Technology Based Problem Solving

According to Roblyer and Doering, technology can be used to support students learning needs by helping them visualize abstract concepts.  This flipchart (http://www.prometheanplanet.com/en-us/Resources/Item/92684/factors-that-affect-incom) from Promethean Planet has the potential to do this by helping them understand the complexity of the issues that affect income. For example, it can help students understand that seemingly abstract concepts such as what they like to do, what they are good at, how they networking with friends, and how that evaluate potential jobs, can all come together to determine their income in the future.

This flipchart is designed for use on an interactive whiteboard, specifically a Promethean Board. This is an electronic board that combines the capabilities of presentation software with those of a traditional chalkboard, with the use of a special “pen.” (Roblyer and Doering, 2013) Several slides in the flipchart linked above could be used in this manner. The Self-Assessment Inventory is a good example of this. Students could come to the board and fill out strengths, weaknesses, and plans of action, or the teacher can take input from the class and write it in for them.  The job evaluation slide would work this way as well.

Using technology such as this flipchart would be irrelevant without essential conditions for integrating technology, such as budgeting for yearly technology purchases. “Technology changes too rapidly to expect that one time technology purchases of equipment or software will suffice.” (Roblyer and Doering, 2013, p. 65) For this reason a budget in necessary to allow for software upgrades, repairing or replacing damages equipment, and upgrading to new equipment as software requirements change. (Roblyer and Doering, 2013)

Technology based problem solving can be a great tool in the classroom, but only with the right software/hardware combination, software support tools, and conditions conducive to technology integration. (Roblyer and Doering, 2013)

References:

 Roblyer , M. D.,& Doering, A. (2013). Integrating educational technology into teaching. (6th ed.,). Boston, Massachusetts: Pearson Education, Inc.

 

Web Resources in the Classroom

While modern research using the internet is definitely better than the old days of Dewey Decimal and micro phish, the sheer amount of information available can be overwhelming. A teacher or student could spend endless amounts of time finding and sorting information about a particular subject without the proper tools. When properly used, search engines make the research process both meaningful and efficient. Personally, I like to begin researching a topic by using a search engine to perform broad keyword searches. These searches provide a wide array of URLs on the topic, which when explored typically leads to a particular topic of interest. Once a more specific topic is established, advanced searches using multiple keywords help narrow the field.(Roblyer and Doering, 2013) The idea is to start your searches broadly enough to get a good overview of the subject, and then narrow the field without spending excessive amounts of time combing through URLs that are not relevant.

 

According to reference, “an essential skill in the Information Age is being able to evaluate information critically and to look for indications that content is accurate and reliable.”(Roblyer and Doering, 2013, p. 223). This video uses humor to introduce students to the concept of evaluating content. Among the concepts introduced by this video are evaluation of information provided, information currency, and information quality.(Roblyer and Doering, 2013) This video would work well in conjunction with a content evaluation check sheet which can be found at http//www.cyberguide.cpm/content/pdf.

The website (http://www.financialeducatorscouncil.org/high-school-personal-finance/) is a one that I plan to use in my classroom. Trying to develop lesson plans and teaching strategies can be overwhelming, especially for new teachers. This website provides excellent resources for finance instructors. Structure, organization, and ease of navigation are important characteristics of a well designed website and this site meets this criteria.(Roblyer and Doering, 2013) The navigation bar across the top provides good organization for the many topics in the dropdown menus and most key terms throughout the site are linked as well. Also, the pages have excellent load times.

Wikis “encourage collaboration and communication of ideas by having user modify content.”(Roblyer and Doering, 2013,p. 255) This wiki (http://highschoolpersonalfinance.wikispaces.com/) is a great example of this concept. It was created ‘by students, for students” and it includes information on basic personal finance topics and vocabulary. When I was a finance student, I discovered that helping other students was a very effective way to increase my own understanding. The students who created this blog not only helped their peers learn, I am sure they also earned a lot themselves. This is an example of the way I would like to use wikis in my classroom.

References:

High school personal finance. (n.d.). Retrieved from http://highschoolpersonalfinance.wikispaces.com/

National financial educators council. (n.d.). Retrieved from http://www.financialeducatorscouncil.org/high-school-personal-finance/

Roblyer , M. D.,& Doering, A. (2013). Integrating educational technology into teaching. (6th ed., pp. 109-133). Boston, Massachusetts: Pearson Education, Inc.

Slowinski, M. (2011). Determining website credibility [Web]. Retrieved from https://www.youtube.com/watch?v=dKVL1ehDQB0