Christensen, C. M., & Horn, M. B. (2008, August). Disrupting Class: Student-Centric Education Is the Future. Edutopia. Retrieved October 7, 2008, from http://www.edutopia.org/student-centric-education-technology
How can a classroom use technology to transform education? This is the question that is at the heart of this article. The authors suggest that rather than merely putting new technology in the classroom, the key to transforming education lies in the way that the technology is implemented. They propose implementing technology disruptively, or where it is not already being consumed. In other words, the idea is to get technology and online classes where there is no alternative- there is either technology based learning or there is no learning. In this way, the technology implemented will be able to grow without much cost to the system, and will continue to improve the level of education. The article predicts that online learning will reach more students and will become more precedent in our society.
Question 1: Would implementing such systems eventually lead to the dissolution of the formal public school system as we know it?
While online learning may replace the need for many courses to meet face to face, I do not foresee dissolution of public school as we know it. There are state and national standards that would not survive an online revolution, such as physical education. Also, there is still something to be said for one-on-one, face-to-face interaction in learning. Many students will not succeed if placed behind a computer for their entire span of education.
Question 2: How can we ensure accountability of students while they take online courses?
By working with parents, I believe that schools can still keep children accountable even while they take classes online. Having time requirements, i.e. a certain number of hours spent on the content per week, would be one way to ensure that the students are putting in the work to learn the material instead of copying or getting answers from a friend or relative.
Tuesday, October 7, 2008
Journal 4: Text Unto Others….As You Would Have them Text Unto You
Villano, M. (2008, September). Text Unto Others... As You Would Have Them Text Unto You. T.H.E. Journal, 1-6. Retrieved October 7, 2008, from http://www.thejournal.com/articles/23225_1
The focus of this article is on the importance of teaching student to be good “digital citizens.” Because technology now plays such an integral role in the lives of students, both inside and outside of the school’s walls, they should be made aware of the etiquette of Internet usage, or Netiquette. The author discusses the works of two different programs that are both working in school districts to implement programs to teach students, parents and teachers both the importance of digital citizenship as well as the pitfalls of irresponsible Internet usage. The first program, in Manhattan, KS, stresses nine steps for good digital citizenship: etiquette, communication, literacy, access, commerce, law, rights and responsibilities, health and wellness, and security. This program instructs participants how to be savvy technology-users all around, not focusing merely on netiquette. The second program is found in Gillette, WY and focuses more on netiquette and legal and safe use of the Internet. This program also comments on the accountability of parents when it comes to oversight of their child’s internet and computer usage. The school can teach students all the rules and proper usage, but it comes down to parental supervision at home.
Question 1: How can I have my students learn Netiquette?
One way for students to learn proper technological use is to send them to sites such as “Digital Citizen Project” where they can learn more about it. Further, it would be beneficial for the entire school community to hire a speaker or a program that would work on campus with teaching students, faculty and community members about the proper use of the Internet.
Question 2: Will teaching students about netiquette and the difference between legal and illegal internet usage prevent them from improper usage?
We can’t be entirely certain that education on the proper and improper usage of computers will stop a student, or any person for that matter, from misusing technology, but it can prevent occurrences when the student merely does not know better. Also, by teaching them these things, we are helping students keep themselves from predators and the law.
The focus of this article is on the importance of teaching student to be good “digital citizens.” Because technology now plays such an integral role in the lives of students, both inside and outside of the school’s walls, they should be made aware of the etiquette of Internet usage, or Netiquette. The author discusses the works of two different programs that are both working in school districts to implement programs to teach students, parents and teachers both the importance of digital citizenship as well as the pitfalls of irresponsible Internet usage. The first program, in Manhattan, KS, stresses nine steps for good digital citizenship: etiquette, communication, literacy, access, commerce, law, rights and responsibilities, health and wellness, and security. This program instructs participants how to be savvy technology-users all around, not focusing merely on netiquette. The second program is found in Gillette, WY and focuses more on netiquette and legal and safe use of the Internet. This program also comments on the accountability of parents when it comes to oversight of their child’s internet and computer usage. The school can teach students all the rules and proper usage, but it comes down to parental supervision at home.
Question 1: How can I have my students learn Netiquette?
