Social Justice: Choice or Necessity?
By Colleen Swain and David Edyburn
In today’s technology based society, a strong computer savvy is no longer and bonus skill, but rather a necessity. All papers are written on computers, and all research and information acquisition is via the internet. The lack of a proper technological education is almost equivalent to an inability to read. It is mind boggling to believe that we will be preparing our students for careers that do not even exist yet, According to the US Department of Labor in the next few decades 80% of all jobs will require technological intelligence.
One of the biggest issues with teaching through technology is this issue of social justice. Educators must strive to provide instructional technology accessible to the classroom, and make this a staple part of the learning process. Some of the greatest restrictions on a quality technological education are simply lack of proper access, if any at all to sources. Once sources are gained, the task is proper utilization. New resources are popping up daily, so educators need to effectively decide which to take advantage of and how to use them in the classroom.
We as teachers can help to eliminate the educational learning gap, if we go about it the right way.
Question 1: How are we supposed to as educators prepare our students for careers we don’t even know about yet?
Answer 1: The best we can do for our students is to learn along with them. We can prepare ourselves as best as we can, and use ourselves are examples.
Question 2: How important will correct social justice play into our classrooms?
Answer 2: Social justice will be an ever present factor in our technological instruction. We will have to decide as educators what is proper for the classroom and not just correlated to our own personal preferences.
Friday, April 17, 2009
Friday, April 10, 2009
Journal Review 8
Growing Your Personal Learning Network
By David Warlick
This particular article was about PLNs, or Personal Learning Networks. The concept of PLNs is not a new concept by any means. For years, we as people have relied on resources and those around us to formulate the basis of our knowledge. Even before the convenience of technology we were connecting with people and the world around us.
It seems as though new PLNs are popping up everyday. There are 3 main types of PLNs. The first is a personally maintained synchronous connection. This is the standard PLN that includes consulted people and places for answers and information. The second is a personally and socially maintained semichronous connection. This type of connection consists of an alternate time reference. It is not synchronous, it just simply exists. The final type of PLN is a dynamically maintained asynchronous connection. The prior two connect people with each other, this type connects us with sources we deem as valuable.
It’s funny because I chose this article for the same reason I chose the last, in that it made a reference to what we were discussing in class this week. Diigo was used as one of the main examples.
Question 1: What relevance does this article have to current events in technology?
Answer 1: Basically, this entire article is everything that is current in technology The internet and all its components are such an ever-flourishing market, and these PLNs are just some of many examples of that.
Question 2: How can I use this to relate to my students?
Answer 2: I always try to put myself in the position of the students and how I could better understand their angle. For me, Myspace was the site in high school. I was about 15 when the site came into full swing, and I remember everyone just had to have a Myspace. Now there is Facebook, and Twitter, and who knows what else. But I’ll always remember my first experiences with mastering the site.
By David Warlick
This particular article was about PLNs, or Personal Learning Networks. The concept of PLNs is not a new concept by any means. For years, we as people have relied on resources and those around us to formulate the basis of our knowledge. Even before the convenience of technology we were connecting with people and the world around us.
It seems as though new PLNs are popping up everyday. There are 3 main types of PLNs. The first is a personally maintained synchronous connection. This is the standard PLN that includes consulted people and places for answers and information. The second is a personally and socially maintained semichronous connection. This type of connection consists of an alternate time reference. It is not synchronous, it just simply exists. The final type of PLN is a dynamically maintained asynchronous connection. The prior two connect people with each other, this type connects us with sources we deem as valuable.
It’s funny because I chose this article for the same reason I chose the last, in that it made a reference to what we were discussing in class this week. Diigo was used as one of the main examples.
Question 1: What relevance does this article have to current events in technology?
Answer 1: Basically, this entire article is everything that is current in technology The internet and all its components are such an ever-flourishing market, and these PLNs are just some of many examples of that.
Question 2: How can I use this to relate to my students?
