Social Media: How to 'Sell It' to Your Team
This article has addressed some of my concerns about how to begin introducing Social Media into not just my school but my classroom as well. Schools are poised against social networking now, and for great reasons. The problem is that they are throwing out the baby with the dirty bath water. Lets face it. Teachers and administrators are overwhelmed with all the things that they already do and by the long list of this still not yet implemented. In addition, it is asking a lot of one teacher to champion a new tool while jumping hurtles that come along the way. I must admit that I have liked the idea of social net working but allowed the barriers in place at my school to stop me.
This article gives steps for beginning the conversation, avoiding barriers and arguments, it gives a few sites that are not blocked by schools, and gives sound advise on how to get started. I think it really boils down to a personal decision to be the conduit of change in your school. I hate to use a cliché, but where there is a will there is a way.
Tuesday, April 22, 2008
Reading #13
Getting America's Students Ready for the 21st Century
I found this article to be ridiculously long and irrelevant. This is like reading an article on computer programing from the 1970's. Most of the statistics have changed, as well as the nature of the tech divide. It is common sense that poor students will be at a disadvantage. It is also a reality that schools have to make up for whatever students lack, and address their unique needs. The reality today is that the more economically disadvantaged a community might be the more technology that you will find in that communities schools. What we really need to be looking at is the current needs of all students, and make plans to assist them in any way possible.
I found this article to be ridiculously long and irrelevant. This is like reading an article on computer programing from the 1970's. Most of the statistics have changed, as well as the nature of the tech divide. It is common sense that poor students will be at a disadvantage. It is also a reality that schools have to make up for whatever students lack, and address their unique needs. The reality today is that the more economically disadvantaged a community might be the more technology that you will find in that communities schools. What we really need to be looking at is the current needs of all students, and make plans to assist them in any way possible.
Reading #12b
Pointers on measuring success — from three programs that work
This article is unique in that it compares schools who have implemented 1:1 computing to look at common treads and ask the question that everyone wants to know: is it worth it? There is a high cost to this and every school has unique needs. Every school went about it differently, and every school had success. Does the improvements in academics justify the cost? Yes, if you don't put a price tag on learning. Clearly 1:1 computing is a great to to individualize curriculum, stir creativity, and promote abstract thinking. In the end though, technology is a tool, and not enough in and of its self. Right now 1:1 computing is a goal or ideal for most schools, and reality will have to wait.Reading #12
Kansas School District Rolls Out 1:1 MacBook Program
The idea of 1:1 computing in schools has been talked about since computers entered schools. Laptops have made this a reality for a few schools due to their portability. Most people would agree that it makes sense, in fact most see this as an inevitable development. Cost in purchasing and maintaining remains the principle concern, but with time units become more reliable and inexpensive. Student achievement does increase, as did with this school, but computers are not the total cure. Schools still need gifted teachers who function on every facet and level of teaching.Reading #11
Using Technology to Enhance Engaged Learning for At-Risk Students
This article reinforces many of the article already commented on in every way save one. At-Risk kids, and what I think they mean is Special Education kids benefit from authentic education with technology. To me the point here are obvious because I was one of those kids. In fact, I main-streamed myself. If schools would have used more challenging, authentic, and higher level thinking they would have helped me discover my giftedness early. Putting students in a separate classroom doing basic skills that have no apparent application to real people is a discouraging task. Technology can bring real world problems and the tools for solutions to real people.Sunday, March 30, 2008
Chapter 10 reading
Assessment with Technology
This chapter works off the premise that, to give students authentic learning experiences necessitates authentic assessment. Authentic assessment is more than a multiple choice test, it is one where student demonstrate the depth and breath of their grasp of the skill or concept. Technology offers a powerful tool to such ends. In the past (and today) computers were used to scan in answers from multiple choice test, or to give them. This does have its merits in that the administrator can quickly and easily analyzed test results using statical analysis that can drive the focus of future instruction. However, there are more options today where students can demonstrated their learning beyond selecting the correct response. Students can create portfolios in a number of ways and through a number of mediums that demonstrate their learning, where they are teaching the computer what they know. Students can also get instant feedback from computers and teachers can quickly check for understanding and adjust instruction as they teach through remote responders and survey programs. Rubrics have been around for a Milena and computers have made it easier and more effective to produce them. I will run student papers through a printer and print the rubric right on the back of the paper. We need to use authentic assessments to really know what advancements are occurring in the classroom, we can just appeal to good testers.
This chapter works off the premise that, to give students authentic learning experiences necessitates authentic assessment. Authentic assessment is more than a multiple choice test, it is one where student demonstrate the depth and breath of their grasp of the skill or concept. Technology offers a powerful tool to such ends. In the past (and today) computers were used to scan in answers from multiple choice test, or to give them. This does have its merits in that the administrator can quickly and easily analyzed test results using statical analysis that can drive the focus of future instruction. However, there are more options today where students can demonstrated their learning beyond selecting the correct response. Students can create portfolios in a number of ways and through a number of mediums that demonstrate their learning, where they are teaching the computer what they know. Students can also get instant feedback from computers and teachers can quickly check for understanding and adjust instruction as they teach through remote responders and survey programs. Rubrics have been around for a Milena and computers have made it easier and more effective to produce them. I will run student papers through a printer and print the rubric right on the back of the paper. We need to use authentic assessments to really know what advancements are occurring in the classroom, we can just appeal to good testers.
Book Reading Chapter 9
Visualizing with Technologies
It is disconcerting how many ideas for the classroom are too abstract and complex. Variables of plenty are fine when students have experience with slightly less and then stretch to more. Complex and abstract are fine if the student is emergent in formal thought. The idea of using graphic calculators and managing traffic flow due to a chemical spill are great things but only a few student in the latter years of high school can handle such things. So, it is disconcerting how many ideas in the book are aimed at a few students. However, there are a couple of tools that would address some of our state standards that are also asking too much too soon of our students. The statistical tools seem like easy to use tools that are compatible with existing programs. Some of the basic geographical tools could be used, but not as described. Students need to start with more concrete activities that have inroads to the abstract. Finally, I do think the video production is completely accessible for all students and provides a way for students to think through a production and what goes into a documentary or story, thus incidental learning a plot and using the great tool: a story board.
It is disconcerting how many ideas for the classroom are too abstract and complex. Variables of plenty are fine when students have experience with slightly less and then stretch to more. Complex and abstract are fine if the student is emergent in formal thought. The idea of using graphic calculators and managing traffic flow due to a chemical spill are great things but only a few student in the latter years of high school can handle such things. So, it is disconcerting how many ideas in the book are aimed at a few students. However, there are a couple of tools that would address some of our state standards that are also asking too much too soon of our students. The statistical tools seem like easy to use tools that are compatible with existing programs. Some of the basic geographical tools could be used, but not as described. Students need to start with more concrete activities that have inroads to the abstract. Finally, I do think the video production is completely accessible for all students and provides a way for students to think through a production and what goes into a documentary or story, thus incidental learning a plot and using the great tool: a story board.
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