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.
Wednesday, March 26, 2008
Reading #10
A reaction to: Authentic Learning for the 21st Century
By Marilyn M. Lombardi
Everywhere I look in education from state standards to administrative directives to research articles there is a clear push to higher level thinking in the classroom. I must admit that this sounds great and fits into all teachers’ dreams. In practice though this is a difficult ideal to enact, unless you want to focus social issues. I don’t want to presume to disagree with the experts but I feel that this approach is all wrong. I will also add that the approach of teaching to a multiple-choice test is also wrong.
Where we agree is on the idea that learning should be authentic. Students need to see how content is relevant to their lives whenever possible. Memorization and rot learning can have little staying power and thus little relevance.
Here is my problem. Students are not often capable of higher-level thinking. Students are defiantly into learning by doing, and experiencing. I think that the higher order goals should be secondary. A good authentic lesson will have natural inroads to higher-order-thinking and concepts but we can’t mark them as the standard, rather it must be incidental to the learning process. As students get older and are more capable of higher-order-thinking they will reach back and make those leaps, and draw those conclusions.
Technology is beautiful toward these goals. Technology is very concrete, but it does provide inroads to formative thinking. Technology provides authentic experiences to students and lets them experience and work on things that they would not normally have access to. Technology is the greatest authentic education tool in education today short of setting up apprentiships for students.
By Marilyn M. Lombardi
Everywhere I look in education from state standards to administrative directives to research articles there is a clear push to higher level thinking in the classroom. I must admit that this sounds great and fits into all teachers’ dreams. In practice though this is a difficult ideal to enact, unless you want to focus social issues. I don’t want to presume to disagree with the experts but I feel that this approach is all wrong. I will also add that the approach of teaching to a multiple-choice test is also wrong.
Where we agree is on the idea that learning should be authentic. Students need to see how content is relevant to their lives whenever possible. Memorization and rot learning can have little staying power and thus little relevance.
Here is my problem. Students are not often capable of higher-level thinking. Students are defiantly into learning by doing, and experiencing. I think that the higher order goals should be secondary. A good authentic lesson will have natural inroads to higher-order-thinking and concepts but we can’t mark them as the standard, rather it must be incidental to the learning process. As students get older and are more capable of higher-order-thinking they will reach back and make those leaps, and draw those conclusions.
Technology is beautiful toward these goals. Technology is very concrete, but it does provide inroads to formative thinking. Technology provides authentic experiences to students and lets them experience and work on things that they would not normally have access to. Technology is the greatest authentic education tool in education today short of setting up apprentiships for students.
Tuesday, March 18, 2008
Reading #9
New Times Demand New Ways of Learning
This is one of the better articles that I've read addressing learning. There is a natural connection with technology and relevant styles of teaching. They acknowledge the testing culture in schools. I found it interesting that integration of technology does not translate into higher test scores. I also found their definitions good, they seemed more scientific and less teacher centered.
I think that in a number of ways we are up against a lot. All schools care about are higher test scores. If you can't prove that technology can raise test scores then you can't get schools to move in using it. I believe that despite the merits of testing and its implications on students learning that technology can help raise test scores. Any time you can demonstrate something through media and give students a chance to teach what they have learned through technology then you do two things. One you have more differentiated instruction and two students really learn something when they have to teach it, even to a computer.
This is one of the better articles that I've read addressing learning. There is a natural connection with technology and relevant styles of teaching. They acknowledge the testing culture in schools. I found it interesting that integration of technology does not translate into higher test scores. I also found their definitions good, they seemed more scientific and less teacher centered.
I think that in a number of ways we are up against a lot. All schools care about are higher test scores. If you can't prove that technology can raise test scores then you can't get schools to move in using it. I believe that despite the merits of testing and its implications on students learning that technology can help raise test scores. Any time you can demonstrate something through media and give students a chance to teach what they have learned through technology then you do two things. One you have more differentiated instruction and two students really learn something when they have to teach it, even to a computer.
Reading #9
Transforming Learning Through Technology
This article looks at state standards in technology and how well they are represented in schools. It asks the question of weather or not governments are getting a return on their investment. They acknowledge a technology divide, but they use 10 year old data. They address teacher education needing to be focused on today and today's technology. The article ends with a plan for solving the tech divide.
