Module 5

Basic Supply and Demand

Link to flipchart

This flipchart is geared towards 9-12 grade Economics classes. It contains examples of how to solve supply and demand problems, as well as a basic overview of supply and demand. I would use this flip chart as a visual aid while teaching the laws of supply and demand in an Economics class. Having this visual aid relates to how our text talks about technology use based on problem solving, the flipchart will gain students attention “teachers say technology’s visual and interactive qualities can direct students’ attention toward learning tasks” (Roblyer & Doering 2011, PG. 24). Using this flip chart it will save me time and allow me to focus more on how I deliver the content. Looking for content already put together by instructors that are willing to share it online is a strategy I plan to pursue throughout my teaching career, “Numerous content-specific technologies support teaching within a content area” (Roblyer & Doering 2011, Pg.163). The hardware/software this flipchart requires is any computer and a compatible projector along with a projector screen. This way the flipchart will be pulled up on the computer and displayed through the projector onto the projector screen for the students to see clearly. Another way for students to view this flipchart would be from their own school issued mobile tablet, this would require essential conditions for technology integration. According to our text it is important to have a shared vision for technology integration, “teachers need system-wide support to implement technology. This means that the school, district, local communities and state share with teachers a commitment to using technology to support teaching and learning” (Roblyer & Doering 2011, Pg. 64). If the school was able to provide mobile tablets for students, they would have to make sure and teach students how to use software support tools properly. These tools can benefit students greatly, “These additional materials serve teachers and students in a variety of ways, making possible many kinds of freedom in the classroom” (Roblyer & Doering 2011, Pg. 140).  If taught properly, students would be able to use the mobile tablets provided to them to maximum efficiency. Gone will be the days of having to keep up with USB storage devices, “cloud computing, which is storage outside ones’ own computer on servers that are accessed through the Internet” (Roblyer & Doering 2011, Pg. 142). All of these software support tools will be available to students and teachers, hopefully making the classroom a more efficient place of learning.

 REFERENCES

Roblyer, M. D., & Doering, A. H. (2012). Integrating educational technology into teaching (6th ed.). Columbus, OH: Merrill Prentice Hall.

Blog Assignment #4

Advantages of Integrating Technology

I think the biggest advantage of integrating technology into the history classroom is having the ability to illustrate information in a visual way, “Technology tools make possible a variety of strategies to enhance learning for the varied topics and concepts that comprise social studies content” (Roblyer & Doering, 2011 pg.337). Having history come alive through visualization is something students often have problems with (Roblyer and Doering 2011, pg.338). I think through the use of virtual field trips and other visual technology students can get a better sense of what there history books are talking about, “When integrated into the curriculum and not used as rewards, field trips can be among the most valuable and effective modes of history teaching, especially historic sites” (Roblyer & Doering, 2011 pg.338). If integrated properly I think the use of technology is a great tool that greatly benefits students. Click this link for more information on the benefits of virtual field trips. 

Disadvantages of Integrating Technology

Unfortunately as much as an advantage integrating technology is, it can also be a disadvantage in the history classroom. Students now more than ever have access to all the information on the Internet, rather that’s through their personal smartphones or a school computer. Most likely both these machines do not filter out unreliable or biased Internet sites. These sites can be harmful if students are not taught how to correctly evaluate websites, “many students have been drawn to these types of sites without questioning their accuracy” (Roblyer & Doering, 2011 pg.337). Another downside is that if you do want to integrate technology into your history classroom there is a chance that your school has used it’s set aside technology funds on other subject areas, “school resources such as technology materials tend to be directed to other content areas” (Roblyer & Doering, 2011 pg. 336). Click this link for more information on information overload and unreliable websites. 

Specific Activities, Programs, Etc. 

List the specific activities, programs, etc. you found useful from the readings. 

1.     Electronic Research

2.     Digital Storytelling

3.     Virtual Field Trips

4.     Information Visualization

5.     Adventure Learning

6.     Simulated Problem-Solving Environments

References
Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching (6th ed.). Columbus, OH: Merrill Prentice Hall.

Blog Assignment #3

How can learning to use search engines help you/students find better information?

Students can greatly benefit from learning about different search engines as well as the strategies that go along with using these search engines.  With so much information on the web, knowing how to search for the facts you are looking for is a valuable skill according to our text “Now there is so much information that companies have developed special searching programs to help us locate things” (Roblyer & Doering 2011, pg. 219).

Website Evaluation Video 

This website evaluation video explains how to tell if a website is a reliable source of information. This will be useful in my classroom for students researching business topics that may come across several websites that are not reliable sources for information. Due to the vast amount of majority on the web there contains information that is “incomplete, inaccurate, and/or out of date” (Roblyer & Doering 2011, pg.255). 

Favorite Web Site #1 

http://www.investopedia.com/

The website I chose is investopedia.com; this site contains a massive amount of resources for people needing information about business/finance. This website has a good structured and organized home page, with tabs across the top of the home page as well as two search boxes; one for searching topics and another to enter in the symbol of a company to receive stock quotes and/or information on that company. This search feature is mentioned when discussing easily navigable websites in our text, “larger sites have their own built-in search engine” (Roblyer & Doering 2011, pg.255). According to our text good structure and organization is determined by “how clear a user can find the content that they are looking for on the website” (Roblyer & Doering 2011, pg.255).

Favorite Web Site #2 

https://ndssbiz.wikispaces.com/

The Wiki site I chose is actually from a Canadian high school, but as I searched for example wiki’s for business content in high school I realized my options were limited. Luckily this example wiki I came across is very well done and will be helpful when I create my own. Much like my first site I mentioned, this site also is very well organized and structured. I think having the list of classes on the right hand side of the page gives the user fast access to the class page they want to navigate to. According to our textbook “a website has to have good user design, meaning that it is easy for a user to experience the features of the website” (Roblyer & Doering 2011, pg.255). Another great aspect of this wiki site is the “How to” section, which provides links to the following information: How To- Search Internet better, Use Google Docs, create a blog and many more great topics.

References
Roblyer, M.D. & Doering, A.H. (2012). Integrating educational technology into teaching (6th ed.). Columbus, OH: Merrill Prentice Hall.