Today we had a discussion about the "way education is going" from ch.8. The 3 main prongs are: customization-providing people with knowledge, interaction-allow learners to actively engage in the process and receive immediate feedback, and learner control-putting learners in charge of their learning so they feel ownership. We discussed the pros and cons of accreditation, epistemic frames, focus on topics that teachers usually have trouble teaching, commercial video games, course management systems, and technology as an equalizer. This discussion helped clarify these topics when I was not sure exactly what they were and broadened my thinking of additional pros and cons that I had not thought about previously. My group talked about epistemic frames, which was a topic from the reading that confused me. From looking back through the reading and talking to my group members, we determined a better idea of what it was and its pros and cons. Other technological sources the presenters brought to our attention included: media resources, educational videos (e.g. Magic School Bus, Bill Nye), Internet access, word processors, video games (e.g. Math Blaster), and blogging.
Contemporary Issues:
Calculators and Student Learning: In elementary schools, we were not allowed to rely on calculators--we had to do the work first, and then use the calculator as a reinforcement/support. Using calculators in place of writing out math problems may affect their ability to complete math problems without using a calculator. I agree--many people cannot do simple long division because they rely on a calculator (or manually counting change as a cashier when the registers go down). I think it is important for students (and anyone) to understand what processes to use when solving problems. Most people have a dependence on calculators, including me. It comes down to good teaching--when to use calculators and when not to (a balance).
iPad: It is like a big iPhone plus it has Excel and a presentation tool. It also has a touch screen and has Internet access. You can download books on it (like a Kindle but you have a presentation tool and word processor for only a little bit more money). You can turn the backlight off to reduce eye strain when reading. It doesn't have a camera, which is a negative (no webcams). It has an integrated battery, so it cannot be removed; therefore, when your battery dies, you will need your iPad replaced--they have talked about replacing it for $100 or replace it for free if you pay to have it insured.
Social networking sites can affect your professional career: Teachers have been suspended and lost their jobs for content on their social networking pages. Some states have forbidden teachers from using social networks. Parents are the people who will have the most objections to this content. I think part of being a "professional" includes keeping our private lives private. If you would be embarrassed for your grandparents or a huge auditorium of people to see certain content, don't put it up. I do not understand why people feel the need to post inappropriate and explicit ("risky behaviors") pictures. There is (or should be) a boundary between your private and public lives. Just think if posting the potentially inappropriate content is worth losing your job (or not getting your job because of it).
Using Technology to Enhance Literacy Instruction: It helps students who have difficulty writing and allows them to express themselves. You can use this multi-media software to compose online; you can publish it online as well. You should probably post them in the classroom too because it allows students to see their work (which is important). Students do not get to illustrate their stories themselves; illustrating is an important part of the writing process for younger children. You can only use first and last initials or first name when publishing online (plus a release from parents).
Cool Tools:
Poll Everywhere: It is an online polling tool that allows you to ask a question. It can also be used as a fund raiser. It is free to use as long as the responding audience is 30 or fewer. You can control all aspects of the poll. The poll can be downloaded onto a PowerPoint or published to a website or blog. You can only answer one way. You can use it to elicit responses from your students, especially those who do not feel comfortable speaking in front of a large group.
Kadoo: It is a file sharing website--you can share photos, files, and what you are thinking (kind of like Facebook), audio and video files, etc. You can only upload one photo at a time. It has limited storage and download space. It does not show all of your uploads under your content. This could be a useful website that would allow my students to have access to school audio, video, or documents from home.
Woome: It is a dating site. Unknown, creepy people can friend you. This is NOT a site to use in school.
ooVoo: It is a networking website where you can contact anyone you want. You can send video messages, make calls, use chats (text chats), and send media files. It is similar to Skype but you can also have multiple video chats (a conference call). Students can use it for online tutoring. To use the whole thing, you have to pay.
We also talked about what is going on for the remainder of the semester, especially about the inquiry project. We learned a little bit about the screencast and to NOT simply read the text; you can summarize the information, add to it, etc. We also talked about the Scratch project, specifically how to show that you have answered all the questions correctly--you make a variable under the "Variables" section (i.e. number of clicks). Start with 0 clicks; add a 'change ______ (variable) to__ (1 click, then 2, 3, etc. as they have clicked on each new thing)' to each sprite. You need to add a "Forever" loop: "if ______ (variable) = ______ (whatever you want)", "Say _____ for ___ secs (what the cat says at the beginning)". Uncheck the box by your variable so it will not show on the screen. You can have an ending screen that says something like Congratulations, The End, etc.