Answer 2: I always try to put myself in the position of the students and how I could better understand their angle. For me, Myspace was the site in high school. I was about 15 when the site came into full swing, and I remember everyone just had to have a Myspace. Now there is Facebook, and Twitter, and who knows what else. But I’ll always remember my first experiences with mastering the site.
Friday, March 27, 2009
Journal Review 7
Tech Camp Unleashes Creativity and Collaboration
By Joe Bardin
Each summer Kindergarten through 12th Grade teachers gather together to put on a technology based summer camp for students. The goal being to improve Arizona schools through high quality professional development, and teacher leadership. It has become apparent that teachers want to utilize technology more, but they need a way to jumpstart their efforts. Enter, the Arizona K-12Center.
The great thing about technology is that it actually gets students interested in the material and inspires them to cooperate. When making iMovie projects, there was no hassle to get children involved since they all wanted to be a part of the movie. The great thing about each of the tools is that they are all so easy to use. The technology can also be used to bridge language gaps, for example with deaf students, or any other second language learners.
Finally the camp was able to enhance collaboration between not just the teachers, but the fellow students. The older ELL students were able to help the younger students, everyone is able to learn from each other. The greatest revelation discovered through the camp was that no one person knows everything about any given task or application. This is not however seen as a barrier, but rather as an opportunity for knowledge.
Question 1: What attracted me most to this article?
Answer 1: I usually skim the articles before I decide which one I’d like to write my blog about, and what popped out to me about this one was the iMovie project. It was so fun playing around with it in class that it inspired me to do my blog on this article.
Question 2: How does this article help to encourage using more technology in the classrooms?
Answer 2: It proved how effective teamwork can be. Not just the efforts of the teachers, but the student involvement. Technology seems to be an arena today’s youth are able to actively participate in, they feel comfortable with it, and therefore more likely to get involved. Since getting children excited about learning is what it’s all about, we should be encouraging them to learn through outlets they are comfortable with. Assigning more projects that promotes the utilization of their computer savvy skills.
By Joe Bardin
Each summer Kindergarten through 12th Grade teachers gather together to put on a technology based summer camp for students. The goal being to improve Arizona schools through high quality professional development, and teacher leadership. It has become apparent that teachers want to utilize technology more, but they need a way to jumpstart their efforts. Enter, the Arizona K-12Center.
The great thing about technology is that it actually gets students interested in the material and inspires them to cooperate. When making iMovie projects, there was no hassle to get children involved since they all wanted to be a part of the movie. The great thing about each of the tools is that they are all so easy to use. The technology can also be used to bridge language gaps, for example with deaf students, or any other second language learners.
Finally the camp was able to enhance collaboration between not just the teachers, but the fellow students. The older ELL students were able to help the younger students, everyone is able to learn from each other. The greatest revelation discovered through the camp was that no one person knows everything about any given task or application. This is not however seen as a barrier, but rather as an opportunity for knowledge.
Question 1: What attracted me most to this article?
Answer 1: I usually skim the articles before I decide which one I’d like to write my blog about, and what popped out to me about this one was the iMovie project. It was so fun playing around with it in class that it inspired me to do my blog on this article.
Question 2: How does this article help to encourage using more technology in the classrooms?
Answer 2: It proved how effective teamwork can be. Not just the efforts of the teachers, but the student involvement. Technology seems to be an arena today’s youth are able to actively participate in, they feel comfortable with it, and therefore more likely to get involved. Since getting children excited about learning is what it’s all about, we should be encouraging them to learn through outlets they are comfortable with. Assigning more projects that promotes the utilization of their computer savvy skills.
Friday, March 13, 2009
Journal Review 6
Turning Lurkers into Learners
By Jason Alley and Karen Greenhaus
The main focus of this article was about turning "lurkers," into active chatroom participants. A lurker is defined as a student who rarely, or never participates in online discussions. There are many reasons why a student might not want to participate, not just because of apathy, or laziness; for example if they feel the topic has already been fully addressed before they got to give their input, or if it is a topic that they have very little knowledge of and need to learn more about.
