Chapter 1: Setting Objectives

Chapter 1 deals with ways to use technology to set objectives and inform students what those objectives are. The first is utilizing a word processing program to create KWHL charts. I know of few teachers that do not use the computer to create these types of charts but generally, they then either run copies or use one with the overhead or document camera. The next step that I had not thought of and listed in the book are having students fill out these on the computer. This allows for better communication to parents and students and engages students in helping to create their own learning objectives. These sound like easy ideas to implement but do take some extra thought on the part of the teacher. First, where are these going to be stored when students have completed these charts but still need access? If saved to a desktop, will students have access to the same computer each time? In my library, I have 6 student computers, most classrooms 2 and access to laptop carts on a sporadic basis. Second teachers must decide how to manage the students when they are actually filling the forms out. Classrooms with limited computers have limited access. One other concern is a time management for students who have limited capacity for typing. Elementary students are just beginning the process of learning where the keys are located and are at times painfully slow in putting thoughts on paper. Each of these barriers can be solved but must be thought through before asking elementary students to use technology to fill out this common form.

The chapter also discussed the use of Blogs in the setting of goals and objectives. I spent some time on the 3rd grade class blog because I can generally find examples of middle and high school blogs, but rarely elementary school blogs. This example showed the myriad of useful things to use the blog for, but I felt it was difficult to navigate. This weekend I was discussing blog ideas with a friend (a school administrator from another district). Her students participate in a reading blog. The design created by her librarian and set up to encourage summer reading began a few weeks before school ended. Students were to post thoughts about books read, the administrator was to comment on their posts. This sounds like a simple concept and she said that it quickly became popular with students. The problem for the administrator was finding time to respond to the students so much so that they would meet her in the hall and ask why she had not been on the blog that day. For her the timing at the end of the school year was a huge barrier. I did tell her that I was stealing the idea and was going to try a book discussion during the next school year.

In the past I have used programs such as Kidspiration and generally like these types of programs. I have discussed the limitations of using technology earlier, but Kidspiration has another item for teachers to consider before assigning to students. I do feel teachers must take into account learning styles before using with entire classes. Students who are linear thinkers become frustrated easily with Kidspiration. These are tools to use, but may not be a correct fit for each student.

This chapter offered suggestions to tweak common activities utilizing simple to use programs that will encourage students technology use. Although I listed some barriers, I don't feel any will prevent me from trying these ideas but will use with some thought.