Monday, March 29, 2010
Tuesday, March 23, 2010
ch. 8 Reflection
The chapter begins by stating that "to effectively incorporate technology into schools, educators must understand the imperatives of the technologies that are driving this revolution". These imperatives are customization ("providing people with the knowledge they want when they want it"), interaction ("the ability of computers to give learners immediate feedback"), and learner control ("putting learners in charge of their own learning" to feel ownership and control their learning).
The author notes that the new accountability policies are producing good results without true improvement in student learning. These policies also put pressure on schools, which has fueled the drop out rate--less than 70% of the students entering high school graduate on time and 50-60% of ninth-grade minority students do not graduate on time. This is a horrifying statistic! These policies also move thinking away from being creative and toward standardizing schooling policies, which paralyzes risk-taking. This emphasis runs against the 3 technological imperatives. According to the book, schools need to provide more individual support and choice in what and how students learn as well as being engaging, interactive and more in line with student interest. Running a classroom with these characteristics is what our professors have been telling us since we entered the program so they should already show up in today's classrooms.
The book goes on to say that children spend over 6 hours over day interacting with t.v., video games, the Internet, IMing, email, and other media; therefore, policies need to change to help schools participate in this education revolution--to mix together the best of the old (traditional school policies) and new (revolution).
One way the book suggests this occur is through performance-based assessments in the form of national credentials administered by trained professionals or on the computer. Students would be allowed to apply for as many credential certifications as they desired and whenever they chose. There would be an online system that would identify which credentials were required for which careers, what students need to know for each certificate, and what methods students could obtain the required information. The certifications would cover three skill areas: academic skills, generic skills (resource allocation, working with others, acquiring and using knowledge, understanding complex systems, and working with a variety of technologies), and technical skills (those required for the workplace). Students an parents would choose the credentials based on the student’s career interests/plans. An advisory system would also be in place to inform people about which credentials were valued by employers in various job categories. After taking the test, it would be the evaluator’s responsibility to ensure students understood their strengths and weaknesses of their performance as well as how they may improve on their next attempt (it can be taken as many times as needed to pass). I think this could be a potential problem for the evaluators. Other problems could occur if students are not sure of a career path and this system is dependent on the integrity of the credentialing system. This is a very interesting system. I would like to see how it works and may be interested in teaching for this new system. One concern I have is that there is too much emphasis too early on choosing a career path.
Another way the book suggests the old and new mix is through new curriculum designs including new forms of teaching and learning as well as new ways of organizing student-teacher interactions. Students would be placed in classes according to similar goals and interests and traditional academic skills would be woven in. A model could look as follows: students begin as novices working on a small project of their own; after they gain experience, they would work on bigger projects with others; then they are ready to act as mentors for the novices; lastly, they are ready to serve as a project leader. Teenagers would be trusted to follow various paths. I am not sure I would feel comfortable giving them free reign. Also, some students may earn their credentials quickly and go to college at 15 or 16; I think this is too early for a student this age to head off to college. Apparently the government would be expected to pay for students’ preparations for certain certifications so anyone could take the tests (mixed-ages). I do not think anyone should expect the government to pay for anything anytime soon because it is currently in trillions of dollars of debt. I am in favor of using technology in the classroom but AGAIN the book suggests using video games in the classroom. Many educators, including me, are weary of this. I would like to be provided with an example of HOW this would be implemented and empirical research that it was effective. That would make me feel more comfortable about using them in my classroom. The book also mentions using the online discussion part of Blackboard and other course management systems for shy students.
Lastly, the book an additional way to mix old and new educational policies is through new approaches to equality. Wealthy families have fled public schools because of its standardized curricula and high dropout rates have caused poor families to advocate for alternative to public schools as well. This has also caused unequal access to technology. The book suggests offering new, technologically mediated educational experiences for poorer schools and a system of tracking what students are learning. Technology can be a great asset to schools if only they would use it (e.g. video conferencing, virtual tutoring, etc.).
The author notes that the new accountability policies are producing good results without true improvement in student learning. These policies also put pressure on schools, which has fueled the drop out rate--less than 70% of the students entering high school graduate on time and 50-60% of ninth-grade minority students do not graduate on time. This is a horrifying statistic! These policies also move thinking away from being creative and toward standardizing schooling policies, which paralyzes risk-taking. This emphasis runs against the 3 technological imperatives. According to the book, schools need to provide more individual support and choice in what and how students learn as well as being engaging, interactive and more in line with student interest. Running a classroom with these characteristics is what our professors have been telling us since we entered the program so they should already show up in today's classrooms.
The book goes on to say that children spend over 6 hours over day interacting with t.v., video games, the Internet, IMing, email, and other media; therefore, policies need to change to help schools participate in this education revolution--to mix together the best of the old (traditional school policies) and new (revolution).
