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.
Wednesday, February 27, 2008
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.
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