Harris #1

The Harris article brought to light some great ideas of incorporating Internet projects in the classroom. Unfortunately, I do not believe that these learning projects are prevalent in today’s classrooms. All classes that I’ve ever observed or heard about (from my 15 year old daughter) are sadly lacking when it comes to integrating technology into their lesson plans.

I believe that there are many reasons as to why teachers do not use these internet supported classroom strategies. Some educators may not realize that these types of possibilities exist. Others may feel that these activities take too much time and effort. Yet another reason that teachers do not incorporate these strategies into their classrooms may be that they lack this type of access to computers. Most classrooms do not house computers and their may be time constraints on access to computer labs. Furthermore, not all students have computers in their home.

However I do not feel that these reasons are good enough to exclude many of the ideas in this article. I believe that if teachers consciously make an effort to overcome obstacles in incorporating internet learning ideas such as information searches, global challenges, tele-field-trips, and other internet ideas that they will! Maybe it means being creative with computer lab time or raising money for computers through local businesses (even having older models donated to the classroom), or increasing know-how of what methods there are….where there’s a will there’s a way. Students deserve to have more hands on opportunities with technology in their classrooms!

Reiser Article Question

The examples of the Integrated Final Projects and the methods described in the Reiser article are related in several ways. First, they both focus on hands on learning. The activities target many learning styles. Also, both the Final projects and TEAMS Model put students in pairs so that they can learn together about different concepts and participate in activities together. The integrated Final Projects and the methods in the Reiser article also identify relationships across subject areas. This is wonderful because it shows real life relevancy of the subjects taught and how curriculum in school prepares students for real life analysis, and problem solving.
To be able to teach in the above mentioned way would take major commitment on the part of the educator. Not only is it extremely time intensive, due to collaboration and meetings throughout the school year and summer but it is also expensive. I know of no school in Utah that has 4 computers in a High School classroom. Does that mean it's impossible? No! Challenging- Yes! Is it worthwhile? Absolutely! I think that this type of teaching captures the interest of the students in amazing ways and I believe that the concepts taught would stick better! I like the idea and would be will to try it in my classroom!

World War II Video

Arend's chapter

Some of the behaviors of effective classroom managers as described in the Texas and Kounin studies include preventative management. Kounin emphasized the importance of how teachers managed groups and kept the class instruction running smoothly. These teachers had what he called with-it-ness, that is, they were able to stay on top of things! The Texas study showed that the most effective classroom managers had rules that governed student talk, participation, movement, turning in work and instructional down times. Instructions in these classrooms were clear and misbehavior was handled quickly. Their work requirements were defined plainly and they monitored students carefully. They also had clear presentations and directions for what was expected from the students.I think that in both studies the successful educators were shown to have planned appropriate activities and tasks and managed their classes well.