Technology in the Classroom an Educator's Guide to Technology & Learning
Total Page：16
File Type：pdf, Size：1020Kb
Central Washington University ScholarWorks@CWU All Graduate Projects Graduate Student Projects 2010 Technology in the Classroom an Educator’s Guide to Technology & Learning Joseph Lawrence Bishop Central Washington University Follow this and additional works at: https://digitalcommons.cwu.edu/graduate_projects Part of the Instructional Media Design Commons, and the Teacher Education and Professional Development Commons Recommended Citation Bishop, Joseph Lawrence, "Technology in the Classroom an Educator’s Guide to Technology & Learning" (2010). All Graduate Projects. 85. https://digitalcommons.cwu.edu/graduate_projects/85 This Graduate Project is brought to you for free and open access by the Graduate Student Projects at ScholarWorks@CWU. It has been accepted for inclusion in All Graduate Projects by an authorized administrator of ScholarWorks@CWU. For more information, please contact [email protected]. NOTE: SIGNATURE PAGE OMITTED FOR SECURITY REASONS THE REGULATIONS FOR SIGNATURE PAGES CAN BE FOUND ON CWU'S GRADUATE STUDIES WEBPAGE: CWU.EDU /MASTERS/ TECHNOLOGY IN THE CLASSROOM AN EDUCATOR'S GUIDE TO TECHNOLOGY & LEARNING A Project Report Presented to The Graduate Faculty Central Washington University In Partial Fulfillment of the Requirements for the Degree Master of Education Master Teacher by Joseph Lawrence Bishop July 2010 ABSTRACT TECHNOLOGY IN THE CLASSROOM: AN EDUCATOR'S GUIDE TO TECHNOLOGY & LEARNING by Joseph Lawrence Bishop June 2010 The need for an educational technology manual was researched. Based on research a resource handbook for understanding and using technology in the classroom was in demand. In order to meet the demand fora technology training guide for teachers, a detailed handbook was created. The handbook includes information on the following aspects of educational technology; desktop computers, laptop computers, miniature computing, visual technologies, educational software, accessibility software, the Internet, video technology, and WebQuests. The handbook is intended to be used as a technology resource for teachers K-12 in any State/Country. 111 TABLE OF CONTENTS Chapter Page I. THE PROBLEM ..................................................................................................................... 1 Introduction .................................................................................................................... 1 Rationale .............................................................. ........................................................... 2 Scope .............................................................................................................................. 2 Limitations ...................................... ......................................... ....................................... 3 Definitions and Acronyms .............................................................................................. 4 II. REVIEW OF THE RELATED LITERATURE.............. ........................................................ 9 Technology Defined.................................... ................................................................... 9 Multiple Leaming Styles .................................... .......................................................... 10 Bloom's Taxonomy ...................................................................................................... 14 Constructivist Leaming Environments ......................................................................... 16 Job Skills ........................................................ .............................................................. 21 The Digital Divide & Cultural Implications ................................................................. 23 Educator's Use of Technology ................................................. .................................... 29 Ill. METHODOLOGY ................................................................................................................ 36 Introduction to Methodology ........................................................................................ 36 Description of Methodology ......................................................................................... 36 IV. THE PROJECT ..................................................................................................................... 40 Purpose ......................................................................................................................... 43 Introduction .................................................................................................................. 43 The Computer ............................................................................................................... 45 Computer Buyers Guide ............................................................................................... 53 Laptop Computer Buyer's Guide ................................................................................. 84 Miniature Computing in the Classroom ....................................................................... 87 Visual Technologies ..................................................................................................... 92 Computer Software....... ................................................................................................ 99 The Internet ................................................................................. ............................... 119 Funding Technology ............. ........................... ........................................................... 143 V. SUMMARY ....................................................... ................................................................. 150 Suggestions for Further Work .................................................................................... 150 REFERENCES ............................................................................................................................ 152 APPENDIXES ............................................................... .............................................................. 176 iv LIST OF TABLES Table Page Seven C's of the Information Age .................................................................... ................ 18 2 Microsoft Windows RAM Limits ..................................................................................... 61 3 RAM Type and Speed ....................................................................................................... 64 4 DVD Storage Space .......................................................................................................... 69 5 Parts Pricing for a $550.00 Custom Computer .................. ............................................... 79 6 Parts Pricing for a $1200.00 Custom Computer ............................................................... 81 7 Gardner's Theory of Multiple Intelligences ...................................................................... 93 8 Programs Included in MicrosoftOf fice Suites..... ........................................................... 100 9 PowerPoint Ideas ............................................................................................... : ............ 109 I 0 Educational Video Quick Reference Guide .............................................................. ...... 129 11 Useful Podcast Links ............................................................................................ .......... 136 v CHAPTER I THE PROBLEM Introduction It started four years ago when the author began his first year of teaching at East Valley High School, located in Yakima, Washington. He walked into a lab that was run down, containing aging and broken equipment, compromised computers filled with viruses and spyware, and a server that was ten years past its prime. The district employs one lone technician to cover five schools and the administration building, so it was up to the author to remedy these problems. As time went by, new computers were purchased, labs were installed, a new server was purchased and security policies were put into place. Software was installed that allowed administrators to simply reboot the computers in order to wipe off any viruses or programs students had added to the computers. Security policies were put into place to restrict students from playing games, running external software, or even change the background screens on the computers. Word began to spread about the changes being made, and suddenly, this author was in high demand. From work to personal technology questions, he was the unpaid, unofficial tech for the school. It was then that the author came to the realization that the majority of teachers in the school not only were lacking the skills to integrate technology into the curricula, but many were struggling with the basics of technology such as how to setup their own email, how to connect video cameras to their computers, and even how to open specific types of files. It was at this moment that the author determined that his Master's project would be a technology handbook for teachers. Not one that included every detail about every 1 2 piece of technology available, but a nice well-rounded handbook where teachers could start familiarizing themselves with the technologies available for today's classrooms. While there are many informative books and websites available, this author believed that he could save other educators time and money by creating this handbook, and in turn,