Today, more and more schools are converting online systems like Blackboard and WebCT, and not only are lectures, but entire class sessions and lectures are being conducted online. While this approach is may be effective for an avid computer user, or someone with previous onsite experience, but for someone completely out of the know, it can be quite daunting. Which is was causes more and more lurking, especially as the semester progresses.
According the article the best way appease lurking, and promote active participation is by getting children involved early on in the class. Having various introduction activities and games that make kids comfortable with the system and with the other children in their class. The more comfortable the student feels the more they will be willing to share and divulge in the discussion groups. As we try to progress technology based learning we need to continue developing innovative ways to ensure that our students are able to progress along with it.
Question 1: How will my own personal experiences with online discussions make it easier using them in my own classroom?
Answer 1: Growing up in the generation that I did will undoubtedly be a great advantage to me. I have been using computers for my everday schoolwork for just about all of my academic career. My entire college education has involved utilizing WebCT on a daily basis. So for me, understanding how the class discussions work will be of no difficulty, and I will also be able to relate to the students since I will understand it from their end as well.
Question 2: What ways could I get my students to actively participate as "learners" not "lurkers?"
Answer 2: I think the best way to get students involved is to get them jumpstarted and excited about online discussions from the very beginning. Have the introductory discussion be something that is going to intrigue them right off the bat, and motivate them to stay active throughout the semester. Have them describe themselves; maybe their favorite pasttime or hobby, or some other defining characterstic they admire about themselves that makes them unique. If the topic is something that they can't get wrong and feel comfortable enough talking about they will become familiar with the online course tools, and with the entire discussion process.
By Jason Alley and Karen Greenhaus
The main focus of this article was about turning "lurkers," into active chatroom participants. A lurker is defined as a student who rarely, or never participates in online discussions. There are many reasons why a student might not want to participate, not just because of apathy, or laziness; for example if they feel the topic has already been fully addressed before they got to give their input, or if it is a topic that they have very little knowledge of and need to learn more about.
Today, more and more schools are converting online systems like Blackboard and WebCT, and not only are lectures, but entire class sessions and lectures are being conducted online. While this approach is may be effective for an avid computer user, or someone with previous onsite experience, but for someone completely out of the know, it can be quite daunting. Which is was causes more and more lurking, especially as the semester progresses.
According the article the best way appease lurking, and promote active participation is by getting children involved early on in the class. Having various introduction activities and games that make kids comfortable with the system and with the other children in their class. The more comfortable the student feels the more they will be willing to share and divulge in the discussion groups. As we try to progress technology based learning we need to continue developing innovative ways to ensure that our students are able to progress along with it.
Question 1: How will my own personal experiences with online discussions make it easier using them in my own classroom?
Answer 1: Growing up in the generation that I did will undoubtedly be a great advantage to me. I have been using computers for my everday schoolwork for just about all of my academic career. My entire college education has involved utilizing WebCT on a daily basis. So for me, understanding how the class discussions work will be of no difficulty, and I will also be able to relate to the students since I will understand it from their end as well.
Question 2: What ways could I get my students to actively participate as "learners" not "lurkers?"
Answer 2: I think the best way to get students involved is to get them jumpstarted and excited about online discussions from the very beginning. Have the introductory discussion be something that is going to intrigue them right off the bat, and motivate them to stay active throughout the semester. Have them describe themselves; maybe their favorite pasttime or hobby, or some other defining characterstic they admire about themselves that makes them unique. If the topic is something that they can't get wrong and feel comfortable enough talking about they will become familiar with the online course tools, and with the entire discussion process.
Friday, March 6, 2009
Journal Review 5
Does This Really Work?
The Keys to Implementing New Technology
While Providing Evidence That Technology is Successful.