One way for students to learn proper technological use is to send them to sites such as “Digital Citizen Project” where they can learn more about it. Further, it would be beneficial for the entire school community to hire a speaker or a program that would work on campus with teaching students, faculty and community members about the proper use of the Internet.
Question 2: Will teaching students about netiquette and the difference between legal and illegal internet usage prevent them from improper usage?
We can’t be entirely certain that education on the proper and improper usage of computers will stop a student, or any person for that matter, from misusing technology, but it can prevent occurrences when the student merely does not know better. Also, by teaching them these things, we are helping students keep themselves from predators and the law.
Journal 3: Who Are Today’s Learners?
Greenhow, C. (2008, September). Who Are Today's Learners? ISTE, 16-17. Retrieved October 7, 2008, from http://www.iste.org/AM/Template.cfm?Section=September_October_No_2_1&Template=/MembersOnly.cfm&NavMenuID=4107&ContentID=21638&DirectListComboInd=D
In this article, Greenhow reviews a study performed on 4,000 middle school students about their “technology conditions, skills and use for communication, collaboration, productivity and entertainment” (Greenhow 2008, page 16) as well as their school activities preference. The study shows that, contrary to popular opinion, lower economic status does not necessarily mean less technological savvy. The author suggests getting to know the technological habits of your students by asking them a series of questions about their technology usage if this information is not already collected by your school. She then returns to the research and reports that students are more likely to use Internet technologies other than just email to communicate. Students are mostly using cell phones, communication technology such as instant messaging and social network sites, and computer games outside of school. The article goes on to tell the reader what the students themselves recommend to teachers in regards to technology and learning. Students stated that they want to be able to use technology in the classroom more, and that activities involving technology rank among their favorite things about school. They also would like to see school look more like an internet café, with more room to sit comfortable and work with portable electronic devises. The students in the research understood that strong skills in technology will help them with future jobs, and hope that their schools will incorporate more of those technologies that will likely use in the workplace. Finally, the author briefly suggests that schools and districts make a move towards incorporating more technology into every aspect of schooling in order to keep up with the times and reach the students.
Question 1: How can we incorporate more student-friendly technology into the classroom without sacrificing content standards?
Allowing students to turn work in via websites, blog sites, and the like will bring technology into the classroom without sacrificing standards. Additionally, all content teachers can incorporate technology through research projects, presentations and other projects that are designed around the content standards.
Question 2: Instead of incorporating “work-place” technology into the classroom, would it be better to have an entire course dedicated to preparing students for the future of technology use?
Technology is not going away anytime soon, and therefore it is important that we train our students for this technology-filled future. While it is important to use technology in every content area and in every classroom so that students feel comfortable with it and are exposed to the great variety that it allows, having an entire course to get to use technology and learn about new inventions would also be beneficial, especially to students who know that they do not want to pursue higher education.
In this article, Greenhow reviews a study performed on 4,000 middle school students about their “technology conditions, skills and use for communication, collaboration, productivity and entertainment” (Greenhow 2008, page 16) as well as their school activities preference. The study shows that, contrary to popular opinion, lower economic status does not necessarily mean less technological savvy. The author suggests getting to know the technological habits of your students by asking them a series of questions about their technology usage if this information is not already collected by your school. She then returns to the research and reports that students are more likely to use Internet technologies other than just email to communicate. Students are mostly using cell phones, communication technology such as instant messaging and social network sites, and computer games outside of school. The article goes on to tell the reader what the students themselves recommend to teachers in regards to technology and learning. Students stated that they want to be able to use technology in the classroom more, and that activities involving technology rank among their favorite things about school. They also would like to see school look more like an internet café, with more room to sit comfortable and work with portable electronic devises. The students in the research understood that strong skills in technology will help them with future jobs, and hope that their schools will incorporate more of those technologies that will likely use in the workplace. Finally, the author briefly suggests that schools and districts make a move towards incorporating more technology into every aspect of schooling in order to keep up with the times and reach the students.
Question 1: How can we incorporate more student-friendly technology into the classroom without sacrificing content standards?
Allowing students to turn work in via websites, blog sites, and the like will bring technology into the classroom without sacrificing standards. Additionally, all content teachers can incorporate technology through research projects, presentations and other projects that are designed around the content standards.
