners in the classroom.
Learning to use MathCAD
Due to the fact that students who are familiar with the program can be more active and self-directed, the teacher can arrange the computer lab in a way so it is easy to present the program to the students. The teacher can place a computer with a huge color screen in front of the lab and arrange the lab in such a way that students will be able to see the color screen. The teacher will introduce the MathCAD program to students and demonstrate how it works. Then the teacher will ask students to work some examples on the computer and to guess the answer before getting the answers from the computer. After the teacher demonstrates, should will be allowed to practice, and then they will work with MathCAD independently.
Sample Lesson (Vectors and Matrices)
After students receive the basic instructions on how to use MathCAD, they can be given an assignment to work in groups of three. Each group will be required to create their own examples . The aim of this assignment is to help students develop their own knowledge. Each group will choose their own two matrices as a problem, then they will find the addition, subtraction, multiplication, the determinant, and the inverse for each matrix. After working with this assignment, all students will discuss with their teacher the concepts of the matrix operations
We believe that teaching mathematics with computer software programs enables students to get immediate feedback for each problem in a rich collaborative environment.
References
Alan, T. (1984). A new start for mathematics curriculum. (ERIC Document Reproduction Service No. ED 253 259).
Geisert, P., & Futrell, M. (1990). Teachers, Computers, and Curriculum.Boston: Allyn and Bacon Press.
Huang, S .,& Waxman, H (1996). Classroom observations of middle schoolstudents, Technology use in mathematics. School Science and Mathematics , 96(1) 28-34.
Kearsley, G.& Hunter. B. S. Furlons M(1992)(1) We teach with Technology, Wilsonville, Oregon: Frankline, Beedle & Associates, incorporated.
Mayes, R,. (1993). Computer use in algebra: and now the rest of the story. The Mathematics Teacher, 86(7).538-541.
Niess, M (1994). Outside, A world Goes By - Applying Mathematics with flightsimulators. The Computing Teacher, 21(5) PP 29-32 MathCAD, MATHSOFT, INC, Cambridge, Massachusetts.
Tringa. P & Lipitakis. E (1993). A study of teaching mathematical concepts with computers. Mathematical Education in Science and Technology, 26(4) 473-488.
WebQuests
By: Carmen L. Gonzales, Ph.D.
A WebQuest, developed by Bernie Dodge from San Diego State University, is an inquiry-oriented activity in which most, if not all, of the information that learners interact with comes from resources on the Internet. There are two kinds of WebQuests.
Short Term WebQuests
The instructional goal of a short term WebQuest is knowledge acquisition and integration of the Internet into the curriculum. At the end of a short term WebQuest a learner will have processed a significant amount of new information and made sense of it. A short term WebQuest is designed to be completed in one to three class periods. Doing a couple of short term WebQuests is a good way to prepare students for the longer term ones.
Longer Term WebQuests
The instructional goal of a longer term WebQuest is to extend and refine knowledge. After completing a longer term WebQuest, a learner would have analyzed a body of knowledge deeply, transformed it in some way, and demonstrated an understanding of the material by creating and reporting on something that others can respond to, online or off. A longer term WebQuest can take between one week and a month in a classroom setting and even longer if using a lab situation.
Critical Attributes
WebQuests of either short or long duration are designed to make the best use of a learner's time. There is more educational benefit in having students surfing the net with a clear task in mind, and especially since most schools have limited student connect time. According to Dodge (from http: / / edweb.sdsu.edu/ hotlists/ hotlists+webquests.html), to achieve that efficiency and clarity of purpose, WebQuests should contain at least the following parts:
1. An introduction that sets the stage and provides some background information.
2. A task that is doable and interesting.
3. A set of information sources needed to complete the task. Many (though
not necessarily all) of the resources are embedded in the WebQuest document
itself as anchors pointing to information on the World Wide Web. Information
sources might include web documents, experts available via email or realtime
conferencing, searchable databases on the net, and books and other documents
physically available in the learner's setting. Because pointers to resources
are included, the learner is not left to wander through webspace completely
adrift.
4. A description of the process the learners should go through in accomplishing the task. The process should be broken down into clearly described steps.
5. Some guidance on how to organize the information acquired. This can take the form of guiding questions, or directions to complete organizational frameworks such as timelines, concept maps, or cause-and-effect diagrams as described by Marzano (1988, 1992) and others.