I disagree with the tech divide mainly because a lot of things have changed in ten years. I think a lot of the remaining problems will be solved through the generation x and y teachers entering the teaching field. Also, schools need to see technology as a part of regular classroom activities and not as an add on. I know that younger teachers feel limited if they can't use technology in every lesson.
This article looks at state standards in technology and how well they are represented in schools. It asks the question of weather or not governments are getting a return on their investment. They acknowledge a technology divide, but they use 10 year old data. They address teacher education needing to be focused on today and today's technology. The article ends with a plan for solving the tech divide.
I disagree with the tech divide mainly because a lot of things have changed in ten years. I think a lot of the remaining problems will be solved through the generation x and y teachers entering the teaching field. Also, schools need to see technology as a part of regular classroom activities and not as an add on. I know that younger teachers feel limited if they can't use technology in every lesson.
Tuesday, March 4, 2008
Class 8 Book reading
Chapter 7
This chapter challenged and built on my knowledge about online communication. Asynchronous communication levels the playing field for those who prefer to give a thoughtful answer. Students can all contribute to a discussion. Responses can be examined and weighed over time before a reaction is generated. Classes can post a discussion for both Internet bases courses and local ones. I seems like the Internet really has the power to level the playing field in this way. The Internet has already leveled the playing field in news, and knowledge. I am actively producing PodCasts and I will simply say that I agree with the book and see this as a growing trend in education. Video conferencing seems like it would have to be a sometimes thing. I see it as a great tool, especially if you could really gain access to great minds.
Classroom application: I think that students will see message boards and blogs as another boring written assignment and an obligation. I suppose, like anything, you can make it interesting. I like stuff that really stretches kids. Making a PodCast or a VodCast will stretch a kid and motivate them. I think that if we can capture a students' imagination then we can capture a student. My point is this: we need to provide motivation with imaginative and creative activities connected with communication, because lets face it. Students struggle already to communicate and especially with adults and none-friend-peers.
This chapter challenged and built on my knowledge about online communication. Asynchronous communication levels the playing field for those who prefer to give a thoughtful answer. Students can all contribute to a discussion. Responses can be examined and weighed over time before a reaction is generated. Classes can post a discussion for both Internet bases courses and local ones. I seems like the Internet really has the power to level the playing field in this way. The Internet has already leveled the playing field in news, and knowledge. I am actively producing PodCasts and I will simply say that I agree with the book and see this as a growing trend in education. Video conferencing seems like it would have to be a sometimes thing. I see it as a great tool, especially if you could really gain access to great minds.
Classroom application: I think that students will see message boards and blogs as another boring written assignment and an obligation. I suppose, like anything, you can make it interesting. I like stuff that really stretches kids. Making a PodCast or a VodCast will stretch a kid and motivate them. I think that if we can capture a students' imagination then we can capture a student. My point is this: we need to provide motivation with imaginative and creative activities connected with communication, because lets face it. Students struggle already to communicate and especially with adults and none-friend-peers.
Monday, March 3, 2008
Reading #8
Common Sense Media Forum webcast
This webcast really highlighted some of the issue and dichotomies of virtual worlds for teens, and more importantly some of the educational potential. I was not sure when to cheer, when I heard the controlling parents or the sort of liberally minded virtual advocates. I came to a couple of conclusions. One, these virtual worlds are potentially dangerous. Two, virtual worlds have huge educational potential. But I think both can be addressed through a single philosophy.
Children at play have always tried to replicate what adults do in their own little worlds and according to their interpretations. There is an element of rebellion and self actualization. Kids play house, with cars, and role play everything. What is especially surprising about them doing this behavior online? Why not accept this form of play and use it for education. I think people are made to play as a way to learn. I liked what one of the panelists said, "when you stop learning you stop having fun". Here is what I'm driving at: Make virtual worlds as relevant and real to the experiences and issues of the real world. Virtual world should be the new playgrounds of the real world in miniature seen through the eyes of a child.