Question 2: Instead of incorporating “work-place” technology into the classroom, would it be better to have an entire course dedicated to preparing students for the future of technology use?
Technology is not going away anytime soon, and therefore it is important that we train our students for this technology-filled future. While it is important to use technology in every content area and in every classroom so that students feel comfortable with it and are exposed to the great variety that it allows, having an entire course to get to use technology and learn about new inventions would also be beneficial, especially to students who know that they do not want to pursue higher education.
Sunday, October 5, 2008
Journal 2: Web 2.0
Groff, J, & Haas, J (2008). Web 2.0: Today’s Technologies, Tomorrow’s Learning. ISTE, Retrieved October 5, 2008, from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/SeptemberOctoberNo2/36212g.pdf
As the title implies, this article explores some popular technologies and how they can be utilized in the classroom. The authors discuss networking sites such as Facebook and Ning, simulations such as Second Life, and games like World of Warcraft, and apply them to academics. Networking sites can be used to create an online community of students and teachers. Students can feel involved, while teachers can use it as a tool to share ideas and strategies with other teachers. Online simulations, like those created through Starlogo: the Next Generation, are an excellent way for students to get hands-on and up close experience with things that would otherwise be impossible to simulate. The authors use the example of one science teacher recreating forest fires and teaching evolution through these simulations. The idea of video and computer games being beneficial to children is often laughed at. However, Groff and Haas point out that much has been written lately touting the educational benefits of these same games. Games allow students to think critically and problem solve in semi-real life situations, much like those presented in the game Ayiti, where students attempt to make decisions about health care, poverty, education, etc. for a small island community. Finally, the authors give some advice for teachers to get started using some of these technologies in their own classroom.
Question 1: How would I be able to utilize these technologies when budgets are already so tight that I cannot even make copies for all the students?
Because of technology’s growing importance in the classroom, there are probably many grants available to teachers who are looking to explore. Teachers should search out government grants and possibly even contact technology companies about getting donations. Alternatively, fundraising for these programs at the school level would be a good option.
Question 2: Will I be able to fit games and simulations into the course of a semester when it is already difficult to cover all of the state mandated curriculum in the allotted time?
It is true that time is already a huge issue in local classrooms, especially with the recent push to practice and teach for standardized testing. However, some of these simulations and games will teach the students many skills and content material if utilized correctly. For example, the game that involves the causes of and the diplomacy during World War I would cover many of the California content standards for World or U.S. History,
As the title implies, this article explores some popular technologies and how they can be utilized in the classroom. The authors discuss networking sites such as Facebook and Ning, simulations such as Second Life, and games like World of Warcraft, and apply them to academics. Networking sites can be used to create an online community of students and teachers. Students can feel involved, while teachers can use it as a tool to share ideas and strategies with other teachers. Online simulations, like those created through Starlogo: the Next Generation, are an excellent way for students to get hands-on and up close experience with things that would otherwise be impossible to simulate. The authors use the example of one science teacher recreating forest fires and teaching evolution through these simulations. The idea of video and computer games being beneficial to children is often laughed at. However, Groff and Haas point out that much has been written lately touting the educational benefits of these same games. Games allow students to think critically and problem solve in semi-real life situations, much like those presented in the game Ayiti, where students attempt to make decisions about health care, poverty, education, etc. for a small island community. Finally, the authors give some advice for teachers to get started using some of these technologies in their own classroom.
Question 1: How would I be able to utilize these technologies when budgets are already so tight that I cannot even make copies for all the students?
Because of technology’s growing importance in the classroom, there are probably many grants available to teachers who are looking to explore. Teachers should search out government grants and possibly even contact technology companies about getting donations. Alternatively, fundraising for these programs at the school level would be a good option.
Question 2: Will I be able to fit games and simulations into the course of a semester when it is already difficult to cover all of the state mandated curriculum in the allotted time?
It is true that time is already a huge issue in local classrooms, especially with the recent push to practice and teach for standardized testing. However, some of these simulations and games will teach the students many skills and content material if utilized correctly. For example, the game that involves the causes of and the diplomacy during World War I would cover many of the California content standards for World or U.S. History,
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