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.
Into Teaching. Boston: Pearson.
2 comments:
I really like the idea of using SS in an English setting. Adding a historical element to an English classroom by use of a timeline is a great idea! During my time in school, ss was the least used software of the three. I like how even though it's basic uses are mentioned in the textbook on pages 122 through 128, you made it your own by making a timeline! Everyone, what are some other ways we can use SS in an English classroom setting?
Hello,
this is Vernetta from ED 527. Time lines sound like an interesting way to incorporate technology into your classroom. According to M.D Roblyer & Aaron H.Doering studies have shown that students have to become comfortable with the software (2013). Could you go into more detail about how this could be done? What would your students use the timeline for? This was a great blog by the way. I Love the background design.
Post a Comment