This webcast really highlighted some of the issue and dichotomies of virtual worlds for teens, and more importantly some of the educational potential. I was not sure when to cheer, when I heard the controlling parents or the sort of liberally minded virtual advocates. I came to a couple of conclusions. One, these virtual worlds are potentially dangerous. Two, virtual worlds have huge educational potential. But I think both can be addressed through a single philosophy.
Children at play have always tried to replicate what adults do in their own little worlds and according to their interpretations. There is an element of rebellion and self actualization. Kids play house, with cars, and role play everything. What is especially surprising about them doing this behavior online? Why not accept this form of play and use it for education. I think people are made to play as a way to learn. I liked what one of the panelists said, "when you stop learning you stop having fun". Here is what I'm driving at: Make virtual worlds as relevant and real to the experiences and issues of the real world. Virtual world should be the new playgrounds of the real world in miniature seen through the eyes of a child.
Wednesday, February 27, 2008
Class 7 Chapter 5
Modeling With Technologies
This chapter was looking at concept maps, databases, spreadsheets, and Expert Systems as a way of taking a student further with technology. Students move from more passive learners taught by technology to teaching and modeling their understanding through technology. Technology becomes a medium and a tool in the classroom.
I've thought of, and done, much of what was discussed, especially with concept maps and spreadsheets. I have two points that I would like to make, if I may. First, I love the Expert Systems because it takes students from a constructive ways of thinking to formal ways of thinking. What would it be like to form these systems around basic skills and as a result cement the skills. Students would be naturally lead to think higher order questions related to the implications the systems produce. Second, I am endlessly frustrated with students abilities, rather, a lack there of, to collect, organized, and interpret information. Forget about them having a opinion, they can't even access the information. I wonder if we don't spend too much time in Formal mode. Perhaps teacher should write constructive lessons that have incidental inroads to higher level thinking. And let me just point out that it is not at all unusual for a person to never become a formal operational thinker.
Yes, people build models and tell stories. Why not enhance this reality with technology. Perhaps though, and especially with elementary education, we should focus on pre-formal-operational lessons that can lead to more.
This chapter was looking at concept maps, databases, spreadsheets, and Expert Systems as a way of taking a student further with technology. Students move from more passive learners taught by technology to teaching and modeling their understanding through technology. Technology becomes a medium and a tool in the classroom.
I've thought of, and done, much of what was discussed, especially with concept maps and spreadsheets. I have two points that I would like to make, if I may. First, I love the Expert Systems because it takes students from a constructive ways of thinking to formal ways of thinking. What would it be like to form these systems around basic skills and as a result cement the skills. Students would be naturally lead to think higher order questions related to the implications the systems produce. Second, I am endlessly frustrated with students abilities, rather, a lack there of, to collect, organized, and interpret information. Forget about them having a opinion, they can't even access the information. I wonder if we don't spend too much time in Formal mode. Perhaps teacher should write constructive lessons that have incidental inroads to higher level thinking. And let me just point out that it is not at all unusual for a person to never become a formal operational thinker.
Yes, people build models and tell stories. Why not enhance this reality with technology. Perhaps though, and especially with elementary education, we should focus on pre-formal-operational lessons that can lead to more.
Class 7 Readings
How is digital media changing kids and learning?
Wow, I don't know where to begin. There was a lot of ground covered in this audio clip; it was a meeting of great minds that included Howard Gardner. So, I will just comment on what struck me the most, and what the value of this information possesses.
Technology is here, and it is not going away. Even established thinkers and writers who have not really been in the Tech world are now entering it, like Howard Gardner. Schools are more and more seeing the need to build new curriculums incorporating the tools and benefits of technology. The MacArthur foundation is funding an initiative to really inform and steer this new frontier looking at both positive and negative implications. And all of this is being done because of a new reality. Students are raised in a high tech environment, and we need to provide the support they need to use it well.
The thing that stuck with me was some of the discussion over the Tech Divide. I have some mixed feelings and tend to only partially agree with anything I hear. I disagree with the notion that kids are "natives" to technology. I would call them "users/consumers" of technology. Most of the students who have MySpace, etc., do not create media, they consume it (in the clip it said like 12% create media). Students my make some ignorant adults impressed but, lets really look at the true tech aptitude of both the student and the adult. To me, I think there is a real crisis in literacy and thoughtfulness in students. They are not actively thinking and evaluating, they consume and experience. They don't read at the levels of previous generations, and especially when it comes to functional text, which happens to be the text that they are most likely to see on a computer outside of their diet of media.