One way the book suggests this occur is through performance-based assessments in the form of national credentials administered by trained professionals or on the computer. Students would be allowed to apply for as many credential certifications as they desired and whenever they chose. There would be an online system that would identify which credentials were required for which careers, what students need to know for each certificate, and what methods students could obtain the required information. The certifications would cover three skill areas: academic skills, generic skills (resource allocation, working with others, acquiring and using knowledge, understanding complex systems, and working with a variety of technologies), and technical skills (those required for the workplace). Students an parents would choose the credentials based on the student’s career interests/plans. An advisory system would also be in place to inform people about which credentials were valued by employers in various job categories. After taking the test, it would be the evaluator’s responsibility to ensure students understood their strengths and weaknesses of their performance as well as how they may improve on their next attempt (it can be taken as many times as needed to pass). I think this could be a potential problem for the evaluators. Other problems could occur if students are not sure of a career path and this system is dependent on the integrity of the credentialing system. This is a very interesting system. I would like to see how it works and may be interested in teaching for this new system. One concern I have is that there is too much emphasis too early on choosing a career path.
Another way the book suggests the old and new mix is through new curriculum designs including new forms of teaching and learning as well as new ways of organizing student-teacher interactions. Students would be placed in classes according to similar goals and interests and traditional academic skills would be woven in. A model could look as follows: students begin as novices working on a small project of their own; after they gain experience, they would work on bigger projects with others; then they are ready to act as mentors for the novices; lastly, they are ready to serve as a project leader. Teenagers would be trusted to follow various paths. I am not sure I would feel comfortable giving them free reign. Also, some students may earn their credentials quickly and go to college at 15 or 16; I think this is too early for a student this age to head off to college. Apparently the government would be expected to pay for students’ preparations for certain certifications so anyone could take the tests (mixed-ages). I do not think anyone should expect the government to pay for anything anytime soon because it is currently in trillions of dollars of debt. I am in favor of using technology in the classroom but AGAIN the book suggests using video games in the classroom. Many educators, including me, are weary of this. I would like to be provided with an example of HOW this would be implemented and empirical research that it was effective. That would make me feel more comfortable about using them in my classroom. The book also mentions using the online discussion part of Blackboard and other course management systems for shy students.
Lastly, the book an additional way to mix old and new educational policies is through new approaches to equality. Wealthy families have fled public schools because of its standardized curricula and high dropout rates have caused poor families to advocate for alternative to public schools as well. This has also caused unequal access to technology. The book suggests offering new, technologically mediated educational experiences for poorer schools and a system of tracking what students are learning. Technology can be a great asset to schools if only they would use it (e.g. video conferencing, virtual tutoring, etc.).
Monday, March 22, 2010
3/22 Exit Slip
Today in class I learned about a blog from the MacArthur Foundation about students from grade K-12 who wrote in about creating personalized learning experiences.
I led the ch.7 discussion with Melissa, Tessa and Carly. I felt that it went well--we had a really good class discussion. It was not visually appealing but I think discussion was the right way to go given the information in the chapter. The things we needed to work on are giving clearer directions and watching the length of the presentation (we went about 20 minutes over).
Contemporary Issues:
Sexting in schools: They are trying to prohibit this on school buses as well as on school property and events. I do not think sexting should be happening and I am sad that younger children know about and are doing this. How will they implement this?
Cyber Bullying: Can lead to suicide due to bullying--it is happening at younger and younger ages. How can you stop bullying that is online like this? It happens at home and parents may not know about it or understand its consequences. This is a very important issue. Parents MUST be vigilant when their children go online!
Rethinking Sex Offender Legislation for Teenage Texting: When people send inappropriate pictures to minors, they are arrested and labeling a sex offender. What is the difference between sending them to your girl/boyfriend and receiving them against your will (but people can be arrested if they have them--willingly or not). They are thinking about changing this law because of this. Minors may not think about the implications of sending these (not getting a job or going to certain places because you are a sex offender). I guess if students are sleeping together already it is not that much different but I do not think people should be sending them.
Music Educators and Music Technology: Teachers were worried about learning how to use it, teach the students how to use it, they may encounter glitches, etc. Only 11% used technology in their music classrooms.
Cool Tools:
Jog the Web: It is an easy and quick way to search. There are not a lot of topics. You can find topics for children. A problem is that anyone can make a resource--it may not credible.
Wordle: You generate word clouds. Anyone can use it. It is easy to use. A problem is that you cannot search for clouds by title. You should save it to your computer. Another problem is that some word clouds may have inappropriate words in them--block the gallery so children cannot see. You can make lists of things on this site as well as vocabulary or spelling words. This seems like a great tool!
Livemocha: It is a way to learn foreign languages. You set up a profile and choose a language. Once you choose one, it has different lessons consisting of 4 steps. It is free and easy to use and work as your own pace. A weakness is that there is no video--only pictures and words.
