EDTC 5010, UNIT II reflection

Chapter 3 Reflection

Why is it important to learn about different technology tools when they are constantly changing?

It is a fact that technology is changing and advancing at rapid speed. New technologies are being developed probably as we speak. According to Morrison & Lowther (2010), the NETS for students recognize and emphasize the importance of students using the appropriate digital tools for education. Without knowledge of the basic digital tools, students cannot maximize their use. In other words, “If we don’t know what a digital tool does, how can we know if it will help us?”

Most desktop computers do the same things as mobile devices, so why do teachers need to use both?

According to Morrison & Lowther (2010), there are pros and cons to both the desktop computer and the laptop computer. For example, desktop computers have the advantage that if an individual component needs repair or replacing, each component can be easily replaced or repaired. Monitors work great for groups of students at the computer because they are usually larger. Unfortunately, desktops also are very heavy, immobile, and take up a lot of desk space. Laptops, on the other hand are good because they are portable and can be used in multiple locations. They are also smaller and compact. Because they are mobile, they are at greater risk for theft or dropping them. They also tend to have smaller screens so it is hard for several people to view it at the same time.

How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?

As I have mentioned before, I have been a nursing educator in a community college setting for 19 years. I certainly have seen many changes. I also know that the use of technology and digital devices is crucial. Nursing education is grounded in critical thinking and problem solving because it is impossible for students to learn everything there is to know about every patient’s body and disease processes. They must gain a foundational knowledge and then master critical thinking and problem solving to individualize their practice. Morrison & Lowther (2010), note that according to NETS-S “Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources” (p. 59). A specific example in nursing education is the constant discovery of new medications. Pharmaceutical companies develop and market new medications almost daily. If students only purchased and used a textbook, they would not be able to keep current with the latest and most effective treatments for patients. By using digital devices, students can get updated information reflecting evidence-based practice.

Chapter 4 Reflection

There are so many types of software; how do I know which ones to include in my lessons?

The first step is to determine what I hope to accomplish in my classroom by using the software. Secondly, I need to be familiar with the different types of software and their functions and capabilities so that I can match my need with the software capability. As a nursing educator, I have found many different types are useful in the classroom. Certainly productivity software is essential. Students have many writing assignments, as well as presentations. Graphic organizer software is especially helpful in nursing education because we use concept maps frequently to make connections between patient data, disease processes and symptoms, nursing interventions, medications, and evaluation of these interventions. As Morrison & Lowther (2010) note, graphic organizers can be used by students to expand their learning “by creating models and concept maps” (p. 97).

I understand why students should use educational software and the internet, but why should my fourth-grade students learn to use spreadsheet, database or video editing software?

It’s never too early to start! Children have been exposed to technology since infancy in many instances (Leap Frog products, etc). As an educator in the college setting, I have seen many students who are not prepared for today’s world technologically. The NETS-S assist teachers to integrate “21^st century knowledge and skills into their everyday teaching practices” (Morrison & Lowther, 2010, p. 6). By beginning early in elementary school, students in the college setting will be prepared.

How can student use of different types of software help improve scores on state tests?

Specifically in nursing education, the ultimate goal after graduation from a nursing program is for graduates to pass the nursing licensure exam (NCLEX-RN). By having students use software that assists them with test-taking skills and strategies, and by having them take practice exams, students are more prepared when they sit for the NCLEX-RN. In my program we use software from a specific company, Assessment Technologies Inc, (ATI) that follows the students from pre-entrance to review after graduation. ATI has entrance exams that our students use for admission. Once in our program, students take exams each semester to determine if they have mastered the subject area. If they do not meet our benchmarks, they have remediation testing and tutorials through ATI. This continues until after graduation, when graduates can then complete a thorough NCLEX review through ATI.

References

http://www.atitesting.com/Home.aspx

Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: Skills for the 21^st century. (4^th ed.). Boston, Mass. Pearson Publishing.

EDTC 5010, Unit I Reflection activity, Tammy Pleasant

Must I use a inquiry-based learning approach in my classroom to use computers as a tool?

Three to Five Instructional approaches and how to use computers with these education approaches.

1.      Teaching a particular nursing skill such as changing a sterile dressing. Past approaches included a discussion of step-by-step instructions, including a printed instruction sheet for students to use as a guide. Students would then watch the instructor demonstrate the procedure and then they would practice it on a manikin. A better approach to teaching this concept, using computer technology would be to have students research the rationale for using sterile technique when caring for wounds, and research the basic principles of sterile procedure. Then a “virtual wound dressing” could be changed using the computer, dragging and dropping the dressing materials and supplies in the proper order, in the proper place, being certain to maintain “virtual sterile technique.”

