Seema P Chowdhury
William Paterson University
Integrating
Technology into the curriculum
CISE516-60
Spring 2006
My e-portfolio contains samples of
my work that I have completed with the help of instructor during this semester.
E-Portfolio:
Teaching/
Technology Philosophy
Greetings
in Different Languages
Teaching
Philosophy
Click here to see my teaching philosophy.
Reading Reflections
PowerPoint is a powerful tool that in the right
circumstances enhances and communicates a larger and deeper body of work and
thought. Presentation should be more about ideas than animations and/or special
effects. The slides might contain the key points and arguments. The presenter should take into account the
type of audiences while making slides. The effective speaker always
creates a strong connection with the audience by establishing eye contact with
each member of the audience at various points throughout the presentation. Examples
of good work and rubric could help improving student’s performance in making
their presentation. I have learned about some meaningful techniques to teach
students the effective ways of making presentation by reading this article, and
my previous knowledge of PowerPoint presentation is strengthen as well.
E- Journals
EJ1
A good video game is challenging, entertaining, and complicated. Some adults assume that movies, TV, and video games are a bad influence on kids, and they blame these media for causing various problems. Video games are innocent of most of the charges against them. The games might actually do a lot of good. If used in the right way, video and computer games have the potential to inspire learning. Playing video games can actually help people develop visual skills, learn about computers, and stay interested in school.
I agree with the statement that game designers let players be producers, not just consumers. Players don't just sit and watch. They get to participate in the action and solve problems. Some games even allow players to make changes in the game, allowing new possibilities. However the games have some negative outcomes, Parents have an important role to play by limiting the amount of time as well as the types of games their children play.
EJ2
I am learning a lot of
information from this course about how technology is used in classroom. I think
webquests is the perfect model for teachers searching for ways to incorporate
the Internet into the classroom on both a short-term and long-term basis. A
well-designed webquest helps teachers to integrate
the power of the Web with student learning. It
can allow both students and teachers to be creative and productive. It can be
used to spark the student’s imagination, solve problems, and promote discussion
about important issues. Most teachers who write WebQuests are driven by
curricular requirements and desire to extend their students’ learning beyond
the classroom. This often leads them to create interdisciplinary approaches in
collaboration with other teachers.
I did
not know about webquest before this class. It is an effective strategy to engage students in higher-level thinking and
develop authentic learning products. I found several webquests that will help
me in teaching and learning. These following links are very useful in
probability and statistics lessons.
http://stickware.home.comcast.net/probability/index.html
&
http://www.cyberbee.com/probability/mathprob.html
All elements such as introduction, task, process,
resources, evaluation, and conclusion are described clearly. By Following those outline, I will be able to
create webquests for my future classroom.
EJ3
An instructional technology called “learning objects” currently leads for the position of technology of choice in the next generation of instructional design, development, and delivery, due to its potential for reusability, generativity, adaptability, and scalability. The potential of learning objects as an instructional technology is great, but will never be realized without a balanced effort in technology and instructional design areas.
Learning increasingly takes place in diverse environments- web-based courses, video courses, traditional classrooms, websites and resource repositories. Learning objects are adaptable and flexible in any place of learning. Learning objects include multimedia content, instructional content, learning objectives, instructional software and software tools, and persons, organizations, or events referenced during technology supported learning.
We can use learning objects for different purposes, such as:
1) Instructional designers can build small (relative to the size of an entire course) instructional components that can be reused a number of times in different learning contexts.
2) Learning objects are generally understood to be digital entities deliverable over the Internet, meaning that any number of people can access and use them simultaneously.
3) Learning objects can be used to enable computer agents to automatically and dynamically compose personalized lessons for an individual learner.
4) Recognition, adoption, and the potential for future support for the learning objects idea is significant, and includes some of the biggest players in software, higher education, and even investment.
5) Students have diverse backgrounds and knowledge. Learning objects can teach and remediate, and offer many different kinds of media to meet learners’ styles and paces.
6) Learning objects add flexibility to the teaching and learning experience.
Learning objects will be created in smaller chunks and reusable formats. Content and courseware must be reusable, interoperable, and easily manageable at many different levels of complexity throughout the online instructional environment. After reading the several articles, I think that Learning objects are collections of content that support-learning objectives with associated learning activities and assessment.
EJ4
This is a fun activity to make a mini book. We can use this
idea to create a classroom rules and regulation guidebook. As a result everyone
will get a little cute book. I like this activity.
EJ5
“Technology impacts in our everyday life. Preparing test
questions is easy by using Websites. It is quick and easy. Someone just adds new questions or sections
and let test maker do the rest of the work for them. I think this is a great tool for teachers to make tests
for their lessons.”
