1. discussion groups/sharing of ideas through e-mail

2. PowerPoint presentations with attention-grabbing images and text (nice introductions)

3. responsible internet research as a tool for papers and projects

1. Pirating of papers off the internet

2. General lack of creativity in students due to "lifting" ideas for projects, etc. from another's web site

3. e-mail as a way to communicate last-minute changes, etc. for a class -

it's not good to assume everyone checks e-mail incessantly

newsletters to enhance communication with parents,

website to enhance communication between parents and teachers and students,

ability to reach multiple intelligences through creative presentations,

preparation for work world,

may replace the teacher, distraction to true learning.

1.) Pre-typed overhead presentations, such as power point, or even regular transparencies.

2.) Using web pages in class which have helpful interactive demonstrations or illustrations.

3.) Providing online *practice* quizzes/tests.

4.) Using a class webpage with syllabus, previous tests, access to grades, and assignments.

1.) Assigning work which requires students to use technology which the teacher him/herself is not adept at using.

2.) Replacing most/all student-teacher interaction with computerized processes.

3.) Teachers wasting class time by fumbling with new technology that they are attempting to use.

4.) Online tests where students cannot go back and change answers or where it is difficult to even refer back/forward to other questions.

can access research from other places than library

making every lesson in power point presentations

having a lesson done entirely on a cd rom or video tape

trusting every child to have access to a computer or email

Organize grades and attendance

Keep records of punishments given to students

Communicate with students, administration, and fellow teachers

Post a syllabus and other course requirement on a website for easy access by students

Presentations that supplement materials in a textbook

Material on a website is the only way to receive a syllabus and course requirements (not all students have a computer at home, always offer paper handouts to the class)

Using a poorly prepared Power Point presentation

Watching movies rather than lecture (use it as supplemental not primary)

Just telling students to go research on the web without proper instruction on how to find certain articles

1. presenting general information in order to appeal to visual/audio learners

2. use of interactive games played in groups or individually to reiterate information

3. allowing students to create technological presentations/programs to organize information

1. as a replacement for teaching rather than a supplement

2. when technology is too available, technology can become a distraction for students

3. when technology is used too often, students lack interaction with other material and students

4. if homework involves technology that is not readily available to all students

1) Enriching lessons by bringing in materials that go beyond what is

> available in students textbooks (sound and video clips, computer

> simulations, etc.)

> 2) Research

> 3) Mathematical calculations

> 4) Teaching technology to students

5) Enhancing the flow of information and communication within the school and among schools.

6) Providing an alternative way for students to communicate their ideas

1) As a substitute to teaching by a real teacher

2) To allow students to perform mathematical calculations without having

to learn the math behind them.

3) When teachers or students become so dependent on technology that they trust it unconditionally (i.e., the calculator must be right), that's not good.

4) Using technology even when the material is not relevant or useful.

For example, the ability to e-mail your professor a final paper seems to be only a positive use of technology. It provides an opportunity to save paper, transportation, and effort. However, this apparent efficiency can be viewed as a misuse as well. First off, the student assumes his or her professor has e-mail capability and even access to a computer. The student assumes that his or her professor knows how to use these technologies and checks e-mail often enough to recognize that the student has opted to turn in his or her paper in this fashion. Even if there are no technological problems, the professor may prefer to read a hard copy of her student’s paper and in this case, the professor must go through the trouble of printing the student’s paper out herself.

There are other benefits that a student may forego with this seemingly positive use of technology. Printing and delivering a hard copy provides the opportunity to view and proofread a finished product. It is practice for possible future employment (i.e. Judges do not accept e-mailed copies of preliminary objections or motions). Also, the walk over to a professor’s office may provide the opportunity to exercise, breathe fresh air, converse with your professor, or even bump into the girl of your dreams.

Internet research can be a great source of information for kids, as long as reputable sites are used.

Visual presentations using PowerPoint can be a great way to get the kids' attention for a lecture.

Sending e-mails to students in different countries can be a great activity for students.

Games such as Reader Rabbit, or Math Blasters help to stimulate learning for children.

Having lecture notes available online for students to download is a bad idea, most students will download notes and not pay attention.

While grammar and spell check are nice features, younger students may rely on them rather than learning proper grammar and spelling.

Having networked computers for students can be a big distraction during class, unless the Internet access can be controlled while students are supposed to be paying attention.

*using technology is time efficient for both students and teachers

*it is a good organizational tool for teachers in their lesson planning, presentations, and record keeping

*it can motivate students to do their assignments

*it can inspire creativity in these assignments

*it results in time deficiency if teachers are unfamiliar with or do not know how to properly use programs

*it may be overwhelming for students who don't have a good general knowledge of the programs they are expected to use for an assignment

*it may be inconvienent for students who don't have a computer at home

*technology used too much too often may result in the students' burnout

*can lead to student dependency on the teacher too much and result in lower levels of individual learning

*can reduce attention to the material being presented if students are more concerned with copying notes as I mentioned before