Incorporating Excel into the Curriculum

Excel would be a great application to use in the classroom.
(1) One idea I came across in a lesson plan, would be to use Excel as spreadsheet programs in which students collect data, create the appropriate pie charts and find the percentages to describe the various colors in a bag of Skittles. Students could then take this lesson and apply it to other Math problems of this nature that they may have in the future.

(2) Another idea could be to use Excel as a spreadsheet and database for collecting weather information. In Science, students could track the weather as part of a lesson on the water cycle. Students could chart when it rains, cloudy days, stormy days, dry days, etc… Students could then find the average number of days of rain and so forth.

(3) As a database, students could keep track of books they’ve read by title, author, subject matter and reading/difficulty level. This could help students to not read the same books over and over, as well as chart their reading level progression over the course of the school year.

(4) In an Economics lesson, students could keep track of their own personal allowances in spreadsheet format. Students could see how much money they spend on certain items such as entertainment, books, clothes, etc… per week or per month. They could then see the percentages in a chart format, much like credit card companies and banks do for their online customers.

(5) Students can also incorporate Excel into an Economics unit on inflation. In spreadsheet format, students could plot the changes in the everyday, real-life prices of items such as gas or groceries. Students can see the prices increase (or decrease) per month by using averages and making graphs.

Social Bookmarking

Students and teachers alike can use social bookmarking to help in the classroom. Teachers can use social bookmarking to provide links for students to look up important information related to classroom projects such as topics for research papers or other unit topics. Students can use social bookmarking to tag links for future use. Students can also look up their classmates’ links to certain topics as well. This way, students can broaden their knowledge base on a certain topic by looking at sites that other students have already accessed.

Social bookmarking would help me, because there are many times that I access information on a computer away from home. I am constantly in need of the websites that I have saved as my “favorites” or bookmarked on my personal home computer. When I’m working on a research paper or other projects away from home, I can now go to my online social bookmarking site and link to pertinent articles and sites from there. Up until now, I have been copying and pasting my links onto a blank Word document and copying that page onto my flash drive that I carry around with me. Another way that social bookmarking can help me is that since tags are used to identify links, I can use the tags to help me link to sites that I’ve saved from previous projects that i may had forgotten about and may be of relevance to my present projects. I chose the site Delicious for my social bookmarking. My address is a follows: http://delicious.com/TDDancy

Google Apps Lesson Plans

#1 The first lesson plan I found is for students in is a digital storytelling activity for K-3rd grade called "Book Buddies" found at: http://docs.google.com/View?id=ddv49vkt_9xf7ftmgs. This lesson uses Google Docs and a drawing or paint program, such as Tux Paint or Kidspiration. The activity helps students improve literacy skills and use technology skills. The lesson calls for a younger student and an older student who serves as a “Book Buddy”. The point is for students to enhance their story writing skills using drawing prompts. The younger students first practice by drawing pictures and then creating a story about the picture. They are then introduced to the paint program by their “Buddy” or a teacher, etc… Older students create a drawing prompt for younger students using Tux Paint and print them. They give these to their Book Buddies and ask the younger students to tell them a story about their drawing. Younger students use digital arts program (i.e. Tux Paint) to create a digital sketch for their new story.
Teacher starts a Google Presentation and shares it with each Older Book Buddy. The book is then printed using Google Docs.

NETS-S Standards:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.

2. Communication and Collaboration:
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.


6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.



#2- This lesson plan for grades 4-6 has the most comprehensive use of Google Apps that I’ve come across. The plan is entitled, “Historical Novel” and can be found at: http://docs.google.com/View?id=ddv49vkt_3d986mbc9. Students read an historical novel, based on a specific period in history, and arrive at its meaning and main ideas, discussing it "all class." This can be done in Language Arts class and/or used in conjunction with the social studies teacher, as an interdisciplinary unit, and students use their understanding of the time period to arrive at the meaning of the plot, theme, and characters' actions. Students use Google Docs (including Forms) to do the writing assignment and take quizzes; Google Blogger to: post some of the discussion questions they have written to the class blog, post impressions/reflections they have on the novel to the class blog, while other students are invited to react to any of the questions or reflections of their peers; Google Map and Google Earth to find places in the novel, to better understand the setting and action of the book, and to create their own maps; and, Google Book List to find novels in "their" school's library in order to choose another novel to read independently.

NETS-S Standards:
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.
contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
identify and define authentic problems and significant questions for investigation.
plan and manage activities to develop a solution or complete a project.
collect and analyze data to identify solutions and/or make informed decisions.

5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
advocate and practice safe, legal, and responsible use of information and technology.
exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
select and use applications effectively and productively.

