In Search of Appropriate Usage Guidelines

Hannah Kim
EDUC 422
October 12, 2006

In Search of Appropriate Usage Guidelines
Volume 29, Issue 2, Page 50 by Mary McNabb. Journal date: 2001.

1. Children’s use of computers:
-Children’s time on the computer should be limited so that they can be involved in physical and social activities in order for them to have a healthy development. Also, social involvement is important in developing interpersonal skills and social competence.

2. Computer usage by children can improve learning under a limited set of conditions:
-This improvement in learning is achieved when “alignment of curricular goals and technology uses and assessment measures that captures the evidence that learning has occurred.”

3. The Children’s Internet Protection Act of December 21, 2000 (effective April 20, 2001) basically says that public libraries have to enforce technological protection measures to protect children from such things as obscenity, child pornography and harmful material on the internet. The Children’s Internet Protection Act is important for teacher’s to know about because with the increased attention in teaching students about technology in today’s curriculums, we as teachers need to be aware of what’s out there and also be aware of the appropriate uses of technology to “foster children’s social, emotional, and physical health as well as the development of their creativity and intellect.”

Find the Best Software: Using Bloom's Taxonomy and Multiple Intelligences to Select and Use Software by W. McKenzie

Hannah Kim
EDUC 422
October 12, 2006

Find the Best Software: Using Bloom's Taxonomy and Multiple Intelligences to Select and Use Software by W. McKenzie, W. Published in 2003. Learning & Leading with Technology, Volume 30, Issue 8, Page 54

1. What considerations need to be made on selecting software for the classroom?
Categorizing software is an important consideration when selecting software. The different categories that can be used are: Tutorial; Guided Practice; Independent Practice; Assessment; Heuristic; Productivity; Simulation.
By using this kind of categorizing of software system, one can assess the strengths and weaknesses of the different software.

2. Describe what you feel is most important to consider after reading this article?
The usefulness of any particular software used in a classroom is dependent upon the context in which the software is used. So, depending on what kind of a project or assignment that the teacher wants the class to work on, a specific software that was designed for that kind of a project would be best used. Therefore, it is important to research different educational software and assess them by noting the content, design, etc.


3. How might software address multiple intelligences?
According to the different categories in which software fall under (ie: Tutorial; Guided Practice; Independent Practice; Assessment; Heuristic; Productivity; Simulation), each software will address certain intelligences. For example, Productivity software incorporates many different intelligences such as Logic, Verbal, Musical, Naturalist, Intra- and Inter-personal, Visual, Existentialist and Kinesthetic.
A useful tool that could be used in determining what software addresses multiple intelligence is the Multiple Intelligence Software Evaluation Rubric that is provided in this article.

4. Find at least one site on the Internet that explains multiple intelligences and why they are important to consider. Provide the URL(s) and describe what they include.
Dr. Thomas Armstrong’s website explains the definitions and significances of multiple intelligences. He describes 8 different intelligences and also how to teach using multiple intelligences.
The website URL is: http://www.thomasarmstrong.com/
For the multiple intelligences section: http://www.thomasarmstrong.com/multiple_intelligences.htm

ISTE Article: "Treasure Hunts for Better Reading"

Hannah Kim
EDUC 422

ISTE Article : “Treasure Hunts for Better Reading”
Royer, R., & Richards, P. (2005). Treasure Hunts for Better Reading. Learning and Leading with Technology, 33, Retrieved October 5, 2006, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume_33_2006_2005_/May_No_8_/LandL_May_2006.htm.

1. Understand Statement: develop an enduring understanding
Introduction: hook the students in and motivate, and give directions
Questions: questions that focus on main idea
Putting It All Together: create a presentation that shows that students understand the understanding statement

2. Right there: the answer is found within one sentence
Putting it together: the answer is found within a few sentences
Author and me: a combination of information found in the text and the reader’s background needed to answer the question
On my own: answer comes from the student’s background knowledge

3. Discovery Eduction: discoveryschool.com gives examples and ideas for teachers about WebQuests.

Schrock, K. (1995-2006). Teacher Helpers: Web Quest in the Future: The Teacher's Role in Cyberspace. Retrieved October 5, 2006, from Discovery Education: discoveryschool.com Web site: http://school.discovery.com/schrockguide/webquest/webquest.html