So, it was a great audio clip. I would have liked to be there and have voiced my concerns above.
Wow, I don't know where to begin. There was a lot of ground covered in this audio clip; it was a meeting of great minds that included Howard Gardner. So, I will just comment on what struck me the most, and what the value of this information possesses.
Technology is here, and it is not going away. Even established thinkers and writers who have not really been in the Tech world are now entering it, like Howard Gardner. Schools are more and more seeing the need to build new curriculums incorporating the tools and benefits of technology. The MacArthur foundation is funding an initiative to really inform and steer this new frontier looking at both positive and negative implications. And all of this is being done because of a new reality. Students are raised in a high tech environment, and we need to provide the support they need to use it well.
The thing that stuck with me was some of the discussion over the Tech Divide. I have some mixed feelings and tend to only partially agree with anything I hear. I disagree with the notion that kids are "natives" to technology. I would call them "users/consumers" of technology. Most of the students who have MySpace, etc., do not create media, they consume it (in the clip it said like 12% create media). Students my make some ignorant adults impressed but, lets really look at the true tech aptitude of both the student and the adult. To me, I think there is a real crisis in literacy and thoughtfulness in students. They are not actively thinking and evaluating, they consume and experience. They don't read at the levels of previous generations, and especially when it comes to functional text, which happens to be the text that they are most likely to see on a computer outside of their diet of media.
So, it was a great audio clip. I would have liked to be there and have voiced my concerns above.
Monday, February 18, 2008
Class 6 article
Living online: I'll have to ask my friends 16 September 2006, NewScientist.com news serviceLiz ElseSherry Turkle
This is defiantly a though provoking article. I was just thinking yesterday, as I was home sick and isolated, that I really don't have as much time to think as I use to. Reflection is a key part of life. We should have our own feelings and options that are formed in our own minds. I don't know if technology is the main culprit, but it has contributed to the problem of a fast paced life. People have always sought the opinions of others and by nature people are followers looking for direction. Technology has changed how we relate. I think that what we do have less of today is time. We have less time to ourselves and less time with others. Technology gives the allusion of interconnectedness with others. Parents feel better about their lack of quality time with their children knowing that they carry a cell phone with them at all times. The question really is what impact this reality will have on our lives. We will be isolated and less known by others. We try to make up for this by pouring our too much information over the web, or to a stranger. But are we really known, and do we really know those around us?
This is defiantly a though provoking article. I was just thinking yesterday, as I was home sick and isolated, that I really don't have as much time to think as I use to. Reflection is a key part of life. We should have our own feelings and options that are formed in our own minds. I don't know if technology is the main culprit, but it has contributed to the problem of a fast paced life. People have always sought the opinions of others and by nature people are followers looking for direction. Technology has changed how we relate. I think that what we do have less of today is time. We have less time to ourselves and less time with others. Technology gives the allusion of interconnectedness with others. Parents feel better about their lack of quality time with their children knowing that they carry a cell phone with them at all times. The question really is what impact this reality will have on our lives. We will be isolated and less known by others. We try to make up for this by pouring our too much information over the web, or to a stranger. But are we really known, and do we really know those around us?
Tuesday, February 12, 2008
Class 5 Chapter Readings
These chapters 4 and 6 support the discussion and activities of our class. I have really seen the value of Graphic organizers while teaching at a predominantly ELL school. Students need to see ideas in more than the written or spoken word. Students have trouble with the relationships between two pieces of information and drawing conclusions from them. I plan to increase my use of these tools for students to organize their thoughts and to plan their own projects.
I am excited about the collaboration part of Web 2.0. I am working on how to make that useful to ELL students and work around the blocked sites. It would be great too if there was a wiki of sorts that would be a student created tutorials on some of the programs and projects in my class, where they use multiple media to demonstrate ideas and share ideas. Later students would be able to view findings add their own and ultimately progress further than previous students. Students would be able to build on others work.