By Sara Sawtelle
Today many school districts across the nation are using technology that is dated, ineffective, and irrelevant to the present times. However, people and schools become so set in their technological ways, and attached to the programs that they are comfortable using, it can be hard to let go and adapt newer technological opportunities. The purpose of this article is not only to implement new technology, but to prove the true benefits of newer options. The approach taken to proof the effectiveness of these programs is based on The Scientific Method. While most people only think of The Scientific Method when it comes to conducting science experience or chemistry projects, the author looks at this task an experiment in its own right.
Stage 1: To Create a Hypothesis, or develop a plan to determine how beneficial the new program will be. Stage 2: Plan an Experiment. They Do this by asking important questions, and covering all the basis so as to be able to effectively stand by their technological updates. Stage 3: Preparation, this involves getting all the key players and backers of the project trained in the subject area so that they can effectively prove the software’s viability. That way they will be able to seamlessly integrate the test program into the curriculum. Stage 4: Testing the Predictions, this involves the actual implementation of the software into the test area, and having the teachers that were trained in its usage help to make sure the programs run smoothly. The final state is Stage 5: Adjustments, going through and working out the kinks in the system so to say, and testing its results. Was the new program more effective than past ones? Were noticeably significant increases in the subject material documented?
The school was able to effectively document results, demonstrate progress, and implement an innovative technology into the school.
Question 1: Was this an effective way to take a step toward the future?
Answer 2: In my recent observations and deductions, it is becoming increasingly apparent how reluctant schools are toward adapting new technology, and utilizing it in their classrooms. Even though there is so much out there that can be gained by shifting focus to a technology based education, many educators are still digging their heels in the sand. So I think that an approach like this could be highly effective. It is presented in such a logical way that would make sense to educators across the board, and is thorough enough to be credible.
Question 2: How would I be able to use this method in my own classroom?
Answer 2: It has recently dawned on me that I am preparing to teach students with tools that have not been invented yet. With new gadgets like iPods, and USBs, and the constant evolution of the internet, it is has to even imagine what types of things will continue to pop up over the next 50 years. Many of these tools will undoubtedly be an asset to the education community and further solidify the material we are trying to teach to our students. It is also fair to assume that implementing these technologies in our classrooms will be met with hesitation and criticism; a Scientific Method based approach like this is really going to come in handy when trying to force our districts into the future.
The Keys to Implementing New Technology
While Providing Evidence That Technology is Successful.
By Sara Sawtelle
Today many school districts across the nation are using technology that is dated, ineffective, and irrelevant to the present times. However, people and schools become so set in their technological ways, and attached to the programs that they are comfortable using, it can be hard to let go and adapt newer technological opportunities. The purpose of this article is not only to implement new technology, but to prove the true benefits of newer options. The approach taken to proof the effectiveness of these programs is based on The Scientific Method. While most people only think of The Scientific Method when it comes to conducting science experience or chemistry projects, the author looks at this task an experiment in its own right.
Stage 1: To Create a Hypothesis, or develop a plan to determine how beneficial the new program will be. Stage 2: Plan an Experiment. They Do this by asking important questions, and covering all the basis so as to be able to effectively stand by their technological updates. Stage 3: Preparation, this involves getting all the key players and backers of the project trained in the subject area so that they can effectively prove the software’s viability. That way they will be able to seamlessly integrate the test program into the curriculum. Stage 4: Testing the Predictions, this involves the actual implementation of the software into the test area, and having the teachers that were trained in its usage help to make sure the programs run smoothly. The final state is Stage 5: Adjustments, going through and working out the kinks in the system so to say, and testing its results. Was the new program more effective than past ones? Were noticeably significant increases in the subject material documented?
The school was able to effectively document results, demonstrate progress, and implement an innovative technology into the school.
Question 1: Was this an effective way to take a step toward the future?
Answer 2: In my recent observations and deductions, it is becoming increasingly apparent how reluctant schools are toward adapting new technology, and utilizing it in their classrooms. Even though there is so much out there that can be gained by shifting focus to a technology based education, many educators are still digging their heels in the sand. So I think that an approach like this could be highly effective. It is presented in such a logical way that would make sense to educators across the board, and is thorough enough to be credible.
