Sunday, July 6, 2014

The Journey Begins...


Getting Down to the Basics
Chapter 4 of my ED527 textbook covers the “Basic Suite” of productivity tools used in a classroom; these basic tools are word processing software (WP), spreadsheet software (SS), and presentation software (PS) (Roblyer & Doering, 2013). This is familiar software to me and yet, after reading the chapter, I began to see that I looked at the basic suite simply as a personal tool. Because I used the software in strictly personal ways, I had never recognized their tremendous application and versatility in a classroom communication sense.
Word Processing Software
Roblyer and Doering (2013) stated that “no other technology has had as great an impact on education as word processing” (p. 116). The ability to type, alter, and delete characters effortlessly has ensured the wide and varied range of use of WP programs. Not only are they easy to use, they can also be used in multiple subjects such as English and language arts, mathematics, and science (Roblyer & Doering, 2013). There are some questions concerning the impact of their use though. The appropriate age of introduction to WP, effect on handwriting and fine-motor skills, and whether or not keyboarding should be taught are a few concerns in regard to the impact of WP software in the classroom (Roblyer & Doering, 2013).  
Spreadsheet Software
Spreadsheets can be visually linked with the ledger pad of days gone by where numbers were tallied by accountants and bookkeepers. This is still a legitimate use of the spreadsheet, but it is now only one of many. Teachers can certainly still use them for budgets and grades; however, they can also be used for the creation of “timelines, charts, and graphs” (Roblyer & Doering, 2013, p. 125).  Though their use is unquestionable, there is a greater degree of complication to their use and, consequently, would require more instruction on the teacher’s part to bring the students to the required level of ability before they could be used within the classroom.
Presentation Software
Presentation software, such as PowerPoint, is best used to “enhance the impact of spoken information” via slides that incorporate text, graphics, and various multimedia aspects and yet, at the same time, does not replace the spoken information (Roblyer & Doering, 2013, pp. 128, 130).  This is where a conflict comes into play. There are concerns of the overuse of PS, as well as, whether or not teachers display information on slides in such a way that does not encourage critical thinking (Roblyer & Doering, 2013).
Classroom Use
As a prospective English and language arts teacher, I can obviously see the benefits of WP to write papers; however, I also hope to incorporate SS use within my classroom. Timelines have long been one of my favorite ways to visually organize information regardless of the subject and I have had great success in creating timelines for my own English classes that put authors, their works, historical events, and literary movements into context with each other using a SS.

Roblyer, M.D., & Doering, A. (2013). Integrating Educational Technology

     Into Teaching. Boston: Pearson.