Grabe and Grabe Notes 1-5
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Grabe and Grabe Notes 1-5

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Here are the notes for Grabe Chapters 1-5

Here are the notes for Grabe Chapters 1-5

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Grabe and Grabe Notes 1-5 Grabe and Grabe Notes 1-5 Document Transcript

  • Sibyl Minighini EDUU 551 Notes for Grabe & Grabe Chapters 1-5 Chapter One - Key Themes and Issues for Using Technology in Your Classroom - There are many misconceptions (11) surrounding the use of technology in the classroom; many believe technology isolates students from each other and the teacher. In fact, technology is a tool, and is not responsible for any isolation that might occur in classrooms. - Technology such as educational computer software allows for students to discover material rather than be passive recipients of teacher-dispensed knowledge. Assignments such as electronic portfolios (10) and tutorials (17) allow for students to work together to integrate course knowledge. - Technology allows students to get a deeper understanding of course material through case studies (12). A good example is the Sociology instructor’s assignments, requiring students to go to cultural events and describe them on the computer. - Computers can be programmed to facilitate course material as tutors or tutees (17). Tutor programs allow for computers to guide students through course material and review as appropriate. Tutee programs allow students to show what they have learned and can input into a program. - Classroom technology can be programmed to inform students when they need to review material, or students can decide when they need review based on computer assessment of their performance. - Even though there has been a strong push for the use of computers in schools, most teachers report that students spend very little time working with computers on a weekly basis. Some reasons for this include inequity in resources and access (18) to information across schools. - In order for computers to be successfully integrated in the schools, teachers will need to be flexible regarding their changing role. Rather than teachers giving information to students in a measured manner, students will need to accept more responsibility for their learning (20) as they use technology to help go from concept to concept. - Metacognition (47) is becoming increasingly important in schools, and it basically means thinking about how you think/learn (being aware of your thoughts in the present and what the thoughts say about how you think).
  • Chapter 2 – Meaningful Learning in an Information Age - Cognitive models (39) help us understand how students learn, including how they read and write and problem-solve. - Learning occurs in short-term memory, conveniently known as working memory (40). - Play phases (41) are necessary to enhance learning; they allow students to “play” around with computer software to understand how it works and how it can help them learn material without the stress of academic expectation. - Drill-and-practice routines (42) are easily learned on the computer, because computers help review skills like driver’s ed, typing, etc. - Long-term memory (42) is where material that has been successfully learned goes; this is the goal for any educator and student. - Declarative knowledge is the sum of all facts that we know, whereas procedural knowledge represents how much we know about how to do things. (44) - Computers are based on network models, which show memory in terms of links and nodes (former are cognitive units, links are relationships between the units) (44) - Meaningful learning (52) is learning tied to previous knowledge; discovery learning is learning that needs to be “assembled” from small units by the student. - Cooperative learning (66) is when students work together to further their knowledge. - Project-based learning (70) takes advantage of cooperative learning and the school learning community to build on previous knowledge. - Hypermedia projects (71) include things like Powerpoint presentations, and are an efficient and effective way to learn. These projects combine student knowledge about subject matter and computer technology to teach others. - Technology allows us to use higher-order thinking skills (69) and metacognition to create our own learning; this goes back to the teacher/student shift in Chapter One, where teachers need to allow students greater responsibility for their learning.
  • Chapter Three – Using Tools: Word Processors, Databases, Spreadsheets, and Data Probes - The tools approach (80) is a philosophy that takes advantage of computer applications to help students learn computer tools, perform many academic tasks more effectively, and learn skills like writing and problem-solving. - Word-processing applications (81) help students practice writing, helping them get better at this fundamental skill. - Formatting, editing, and special tools like the spell checker (85) allow students to focus on comprehensive skills (content) rather than distracting but necessary details (underlining, line-to-line text, etc.) - Word-processing programs help teach the writing process approach (drafting, revising, publishing) (88). - Computers also help teach keyboarding (89) and aid in the creation of electronic portfolios. - Spreadsheets (94) help students learn how to store information for successful retrieval later, a skills important in many academic areas. - Spreadsheets help compare and contrast (99), an important