Media Review
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Introduction
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Name of the Book: Educational Psychology, Classroom
Update: Preparing for PRAXIS and Practice with Student Toolbox CD-ROM (Paperback) Copyright © 2006 by the McGraw-Hill companies, Inc. |
Reviewed by
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Seema P Chowdhury |
Reference
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Santrock, J.W. (2006) Educational Psychology, Classroom Update: Preparing for PRAXIS and Practice with Student Toolbox CD-ROM (2nd ed.). New York: McGraw-Hill. |
Contents
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Educational Psychology: A tool for effective teaching, Cognitive and Language Development, Social Contexts and Socioemotional Development, Individual Variations, Sociocultural Diversity, Learners Who Are Exceptional, Behavioral and Social Cognitive Approaches, The Information-Processing Approach, Complex Cognitive Processes, Social Constructivist Approaches, Learning and cognition in the Content Areas, Planning, Instruction and Technology, Motivation, Teaching, and Learning, Managing the Classroom, Standardized tests and Teaching, Classroom Assessment. |
Quote from
the medium:
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“The mind is an enchanting thing.” -
Marianne Moore, American Poet, 20th
Century. -
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It
discusses, argues, outlines, showcases, or explains ……..
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It discusses lot of ideas that help preservice or service teachers how to educate students in order to deal with society in the classroom. The development of the brain, learning theories by famous theorist such as Jean Piaget, Lev Vygotsky, Ivan Pavlov, B. F. Skinner, Albert Bandura etc. Instructional strategies are discussed throughout the book.
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Recommendation:
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I think this book is very useful for prospective teachers. Understanding children psychology is very important part in our education. I have learned many new things from this book and I definitely want to apply this material in my teaching life. Everyone will benefit from this book through one’s lifetime as a parent, student and teacher.
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Author's
Writing Style
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John Santrock has done an admirable job of writing an engaging text. His experience and reputation for writing quality material for students certainly shows in this book. I found this text to be a very engaging and readable work with some wonderful pedagogical features that gives it life. Obviously, this book was carefully conceived and developed. |
Theme
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The major issue that the author has focused in this book is how to teach our children by focusing their physical and psychological development. The author wants students to feel when they have finished reading and studying this book that the information will help them become outstanding teachers who can open minds to the excitement of learning.
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Classroom
Integration
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I think this is a great source for creating a good lesson plan by applying the information properly. A critical aspect of this text is the extent to which it provides excellent and practical strategies that students can use when they become teachers. Teaching strategies appear a number of times in each chapter. |
Multicultural,
multilingual Perspective
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Chapters are introduced by a video clip of an expert in the field discussing his or her area of expertise and giving advice to future teachers. This is a great source for visual learners. The student toolbox CD-ROM and online learning center icons indicate that the feature content is located on that resource. |
Something
Unique about this medium…
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Many instructors have a hard time translating theory and research into practice. This book is clearly written in a style that readers will appreciate.
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Review from
another resource.
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http://www.powells.com/biblio?show=TRADE%20PAPER:USED:0072855878:78.00
- synopses_and_reviews |
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Go to the link below to take Terminology Test on Computer Technology.
http://www.quia.com/quiz/761246.html
1. Name of the site: Scholastic, Name
of the organization: Scholastic
Inc, Target
audience it designed for: Students, Last updated: 2006, Great
source for math games on probability.
Link: http://teacher.scholastic.com/lessonrepro/lessonplans/grmagam.htm
2. Name of the site: Electronic Journal of Probability, Name of the organization: Institute of Mathematical Statistics and the Bernoulli Society, Target audience it designed for: Learners, Last updated: 2006, Good research paper on probability.
Link: http://www.math.washington.edu/~ejpecp/
3. Name of the site: Ask Dr. Math, Name of the organization: The
Math Forum, Target audience it designed for:
Teachers, Last updated: 2006, Tons of information for solving problems.
Link: http://mathforum.org/dr.math/
4. Name of the site: Math goodies, Name of the organization: Mrs. Glosser's Math Goodies, Target audience it designed for: Teachers, Students, and Parents, Last updated: 14 Dec 2005, Great source for lesson and quizzes on probability.
Link: http://www.mathgoodies.com/lessons/toc_vol6.html
5. Name of the site: Discovery
Education, Name of the organization: Discovery Communications Inc, Target
audience it designed for: Teachers, Last updated: 2005, Sample mathematics
lesson plans for K-12 grades.
Link: http://school.discovery.com/lessonplans/math.html
6. Name of the site: The Lesson
Plans Page, Name of the organization: Edscope, L.L.C.
Target
audience it designed for: Educators, Last updated: February 15, 2006, Great source for mathematics lesson plans on K-12 grades.
Link: http://www.lessonplanspage.com/index.html
7. Name of the site: A short History of Probability and
Statistics, Name of the producer: Kess Verduin,
Target audience it designed for: Learners, Last updated: April 2005, Information on the history of probability.
Link: http://www.leidenuniv.nl/fsw/verduin/stathist/stathist.htm
8. Name of the site: Probability Formulas, Name of the organization: Tompkins Cortland Community College, Target audience it designed for: Educators and Students, Last updated: Feb 17, 2004, Well described probability formulas.