I like a lot of the ideas that were shared, however, I'm not a Social Studies teacher incorporating technology, and I’m a technology teacher incorporating Social Studies. My goal is to teach Arizona Technology standards and one of my goals is to do that well.
I am excited about the collaboration part of Web 2.0. I am working on how to make that useful to ELL students and work around the blocked sites. It would be great too if there was a wiki of sorts that would be a student created tutorials on some of the programs and projects in my class, where they use multiple media to demonstrate ideas and share ideas. Later students would be able to view findings add their own and ultimately progress further than previous students. Students would be able to build on others work.
I like a lot of the ideas that were shared, however, I'm not a Social Studies teacher incorporating technology, and I’m a technology teacher incorporating Social Studies. My goal is to teach Arizona Technology standards and one of my goals is to do that well.
Reaction to Week 5 article
Myths and Realities About Technology in K-12 Schools
By Glenn M. Kleiman, The Center for Online Professional Education (COPE)
at Education Development Center, Inc. (EDC)
What a timley article to have read after compleating my Technology inventory of my school. I was thinking about how many tools we have and how little we really use them. I have started to wonder about how we can bring teachers to the point of authentic tecnology intergration.
Even tough there may be a district or even school plan for technology there may be other plans at work and little support and leadership to carry out a plan. Some schools are motivated to get technology but not to teach it. If a low income school can prove that its students are ignorant about technology then they get more money.
I think that the authors are now wrong about the technology divide. Many low income schools have lots of computers and equipment because of government programs. The truth is that the didvide does exist but not in access to good equipment at school. My school is a low income one with lots of technology, and I do see a difference in these kids. High income kids are more likely to have a computer at home, and teachers can do more authentic activities with these more tech savy kids, where as we are more concerned wth their litteracy. Our students often spend there time on the computer just getting comfortable with it. It is difficult to get kid needing basic skills to do the ideal of iquaries bassed learning where the technology is a tool and not the subjuect of the learning.
So, yes school need ong term and ongoing support for teachers, but we have also got to consider the needs and particulars of our students.
By Glenn M. Kleiman, The Center for Online Professional Education (COPE)
at Education Development Center, Inc. (EDC)
What a timley article to have read after compleating my Technology inventory of my school. I was thinking about how many tools we have and how little we really use them. I have started to wonder about how we can bring teachers to the point of authentic tecnology intergration.
Even tough there may be a district or even school plan for technology there may be other plans at work and little support and leadership to carry out a plan. Some schools are motivated to get technology but not to teach it. If a low income school can prove that its students are ignorant about technology then they get more money.
I think that the authors are now wrong about the technology divide. Many low income schools have lots of computers and equipment because of government programs. The truth is that the didvide does exist but not in access to good equipment at school. My school is a low income one with lots of technology, and I do see a difference in these kids. High income kids are more likely to have a computer at home, and teachers can do more authentic activities with these more tech savy kids, where as we are more concerned wth their litteracy. Our students often spend there time on the computer just getting comfortable with it. It is difficult to get kid needing basic skills to do the ideal of iquaries bassed learning where the technology is a tool and not the subjuect of the learning.
So, yes school need ong term and ongoing support for teachers, but we have also got to consider the needs and particulars of our students.
Tuesday, February 5, 2008
Reaction to Teaching with News Eyes
This article, http://www.mff.org/edtech/article.taf?_function=detail&Content_uid1=133
Is about using the 5 w's when teaching and technology tools to make educating students more authentic and life skills. I must admit that the article smacked of giddy idealism, but when you push that aside there are some nuggets of value. Using strategies, like the 5W's are excellent in helping students think about a subject rather than just receive information. If students are going to learn then they need to add to existing knowledge and be very central and active in accommodating new information.
As far as the classroom goes this has good application. The main application is really a reminder to gear activities and objectives around students engaged in actively constructing and adding to their own understanding and knowledge. The second thing is life and ethics. We as teachers need to address life and it's issues and help students think through issues. So, this article is a good reminder.