Google Apps

I believe Google Apps-Education Edition would have definitely helped me as a student! When I was an undergrad (many many moons ago), there was no Google Email, Docs, Talk, Video, Site or Calendaring. First of all, Google Docs would have helped me prepare documents when I wasn’t at home. I wouldn’t have been worried about rushing home to finish a paper. Somehow my floppy disk always broke (I just dated myself!) I could have done it from anywhere there was an internet connection. Also, I wouldn’t have had to print it out and take it to a classmate to help me with the paper. We could have done it together over the internet or as soon as my classmate logged onto a computer.

Google Chat would have been even better! I could’ve talked to classmates directly as long as they had a webcam. Even if they didn’t, we could have at least chatted on Gmail. Projects could’ve been completed so much quicker. Also if I had questions of any kind, I could’ve had my questions answered right away instead of looking around for a classmate all day. This would’ve definitely helped when I missed class. These apps would have helped stay in contact with instructors as well. Google Video would’ve been beneficial also. In the past when groups gave presentations, if you missed or didn’t understand part of it, all was lost. Having Google Video, we would’ve been able to share videos and catch up on any parts of the presentations we missed.

Google Calendars would have helped organize social groups in which I was involved. We wouldn’t have had to call everyone’s room to find them and inform them of an event. Also, there would’ve been advanced notice of who was coming and any thoughts or concerns they may have had. Google Sites would have just been the icing on the cake, so to speak. Classroom groups or organizations could have created websites to advertize and give information about a special presentation or an organization’s functions. Each member could have collaborated on the site about any events or information.

As an elementary teacher, I could use the collaborative Google Apps, such as Google Docs, to have students get together in small groups to work on a research paper in class and out. Students could also use this when doing peer revisions in Language Arts. My class could use Google Sites to set up a website for the class and keep everyone posted on the class’s events for the unit or semester. I could also leave helpful hints or notes that students could use for homework or other class projects. Only my class members would have access to the site in this case. Students could set up sites as a class project. We could also have the site updated by different groups at different times of the year. I could use the Video apps site to share important videos that students may need to view repeatedly or at a later date. The students absent from class could also catch up using this application.

I could also use the Talk or Chat apps for helping students with their homework-although, I would have to set a specific time of the evening in which to do this. I would probably designate an hour on a particular night for students to contact me so as to not overwhelm me. Students could use the Chat or Talk apps to interact with students from other places too. I could also use the Calendar app to help me keep up with my lesson or school activities. Appointed students can help me by collaborating with me and updating or helping me change the classroom calendar activities. As a class, we could also use these apps to interact with other classes within our school or in another school across the country!

Student Perspectives in Perspective

I, like Robert Kvavik, expected to see and hear that students wanted a lot more technology used in the classrooms. Like Kvavik, I also assumed that students would come into the classrooms already possessing much of the information knowledge they needed. Although his 2004 study is a little outdated now, it goes to show that good old fashioned values can still prevail in the classroom. These values were brought up in the study done by Hartman, Moskal and Dziuban. Their study revealed that what students wanted most from their instructors were respect, concern, fairness and effective communication. These “Excellent Teaching” values were refreshing to see.

Personally, I feel I fit somewhere in the middle of the spectrum of the desires and habits of Net Geners and Gen X’ers. My major (education) does dictate that I learn new and exciting ways to reach and teach students, so I have had to learn many web tools and applications in the past few years that I would not have necessarily learned. I speak the same language, just with a lesser degree of fluency. I am one who still enjoys the face-to-face contact instead of the constant text and instant messages that overshadow so many conversations. I don’t dare move my laptop around the house for fear of damaging it. I still believe in the “quiet” space in the house to study. (I get frustrated if anyone around me even coughs if I’m in the middle of completing an urgent assignment.)

When I first began to notice the overwhelming abundance of digital devices, I considered them a nuisance. Cell phones are constantly going off and people are literally glued to their electronic devices, seemingly oblivious to the rest of the world. I was very surprised to see the survey results of the Baby Boomers on the satisfaction surveys for learning engagement and interaction. It is good to see that this new technology we have is going to good use by increasing our knowledge.

Students want to be engaged in the form of active learning and discovery. I only wish those concepts had been around when I was a young student. I cherish interacting with my fellow students in class and realize that learning is life-long and doesn’t just stop because we get older. If I get too old to drive to class, I have the capability of logging online to take a course. the part of the “language” I don’t understand with this new generation of digital natives, is that of always being interconnected and distracted by so many things around at once. I really don’t see how a student can study effectively while listening to music and texting friends all at the same time. Are they really learning? Also, Net Generation has no concept of the falsehoods that await them in cyber-space. They take mostly everything they read at face value.

It was good to learn from Hartman, Moskal and Dziuban that “Although it may be desirable…it is not necessary that institutions rush to become providers of instant messaging, blogs …or any of the array of students' favorite technologies. The real opportunity lies in observing and talking to today's students to learn more about how they conceptualize and use these new tools.” As well, we shouldn’t be too concerned to learn all of the new technology exactly as it is today because times will change again. As the authors note, “…adaptation for the present generation may not be adequate for the next.”