6. A conclusion that brings closure to the quest, reminds the learners about what they've learned, and perhaps encourages them to extend the experience into other domains.
Some other non-critical attributes of a WebQuest include these:
1. WebQuests are most likely to be group activities, although one could imagine solo quests that might be applicable in distance education or library settings.
2. WebQuests might be enhanced by wrapping motivational elements around the basic structure by giving the learners a role to play (e.g., scientist, detective, reporter), simulated personae to interact with via e-mail, and a scenario to work within (e.g., you've been asked by the Secretary General of the UN to brief him on what's happening in sub-Saharan Africa this week.)
3. WebQuests can be designed within a single discipline or they can be interdisciplinary. Given that designing effective interdisciplinary instruction is more of a challenge than designing for a single content area, WebQuest creators should probably start with the latter until they are comfortable with the format.
References
Dodge, Bernie. (1996). WebQuests.http:/ / edweb.sdsu.edu/ hotlists / hotlists+webquests.html
Marzano, R. (1988). Dimensions ofthinking: A framework for curriculum and instruction. Alexandria, VA. Association for Supervision andCurriculum Development
Marzano, R. (1992). A different kind of classroom and teaching with dimension. Alexandria, VA. Association for Supervision and Curriculum Development
Developing a Middle School
Interdisciplinary Unit Utilizing Technology
By: Marjorie Sharp
This year at Sierra Middle School in Las Cruces, NM, as a part of each individual teachers professional development plan, teachers were asked to develop and implement with their team two interdisciplinary units of study. Each team in our building includes teachers of all required subject areas. For example, our sixth grade team includes teachers of science, math, language arts, social studies, and exploratories in humanities and technology. Each teacher also teaches an advisory period.
The school has been restructured so that all teachers are provided with daily meeting times for team work. This time is used for curriculum development as well as coordination of student discipline and learning. Since environment is one of the major subject areas in our curriculum and we live in a desert which is rich with subject matter for all content areas, our team selected The Living Desert: the land and its people as one of the units we wanted to develop. This was also an opportunity to explore the cultural backgrounds of our large number of bilingual students.
Another goal while planning our unit was to incorporate as many technology tools, materials, and resources as possible which were available to us. As we were also participants in a USWEST Grant, materials, technology training and support from New Mexico State University staff were made available to us.
After selecting our unit and setting goals, each teacher then began researching his/her areas of specialties and brought ideas and materials to our team meetings to share. Since some of our teachers teach more than one subject area, our next step was for all teachers of a particular subject area to meet and develop lesson plans. Plans were then brought back to team meetings we had coordinated with each other to provide continuity through out the team. The USWEST grant provided us with support and help from NMSU professor Karin Wiburg, university technology training, hardware and related software for the team to use in this project, which helped make it such a success.
The benefits of this program were tremendous! Up to now our team handled functional tasks, such as discipline, team reports, student and parent conferences and school communications during our daily team meeting time. For the first time we were interacting with each other on a professional level with each other and developed new perspectives and respect for the teaching talents in our group. It brought us much closer together and for the first time we even incorporated many community members. It truly strengthened our team by focusing on both student and teacher learning!!
The students were very enthusiastic about the unit of study. They liked the continuity of instruction across the curriculum. Teachers coordinated the activities, projects and major assignments. Thus, students could concentrate and devote more time and effort on assignments to produce better results. We saw an improvement in the students overall interest, attention and grades.
On evaluating the unit upon completion, students and teachers felt it was very successful. We are already planning and looking forward to new units of study for our team. During future planning sessions, we would also like to look at the possibility of including students in the planning process to include a new dimension the goals, evaluation and sample activities are included below for your information. If you would like more information please e-mail me at msharp@ lcps.k12.nm.us. We hope you will find ideas and information which could be useful in your instructional program.
THE LIVING DESERT: THE LAND AND ITS PEOPLE
Our sixth grade team at Sierra Middle School selected The Living Desert as one of our interdisciplinary units to give students the opportunity to further explore our desert environment, as well as its inhabitants. This unit of study will be conducted over a four week period. Included in our studies, will be a field trip to White Sands National Monument and a team art project where each student will make a mask and decorate it as a Kachina mask.
After completing the Living Desert, students will:
The intended outcomes will be measured by one or more of the following:
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