Type I and Type II Technology

Type I technology is the use of technology in the class room to assist in teaching the carriculum that could be taught without the technology. The technology is there to use but it doesn't enhance the learning.

• writing a report
• practicing typing
• using an on line thesorous/dictionary

Type II technology is the use of technology in the classroom to teach a carriculum that can not be taught without said technology. It us used to understand the concepts and build projects in was that students can not do without the technology.

• following the Olympics or specific Olympian live time during an Olympic year
• learning about weather patterns by following current weather maps from local and national or even international weather satillite stations
• follow a Presidential candidate through thier campaign trail gaining access to multiple viewpoints and many different sides of the candidate than would be available in the media like radio, news paper, and television

Cite:
"http://faculty.umf.maine.edu/~overallt/melwebquest/"

My MEL Experience

• Inviting Relationships and School Climate- I love History but before I had even taken the required classes I had decided not to do the work, only as much as I needed to get by. Why did do that? Well, I watched the teacher belittle another student in front of everyone. Because the teacher chose not control his own anger he embarrassed and harassed the student and completely disrespected him. I decided that that teacher did not deserve my respect
• Connections & Context: Making Instruction Engaging- My favorite teacher really taught to my style. I don't think he even knew that he was, it was just his teaching style. I learned more in his class and looked forward to it. We did a lot of research but he put everything into real life context. I especially liked his stories about hiking the whole Appalachian Trail and connecting his experiences to environmental issues or geography.
• Making it Interesting- There wasn't any information on this link but just the title brings to mind a field trip that my class took to Reid State Park. The teacher did not let us run all over everywhere. We had to map out the rocks and find out what lived at different levels. The activities that he provided guided me to learn so much more than I would have learned just walking around and observing what was around the area.
• Differentiated Instruction- This concept wasn't being used when I was in school but it is so interesting to see it being integrated into my daughters elementary classroom. There are different stations for a variety of learning styles and they have to rotate through all of them, giving them equal exposure to things that they are good at and also to learning styles that might not be so comfortable. At one station children pick a book to read together while listening to it through head phones. Other stations includes quiet games, reading to self, and creating an art piece among others.
• Schools that Work- My daughter was able to participate in a looping program for Kindergarten and First Grade. She had the same teacher and the same group of children for both years. I can see the solid base that she gained from this experience. The children integrated into the First Grade school year much more quickly than their peers who were getting used to a new teacher, new schedule, and new expectations.

Visual 9

Social 16

Physical 10

Aural 11

Verbal 16

Solitary 7

Logical 10

Chapter #2: Respect, Liking, Trust, and Fairness

“But in general students want teachers to put good teaching ahead of popularity.” p. 19 “Students respect teachers who are comfortable with themselves.” p. 23 In other words, it is more important to be a teacher with integrity than a teacher who is friends with everyone.

These are two areas that I am afraid that I will fake to my own detriment. I have forever been worried about what other people think of me and I need to give that up! I will not be able to survive high school if I allow insecurities to get in the way of my teaching.

Chapter #1: Knowing Students Well

“Teachers can learn much of what they need to know about students simply by asking them. Giving out a questionnaire on the first day of a new class shows a student that a teacher cares about their strengths, interests, backgrounds, and concerns about the subject area of the class.” p.4 Everything that I need to know is right in front of me. What easier way to find out about the students than to ask?

I noticed this part of the reading because I have already been thinking about questionnaires and journals for my classes and I found both of these ideas in the first chapter! For me, there was a sense of affirmation that I am on the right track when I read these ideas. I like that there are sample questionnaires for both students and teachers provided to think about.