Question 2: How would I be able to use this method in my own classroom?
Answer 2: It has recently dawned on me that I am preparing to teach students with tools that have not been invented yet. With new gadgets like iPods, and USBs, and the constant evolution of the internet, it is has to even imagine what types of things will continue to pop up over the next 50 years. Many of these tools will undoubtedly be an asset to the education community and further solidify the material we are trying to teach to our students. It is also fair to assume that implementing these technologies in our classrooms will be met with hesitation and criticism; a Scientific Method based approach like this is really going to come in handy when trying to force our districts into the future.
Tuesday, March 3, 2009
Software Review: Learning.com
Web-Browsing: Research and Citing Sources Grades 6-8
Learning.com Webling: http://learning.com
I found the Web-Browsing Unit to be a very useful resource. It mostly just reitterated and confirmed information that I already knew, but it was still very informative. I think that it would such an asset in a classroom environment, especially for children with no prior knowledge of the technical skills. The way that the lessons are broken down it makes it easy to keep up with everything they are demonstrating and getting the kids to get involved and actually help navigate through the sites is a really great utilization of their newly aquired skills. I didn't really come across any problems while using the program. I had some trouble keeping the sound adjusted properly, but that was just on the computer that I was using itself. But I did find it very useful that you were able to pause, and continue the lesson, it made it easy to take time out.
Lesson 1: Web Browsing Basics
NETS For Students
K-12[5] Students understand human, cultural, and societal issue related to technology and practice legal and ethical behavior.
K-14[5.a] advocate and practice safe, legal and responsible use of information and technology.
K-12[6]Students demonstrate and sound understanding of technology concepts, systems and operations.
K-12[6.a]understand and use technology systems
K-12[6.b] select and use applications effectively and productively.
6-8[7] Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
Lesson 2: URLs
NETS For Students
K-12[1.a] Apply existing knowledge to generate new ideas, products or processes.
K-12[2] Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
K-12[2.a] interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.
K-12[6] Students demonstrate a sound understanding of technology concepts, systems and operations.
K-12[6.a] understand and use technology systems.
K-12[6.b] select and use applications effectively and productively.
6-8[7] Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
Lesson 3: Web Searches
NETS for Students
K-12[3] Students apply digital tools to gather, evaluate and use information.
K-12[3.b] Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
K-12[3.c] Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
K-12[4] Students use critical thinking skills to plan and conduct research, manage projects, solve problems and and make informed decisions using appropriate digital tools and resources.
K-12[4.c] collect and analyze data to identify solutions and/or make informed decisions.
K-12[5] Students understand human, cultural, and social issues related to technology and practice legal and ethical behavior.
K-12[5.a] advocate and practice safe, legal and responsible use of information and technology.
Lesson 4: Validating and Sourcing
NETS for Students
K-12[1] Students demonstrate creative thinking, construct knowledge, and develop innovative projects and processes using technology.
K-12[1.a] apply existing knowledge to generate new ideas, products, or processes.
K-12[2] Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual and contribute to the learning of others.
K-12[2.a] interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.
K-12[2.b] communicate information and ideas effectively to multiple audiences using and variety of media and formats.
K-12[5] Students understand human, cultural, and social issues related to technology and practice legal and ethical behavior.
K-12[5.a] advocate and practice safe, legal and responsible use of information and technology.
K-12[5.b] exhibit a positive attitude toward using technology that supports collaboration, learning and productivity.
Friday, February 27, 2009
Journal Review 3
Getting Girls EX.I.T.E.D About Project Management
By Bjorn Norstrom, Carol Smith, and Annika Haglund
Everyday students are required to complete many tasks that involve utilizing technology based tools. The problem with this is that, not all students are always properly educated, or equipped to accomplish these tasks, especially the more complicated ones. A school in Colchester, Vermont came up with their own solution to this problem.