The Read/Write Web Tools

Most of the Read/Write tools listed were pretty familiar to me. I’ve learned about many of them; however, in just the last few weeks while doing research for various projects. What came as a surprise to me was not the names and functionality of these tools, but the widespread use of them in today’s classrooms. I had no idea so many teachers are incorporating these tools into their lessons. Perhaps, it pales in comparison to those school districts that cannot afford the technology, but nonetheless, it’s good to see so many students being able to take advantage of the technology that is in place.

I find that I’m familiar with much of the technology, but not necessarily the names. For example, “trackbacking” and “pingbacking” are new terms to me, but I knew of the concept. I knew of Wikipedia, but didn’t know that “wikis” came in the form of other sites as well. Flickr was a new tool for me as well. I’ve heard of the other comparable online digital photo tools, but didn’t realize that so many of them were used as social networking sites to share photos.

Other new tools I learned about while doing these readings were Library 2.0 and School 2.0. I’ve only just recently heard of the term Web 2.0 so all of the “2.0” categories are new to me. Software programs called “aggregators” are a new term to me also. I actually use “My Yahoo!”, yet didn’t know the term for it. This digital newspaper that can collect and display information sources from a variety of sources has proven to be invaluable to me.

Google Docs is another R/W tool that allows users to create free web-based word processing documents and spreadsheets. These docs are then able to be shared and collaborated online. This tool is considered a R/W tool because users can read others’ documents as well as create their own. I had neither heard of nor used this tool, but I will probably begin to use it now.

This is Education: When Teaching, Please "Speak Digital"

As a “Digital Immigrant”, I am blessed to have the opportunity to be a part of this new world. I am guilty of, and can identify with Marc Prensky’s overview of my generation’s need to print out everything. (I get dizzy reading past the first two lines of text on a computer.) The “native” speakers of this “language” we call digital have in fact acquired a new language that today’s educators must learn quickly or be forced to return to their original place of origin-the Land of Obscurity (Ob for short). I can see the newly posted signs in my head, “No Digital-No Service” or “Only Digital Spoken Here”.

Teachers today do have to “…learn to communicate the language and style of their students” as Prensky stated. I had a friend tell me the other day that she has a hard time listening to a speaker in a class she takes because she doesn’t like the facilitator’s accent and vernacular. Educators have to be able to get students’ attention and maintain it too. How many of us judge others in the first few seconds of them speaking? We surmise a person’s intelligence or ignorance in the first few moments of hearing them speak. Likewise, students will judge us by how well we speak “digital”, as well as how we use it in the classroom. Students are learning and processing information differently than their predecessors. They learn “by doing”, according to Ben McNeely, and they want to use technology not for technology’s sake, but to support their learning according to Greg Roberts.

I often find myself using two “languages” when teaching first through eighth graders at a local learning center. I find that I still use archaic terms such as “dialing a number” or “taping” something. At home and school, digital options should not be seen as privileges to be given and taken away as rewards or punishments, but as a necessity of life-a way to support learning as Roberts notes. Teachers have to want to be able to motivate students and not stifle their learning.

Using technology is akin to sex education. If parents and teachers don’t teach it to their children, someone else will. Okay, maybe that’s a little drastic in comparison, but the concept is the same. These “emotionally open” students, as Diana and James Oblinger call them, are eager and vulnerable to all that’s out there. The adults need to take notice and learn what’s out there as well. Educators have to use this to their advantage and seize all teachable moments. “Peer-to-peer teaching” goes on around us. It’s time for educators to step up and get in on the “lesson”.

While it is an honor to be a part of such a new culture, I’m glad that my original language still has something to offer this internet generation- I’m sort of bi-lingual if you will. I bring with me a sense of awareness and precaution. My generation knew when to “turn someone off”; when to put up our guard and be aware of our surroundings. We knew not to “talk to strangers” and that no one aside from really close friends should know your "address" or where you live-things all too forgotten in this cyber world. The Oblingers call this generation of sociable, tech savvy students, the “Net Generation”. This generation is also marked by the ability to multi-task, parallel process and demand immediacy in all they do. My generation still has to offer them patience and a sense that being able to read what you write (as far as the conventions go) far outweighs the quick time one takes to get it out to the reader. For those of us that were told that we “go to school to learn and not socialize”, it’s difficult for us to understand that this new generation does just the opposite.

I do believe; however, that with all that Digital Immigrants have to offer, we still need to meet the needs of the students. For these students who don't even consider what they are doing "technology", educators must do their part and learn the new technology as well as how to use it as a learning tool in the classroom. It will only be a matter of time before the “Digital Natives” are fed up with the unintelligible mumblings of the "immigrants" and post a sign outside the windows of our schools that read, “This is Education: When Teaching, Please Speak Digital”.

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