Link: http://www.acad.sunytccc.edu/instruct/sbrown/stat/probform.htm
9. Name of the site: Smile
Program Mathematics Index, Name of the organization:
Illinois Institute of technology, Target audience it designed for: Educators,
Last updated: 2005,Grood probability lesson
plan examples.
Link: http://www.iit.edu/~smile/mathinde.html
10.
Name of the site: Lesson Plan
Central, Name of the organization: Lesson Plan Central, Target audience it designed for: Educators, Last updated:
2002, Great source for lesson plan.
Link: http://lessonplancentral.com/
UNIT
PLAN
SUBMITTED BY: Seema P Chowdhury
TOPIC: Probability: The
Study of Chance
GRADE LEVEL: 7
SUBJECT: Mathematics/Probability
DURATION: Four 45-minute sessions
OVERVIEW:
The theory of probability is an important branch of mathematics with many practical applications in the physical, medical, biological, and social sciences. An understanding of this theory is essential to understand weather reports, medical findings, political doings and the state lotteries.
PURPOSE:
The purpose of this activity is to begin the process of helping students to learn the basic principles of probability.
OBJECTIVES:
Students will be able to determine if a game is "fair".
Students will be able to collect data (table) and interpret data (range, mode, median).
Students will be able to display data (line graph).
Students will state and apply the rule (definition) for probability.
Students will be able to determine the probability of independent
events.
Students will be able to use Internet resources.
Students will be able to communicate mathematical ideas.
Students will be able to work cooperatively.
Students will be able to communicate in written and oral form.
LEARNING CONTEXT:
Mathematics – K-12 – Standard and Strands
Data Analysis, Probability, and Discrete Mathematics 4.4
A. Data Analysis
B. Probability
Language Arts Literacy –K-12
Reading 3.1
F. Vocabulary and Concept Development
RESOURCES AND MATERIALS:
K-W-L chart
‘Insight Questions’ Handout
PowerPoint Presentation software
Microsoft Spreadsheet on the Works program
Dices
Concept Map
Question Sheet
Rubric
Paper and Pencils
Jeopardy
VOCABULARY:
Range - The range is the difference between the lowest and highest values.
Mode - The mode is the value that occurs most often.
Median - The median is the number in the middle.
Mean – The mean is the average value.
Probability - The classical definition of probability is “The total
number of favorable outcomes divided by the total number of possible outcomes”.
ACTIVITIES AND PROCEDURES:
Session # 1
Activity 1:
Distribute K-W-L chart to students and explain them how to fill it up. Allow them to complete K and W columns.
Then distribute Insight questions hand out. Ask students to briefly read and ponder the questions. Clarify that they may record their answers after the lesson but to keep them in mind during instruction.
Activity 2:
Introduce activity with a demonstration of game. Each group will throw two dices together and tabulate the sum of these outcomes in Microsoft Excel Spreadsheet for each round. Winner team will be determined by the highest total score in each game (ignore ties).
Divide class into two groups (Group A & Group B) and have them play the game 10 times.
Use Microsoft Excel Spreadsheet to create a line chart of
the game. Help students to determine range, mean and median for each set of
data. Compare the results.
Click
here
to see sample student work sheet.
Activity 3:
Discuss the answer of the following questions to determine if the game is fair.
How many outcomes do the games have without counting ties? (20)
Count wins for Group A. (4)
Find the probability of Group A will win in any round. (1/2)
Explain what the theoretical and experimental probabilities are.
Count wins for Group B. (6)
Find the probability of Group B will win in any round. (1/2)
Is game fair? Do both teams have an equal probability of winning in any round? (Yes)
Ask students to answer the insight questions and to complete the remaining L column of the K-W-L chart. Homework will be assigned.
Session # 2
Activity 4:
Distribute true-false questions on probability to students as an anticipatory set and ask them to check.
Activity 5:
Use PowerPoint to explain the multiplication rule of probability using Punnett squares incorporated with the coin-toss technique/demo.
Click here to see the PowerPoint presentation.
Activity 6:
Use interactive reading guide to allow for a combination of individual, paired, and small group activity throughout a learning task.
Discuss anticipatory questions to clarify the information.
Session # 3
Activity 7:
Distribute concept map to students and tell them to draw lines with arrowheads on them between the bubbles to show which terms are related to each other. Then ask them to write one or a few words on each line to tell how the terms are related.
Activity 8:
Explain them how probability is used in world. Teach them how to use the Internet Resources to learn about probabilities. Divide class into five groups and each group will get a sheet that has some probability links. Allow groups to use computer 15 minutes and tell them to write and present something that they find interesting about probability.
Activity 9:
Play Jeopardy on probability, mean, median and range problems. Homework will be assigned on probability.
Click here to play Jeopardy.
Session # 4
Activity 10:
Divide class into five groups and each group will get a question sheet and rubric for the test.
ASSESSMENT:
Student understanding may be assessed through participation in class discussion, homework and test.