2.      Previous instructional approaches to nursing careplans have been in a worksheet design with columns for students to place the appropriate information (Nursing diagnosis, clinical manifestations the patient is experiencing, nursing interventions appropriate to address the patient problems, medications used to treat patient problems, and evaluation of whether or not the interventions or medications worked to treat the patient problem. A computer assisted approach to this would be to use a concept map creator in a computer program, where the student designs a concept map, making a schematic drawing of the information, showing connections between the patient problems, clinical manifestations, and the interventions and medications used to treat that problem.

3.      With the changing world of healthcare and healthcare reform, I could have students research the current Plan implemented by President Obama, and identify how the changes in healthcare will impact the role of the nurse providing care to patients.  

Can I still use tutorials and drill-and-practice software?

Yes. This would be appropriate in my educational setting when teaching math and dosage calculation problems to students. They could watch tutorials on formulas and how to solve calculation problems and then have practice problems to complete. Preparing for the licensure exam (NCLEX-RN) is another example, where I could have students practice computer testing with NCLEX style questions.

Won’t I have to spend a great deal of time to develop these units of instruction?

The nursing program in which I teach has a regular progression of classes, with the same classes taught every fall semester, every spring semester, and every summer session. I could prepare a lesson in the fall semester on sterile technique and wound care and then just update it the following fall semester. For Spring semester, I could teach medication administration and dosage calculations and then use the lesson the next spring semester. In the summer I could prepare a lesson on immunization schedules for children (having students research the current CDC recommendations and evidence for the recommendations) and then only have to revise it the following year according to any new evidence on recommended immunizations.

Won’t every student need a computer to use it as a tool?

I have assigned groups of students to work together with one computer, based on the number of students in the course and the number of computers in the classroom/computer lab. Some members of the group could research the topic of study in the provided textbooks, while another group member could use the computer to enter the data into a document (table, spreadsheet, etc.). To me, technology integration means using various new technology tools in instruction. Some examples include the computer, PDAs with drug and lab reference guides readily available, patient simulators which are controlled by computers (instructor develops a patient scenario and loads it into the simulation computer program, and the patient simulator “behaves” as programmed and in response to the student nurse’s interventions or lack of interventions).

Chapter 2 Reflections Questions

How do I plan an integrated lesson that will work for my students?

First I will determine what will be the subject of my lesson, and the amount of time I have for this lesson. The next step will be to develop the objectives of my lesson (What do I want my students to learn from this lesson). Make my lesson a student-centered lesson where the student must participate in active learning strategies, with me as a resource and facilitator. Plan time at the end of my lesson to review key information that the students should have gained from the lesson. Plan assessment methods to determine if students mastered the subject of my lesson.

Why do I need objectives to help with my planning and lesson development?

If we don’t know where we are going, how do we get there? According to Bastable (2008) “Before a decision can be made about selection the content to be taught or choosing the instructional methods and materials to be used to change learner behavior, the educator must first decide what the learner is expected to accomplish” (p. 384).

How can I encourage my students to engage in the processing of information?

As a nurse educator, one of the most important things I can do to engage students is to guide them to the latest healthcare evidence. Healthcare has changed greatly in the last 10 years and the role of the nurse is much different. Providing students with resources and information related to today’s healthcare delivery system will make it real and keep them engaged.

Do I have to use a different lesson plan when I want my students to use computers?

No. Lesson plans are developed to establish what it is that the students need to learn and then determine what tools they need to help them accomplish this. According to Morrison & Lowther (2010), “The NTeQ approach views the computer as a tool rather than a teacher. It is used by the students to solve problems rather than to deliver instruction” (p. 29). The computer is much like a pencil and paper.

Can you use a computer for every objective or lesson?

Students should have a variety of instructional methods used because they have a variety of learning styles. If the same instructional method is used all the time, for example, only computers, then students whose learning styles are aligned with social interaction and who benefit from group work, would be left out.

References

Bastable, S. (2008). Nurse as Educator. Sudbury, Mass. Jones and Bartlett Publishers.

Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: Skills for the 21^st century. (4^th ed.). Boston, Mass. Pearson Publishing.