Is about using the 5 w's when teaching and technology tools to make educating students more authentic and life skills. I must admit that the article smacked of giddy idealism, but when you push that aside there are some nuggets of value. Using strategies, like the 5W's are excellent in helping students think about a subject rather than just receive information. If students are going to learn then they need to add to existing knowledge and be very central and active in accommodating new information.
As far as the classroom goes this has good application. The main application is really a reminder to gear activities and objectives around students engaged in actively constructing and adding to their own understanding and knowledge. The second thing is life and ethics. We as teachers need to address life and it's issues and help students think through issues. So, this article is a good reminder.
Monday, February 4, 2008
Reflections for chapters 1 and 2
Reflections for chapter 1
This chapter both challenged my beliefs and understandings of the role of technology as well as answering a big question that I have had. Both are wrapped up in the same concept that technology is not a teacher but a tool for students to teach what they have learned or express what they have learned. This seems like a real authentic approach where students are faced with open ended questions where they explore and evaluate results. I can now see my self using real world problems that students seek solutions to through technology as a tool. I remember using case studies form my undergrad. What about case studies for computers?
Reflections for chapter 2
Chapter two takes off where chapter one left off by describing what research could look like using technology in more authentic ways. I realize now that I was using WebQuests and other research scenarios that were no different than asking student to answer questions after reading a chapter of a social studies book. The idea that students would create a WebQuest to teach others what they have learned is fantastic. Giving students and opportunity to evaluate what they know about a topic and then releasing them to explore and add to their understanding is fantastic. Probes and handhelds are crucial though I see that as an opportunity down the road.
This chapter both challenged my beliefs and understandings of the role of technology as well as answering a big question that I have had. Both are wrapped up in the same concept that technology is not a teacher but a tool for students to teach what they have learned or express what they have learned. This seems like a real authentic approach where students are faced with open ended questions where they explore and evaluate results. I can now see my self using real world problems that students seek solutions to through technology as a tool. I remember using case studies form my undergrad. What about case studies for computers?
Reflections for chapter 2
Chapter two takes off where chapter one left off by describing what research could look like using technology in more authentic ways. I realize now that I was using WebQuests and other research scenarios that were no different than asking student to answer questions after reading a chapter of a social studies book. The idea that students would create a WebQuest to teach others what they have learned is fantastic. Giving students and opportunity to evaluate what they know about a topic and then releasing them to explore and add to their understanding is fantastic. Probes and handhelds are crucial though I see that as an opportunity down the road.
Saturday, January 26, 2008
WebQuests Exploration class #3
WebQuests are valuable tools for incorporating technology in the classroom. They use media in a consistent format to set the stage for a project, guide students through it, and clearly outline how students will be evaluated on there work.
WebQuests allow for a great range of subjects and activities. The students get caught up in a virtual world to explore and then share there findings.
My experience has been that WebQuests that are best suited for your classroom are designed and implement by you and for your specific class in mind. However, this view was challenged some by looking through the http://webquest.org/index.php website. Many of these seemed designed to share with other classrooms. They were also linked to useful resources and had a lot of visual appeal. They had well defined objectives, and explanations. My experience with other WebQuests has been that they often have poor resource links to pages that no longer exist or were obviously never explored enough by the creator of the WebQuest. So, I think there is hope for using other peoples WebQuests given that you sift through them and make sure the links all work and lead to resources that not only give students the information that they are looking for but also are at the reading level of the given students. In the end though you may be better off creating your own WebQuest.
WebQuests allow for a great range of subjects and activities. The students get caught up in a virtual world to explore and then share there findings.
My experience has been that WebQuests that are best suited for your classroom are designed and implement by you and for your specific class in mind. However, this view was challenged some by looking through the http://webquest.org/index.php website. Many of these seemed designed to share with other classrooms. They were also linked to useful resources and had a lot of visual appeal. They had well defined objectives, and explanations. My experience with other WebQuests has been that they often have poor resource links to pages that no longer exist or were obviously never explored enough by the creator of the WebQuest. So, I think there is hope for using other peoples WebQuests given that you sift through them and make sure the links all work and lead to resources that not only give students the information that they are looking for but also are at the reading level of the given students. In the end though you may be better off creating your own WebQuest.
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