standards-based academic skill. - Databases (101) help students create a record for their projects, and can come in handy when students are learning about different countries or need entries to categorize knowledge. - Data collection devices (106) include things like PDAs, data loggers, and calculator-based laboratories (CBLs), and help students to measure and store data, and help teach scientific method. - Data collection can be used to facilitate higher-order thinking skills by helping students identify patterns and relationships between data. - Geocaching (113) is an activity where objects are hidden and hunted for using GPS technology. This type of activity is naturally intriguing for younger students, and involves the combination of many important academic and functional skills. - Data are clearly presented with the various computer technologies, so students are pressed to consider the meaning of the data, making any activity more metacognitive.
  • Chapter Four – Using Instructional Software and Multimedia for Content-Area Learning - Computer-based instruction (CBI) or computer-assisted instruction (CAI) (122) is where the computer functions as a tutor, guiding students along with class material and concepts. - Different kinds of tutorials include linear tutorials, branching tutorials, and simulations (125). Simulations allow for students to understand material in real- time, placing them in environments controlled for learning certain concepts. - Educational games (133) allow students to have fun while learning conceptual material taught in class. They are a popular and effective medium. - Multimedia (147) include things like DVD’s, talking books, online encyclopedias, and other instructional resources. These are helpful and easily accessible resources for students. - While not a substitute for classroom instruction, multimedia are a wonderful supplement to core curriculum. There is a high degree of participation and motivation on the part of students when interacting with multimedia. - Dual-coding theory (153) is the idea that students learn best when they are exposed to different media to learn material. The usual combination is visual and auditory material. Computers do a good job of teaching curriculum through this kind of theory, because students are exposed to images, sounds, etc. - There needs to be more research on CAI before an evaluation of the effectiveness of computer-based instruction is arrived at. At this point, research says CAI has had moderate success. - It is important to choose the right CAI program for the specific purpose of instruction; this impacts how effective the instruction will be. - CAI and constructivism (164) can be combined, but instructors need to be careful how software is chosen and implemented in the course. If students are given a good prompt, the activity can very much be a student-led exercise. - Exploratory environments (166) allow for students to take responsibility for their own learning in a specific academic area. - Hypermedia (166) has many applications to different concepts, which is helpful when the instructor wishes for students to make connections between concepts. Hypermedia go hand-in-hand with exploratory environments.
  • Chapter Five – The Internet as a Tool for Communication - The internet is based on a type of computer-to-computer transfer of information called transmission control protocol/Internet protocol (TCP/IP) (171). Different computers have different IP addresses. - The internet is part of higher-order thinking skills in that it allows for students to problem-solve and find information for inquiry (174). The internet can also be used as a tool for construction, in that it can showcase student productions. - E-mail (178) is a wonderful tool that allows students access to a free method of communication, where they can write to others and store information. Students also have access to mailing lists (179), which allow them to stay in touch with educational associations. - Conferences (180) allow students to interact with others in real-time, and facilitate their access to material contributed by others, including the instructor. - Chat rooms and instant messaging (182) allow students and the instructor to interact in real-time to communicate about course curriculum. This kind of service provides an alternative to asynchronous (time has to elapse between outgoing and incoming messages) communication. - Videoconferencing (184) is an adventurous form of communication where students need to create their own medium related to course content. Sound and image can be challenging. - Computer-mediated communication (CMC) (185) refers to online communication. Advantages include the possibility of many students using this communication at the same time, and de-emphasizing the teacher as a figure of authority. Problems include a lack of cues and online conduct problems. - Collaborative argumentation (193) refers to students intelligently debating topics on which there are many differences of opinion. CMC facilitates this kind of structured communication through messaging and allowing the input of many students at the same time. - Instructors need to decide how to evaluate and grade online responses. It is important to stay consistent with the grading guidelines. - It is important to realize that the quality of online responses increases as students become more familiar with the formats involved. - Instructors wear many hats when facilitating online discussion, ranging from collaborator to technical advisor to instructional expert.