IBM puts on an annual summer camp called Exploring Interests in Technology and Engineering, or EX.I.T.E. The camp is geared towards getting middle school aged girls enthusiastic about science and technology along with IBM engineers. The IBM/Colchester Middle School liaison, Annika Haglund, teamed up with the EX.I.T.E representatives, to come up with a program to teach girls project management. The program was based around four main goals: the establishment of a long term relationship between mentor and mentoree, introduce the girls to product management with a connection to technology skills, encourage young girls to pursue careers in sciences and technology, and to develop a model that could be followed in a school setting on collaborating around technology.
The original pilot project was a weekly EX.I.T.E club that met after school hours. Eventually the club began meeting everyday after school, with a closer, more hands on relationship with their IBM mentors. The girls soon became much more task orientated, and took ownership over the projects of the club. Girls who had been shy or introverted were suddenly coming out of their shells, both in and outside of the club. Through collaboration of the pedagogy of the teachers, and the experience and technological skill of the IBM mentors together created amazing strengths for the project.
Question 1: How as a teacher this is relevant to me?
Answer 1: Well not only as a teacher, but as a female teacher, this entire article was fascinating to me. Even in today’s day and age, with the leaps and bounds taken towards equality, men still hold all of the math, engineering, and technology based careers--or rather, a majority of the highest paying professions. This club, and summer camp to be geared complexly towards young girls is completely liberating. It is inspiring girls to get out into the areas they were maybe hesitant towards approaching, and gives them the skills they need to thrive in the areas.
Question 2: How could this be made into an effective program at a school I may teach at?
Answer 2: After reading this article I would love to get involved with a program like this, and begin the processes of getting it effectively established in my school. Many times girls just need a strong push, or spark to get them excited about something. I would love to be a part of that spark or excitement for them. Also, when I was younger I was always fascinated by science, and technology, I heavily considered some sort of IBM based career, so it would be a learning experience for me as well.
By Bjorn Norstrom, Carol Smith, and Annika Haglund
Everyday students are required to complete many tasks that involve utilizing technology based tools. The problem with this is that, not all students are always properly educated, or equipped to accomplish these tasks, especially the more complicated ones. A school in Colchester, Vermont came up with their own solution to this problem.
IBM puts on an annual summer camp called Exploring Interests in Technology and Engineering, or EX.I.T.E. The camp is geared towards getting middle school aged girls enthusiastic about science and technology along with IBM engineers. The IBM/Colchester Middle School liaison, Annika Haglund, teamed up with the EX.I.T.E representatives, to come up with a program to teach girls project management. The program was based around four main goals: the establishment of a long term relationship between mentor and mentoree, introduce the girls to product management with a connection to technology skills, encourage young girls to pursue careers in sciences and technology, and to develop a model that could be followed in a school setting on collaborating around technology.
The original pilot project was a weekly EX.I.T.E club that met after school hours. Eventually the club began meeting everyday after school, with a closer, more hands on relationship with their IBM mentors. The girls soon became much more task orientated, and took ownership over the projects of the club. Girls who had been shy or introverted were suddenly coming out of their shells, both in and outside of the club. Through collaboration of the pedagogy of the teachers, and the experience and technological skill of the IBM mentors together created amazing strengths for the project.
Question 1: How as a teacher this is relevant to me?
Answer 1: Well not only as a teacher, but as a female teacher, this entire article was fascinating to me. Even in today’s day and age, with the leaps and bounds taken towards equality, men still hold all of the math, engineering, and technology based careers--or rather, a majority of the highest paying professions. This club, and summer camp to be geared complexly towards young girls is completely liberating. It is inspiring girls to get out into the areas they were maybe hesitant towards approaching, and gives them the skills they need to thrive in the areas.
Question 2: How could this be made into an effective program at a school I may teach at?
Answer 2: After reading this article I would love to get involved with a program like this, and begin the processes of getting it effectively established in my school. Many times girls just need a strong push, or spark to get them excited about something. I would love to be a part of that spark or excitement for them. Also, when I was younger I was always fascinated by science, and technology, I heavily considered some sort of IBM based career, so it would be a learning experience for me as well.
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