Selecting Technology Tools  
Create or locate a list of all the hardware and software that you could use in classroom activities. Also include other resources such as books, maps, videos, and other resources.
  • Word Processing
  • Database
  • Spreadsheets
  • Visual Tools
  • Presentations
  • Multimedia
  • Imaging
  • Communication Tools: Email
  • Information Resources: Web, CD-ROM
  • Instructional Resources: Drill & Practice, Simulations, Tutorials
Think about student projects and outcomes. Consider tools that might be used in implementing these projects. For each of the tools, ask yourself:
  • What software is available in my school?
  • Are there developmental considerations when using this tools with my students?
  • Do my students have the entry skills needed to be effective users?
  • What specialized tools or skills could be used in this activity?
  • Is the time invested worth the anticipated outcome?

Brainstorm with Your Word Processor

Work in teams of three or four to complete the following activities. Each person should choose a different activity from the list below to start on their computer. Then, each person will rotate to the next team member's computer and add something to their project.
Activity One:
Create a list of things that people throw away. Create major recycling categories. Practice copy and paste, indentation, font sizes and style to reorganized your words into categories. Brainstorm other activities you could do as a large group in your classroom.
Activity Two:
Create a list of words related to a single topic (i.e., choose any topic with information and categories such as books, movies, things with wings, types of rocks, things to do at the beach). Ask a friend to add to your list. Ask another friend to categorize the words. Rotate again. This time turn the list into sentences. Next round add description or combine sentences. Each person should use a different color. When two people modify the same sentence use a "team color" such as purple.
Activity Three:
Play chronology. Write the name of an event in history. The next person adds another event under the first event. Go back and reorder the events in the correct order. Add information to particular events such as a description or date.
Activity Four:
Write "pretend" email. Write a question. The next person should answer the question and ask another question. Hold a conversation between two people. Get used to the idea of a written conversation.
Station 1: Writing
Read several of the fables from the book Squids with be Squids by Jon Scieszka and Lane Smith. Using one computer and the word processor, collaborate on a fable with a moral that relates to technology integration. Use different font colors to represent the ideas contributed by different group members.
Station 2: Visualizing
I've got two weeks for a great vacation. What could I do? Where could I go? Visualize all the possibilities using the Inspiration software.
Station 3: Presenting
Tell a story in pictures. Use PowerPoint to tell a visual story. Use Yahoo's Galleries for pictures.
Station 4: Internet Information
Explore the Brainpop animation clips. Brainstorm all the possible activities and classroom management options for one of the video clips.
Station 5: Reading and Drawing
Read an excerpt (pages 242-243) from the Harry Potter book ( Harry Potter and the Goblet of Fire, J.K. Rowling). Then, use markers and paper to draw an illustration that reflects the quote:
"Aha! Unless I am very much mistaken, the delegation from Beauxbatons approaches!"
"Where?" said many students eagerly, all looking in different directions.
"There!" yelled a sixth year, pointing over the forest.
Something large, much larger than a broomstick - or, indeed, a hundred broomsticks - was hurtling across the deep blue sky toward the castle, growing larger all the time.
"It's a dragon!" shrieked one of the first years, losing her head completely.
"Don't be stupid... it's a flying house!" said Dennis Creevey.
Dennis's guess was closer... As the gigantic black shape skimmed over the treetops of the Forbidden Forest and the lights shining from the castle windows hit it, they saw a gigantic, powder blue, horse-drawn carriage, the size of a large house, soaring toward them, pulled through the air by a dozen winged horses, all palominos, and each the size of an elephant.
The front three rows of students draw backward as the carriage hurtled ever lower, coming in to land at a tremendous speed - then, with an almighty crash that made Neville jump backward onto a Slytherin fifth year's foot, the horses' hooves, larger than dinner plates, hit the ground. A second later, the carriage landed too, bouncing upon its vast wheels, while the golden horses tossed their enormous heads and rolled large, fiery red eyes.
Harry just had time to see that the door of the carriage bore a coat of arms (two crossed, golden wands, each emitting three stars) before it opened.
A boy in pale blue robes jumped down from the carriage, bend forward, fumbled for a moment with something on the carriage floor, and unfolded a set of golden steps. He sprang back respectfully. Then, Harry saw a shining, high-heeled black shoe emerging from the inside of the carriage - a shoe the size of a child's sled - followed, almost immediately, by the largest woman he had ever seen in his life. The size of the carriage, and of the horses, was immediately explained. A few people gasped.
If your group gets done yearly, discuss the use of the 42eXplore website in your classroom.
Return to Main Menu
Return to Eduscapes
Go to Activity 4

 Created by Annette Lamb, 7/00. Updated 6/01.