Wiziq: It is an online learning system based on your interest--you can use it as a teacher or learner. It is free and easy to navigate. It is not as appropriate for younger learners to use individually. Teachers can use it to further their knowledge if they have a student who speaks another language.
We learned more about Scratch for our project. We talked about making and switching between costumes. We also learned about making a script (making an internal message that becomes part of the script). 'Broadcast' is under the control button. You need to use 'when I receive' with 'broadcast' in Scratch.
I led the ch.7 discussion with Melissa, Tessa and Carly. I felt that it went well--we had a really good class discussion. It was not visually appealing but I think discussion was the right way to go given the information in the chapter. The things we needed to work on are giving clearer directions and watching the length of the presentation (we went about 20 minutes over).
Contemporary Issues:
Sexting in schools: They are trying to prohibit this on school buses as well as on school property and events. I do not think sexting should be happening and I am sad that younger children know about and are doing this. How will they implement this?
Cyber Bullying: Can lead to suicide due to bullying--it is happening at younger and younger ages. How can you stop bullying that is online like this? It happens at home and parents may not know about it or understand its consequences. This is a very important issue. Parents MUST be vigilant when their children go online!
Rethinking Sex Offender Legislation for Teenage Texting: When people send inappropriate pictures to minors, they are arrested and labeling a sex offender. What is the difference between sending them to your girl/boyfriend and receiving them against your will (but people can be arrested if they have them--willingly or not). They are thinking about changing this law because of this. Minors may not think about the implications of sending these (not getting a job or going to certain places because you are a sex offender). I guess if students are sleeping together already it is not that much different but I do not think people should be sending them.
Music Educators and Music Technology: Teachers were worried about learning how to use it, teach the students how to use it, they may encounter glitches, etc. Only 11% used technology in their music classrooms.
Cool Tools:
Jog the Web: It is an easy and quick way to search. There are not a lot of topics. You can find topics for children. A problem is that anyone can make a resource--it may not credible.
Wordle: You generate word clouds. Anyone can use it. It is easy to use. A problem is that you cannot search for clouds by title. You should save it to your computer. Another problem is that some word clouds may have inappropriate words in them--block the gallery so children cannot see. You can make lists of things on this site as well as vocabulary or spelling words. This seems like a great tool!
Livemocha: It is a way to learn foreign languages. You set up a profile and choose a language. Once you choose one, it has different lessons consisting of 4 steps. It is free and easy to use and work as your own pace. A weakness is that there is no video--only pictures and words.
Wiziq: It is an online learning system based on your interest--you can use it as a teacher or learner. It is free and easy to navigate. It is not as appropriate for younger learners to use individually. Teachers can use it to further their knowledge if they have a student who speaks another language.
We learned more about Scratch for our project. We talked about making and switching between costumes. We also learned about making a script (making an internal message that becomes part of the script). 'Broadcast' is under the control button. You need to use 'when I receive' with 'broadcast' in Scratch.
Thursday, March 18, 2010
ch. 7 Reflection
This chapter discusses all the possibilities of what may be gained and lost as a result of this new revolution. One thing that may be lost is the social cohesion. As parents and individuals retake the responsibility for learning and a split in education occurs, it results in smaller groups of learners grouped by interest (e.g. Christians, Muslims, Mexican-Americans, Cuban-Americans, etc.). This may also cause people to be very diverse instead of acting as a single union and loosing the common culture they receive from mass education. In U.S. history, such previous differences led to the Civil War. There is a push against multiculturalism and celebrating differences in this country, as evidenced by English-only laws, but it is not as strong as it was a few centuries before, which is what allowed homeschooling, charter schools, public schools, etc. to become popular.
Another concern that has been raised is access to learning for all, which has been addressed by providing it through public schools. A fear is that public schools may be left with students who are not interested in learning as parents who want their children to receive a good education choose alternate venues, such as home school, private school, etc. This raises another fear--students with more means and better educated parents have the opportunity to purchase educational services for their homes that those without means cannot afford, exacerbating the inequalities in education that public schools have tried to reverse. This issue began with the privatization (“fend for yourselves” movement) and is now further irritated by the revolution.
The chapter also notes that there may be a decline in liberal arts as education becomes more centered on the individual and what he/she wants to learn. The fear is that people will select only topics that interest them or are job related and not those that broaden them as people, which public schools promote in their varied curriculum subjects. This narrowing of curriculum may make it more difficult for these people to get along with others who come from different backgrounds or hold differing values from them. An additional fear is that these children will have a limited career choice since their parents are choosing what they learn and prepare for.
Yet another fear is that people will become more isolated, glued to their computers instead of outside socializing with others. This may even isolate them from friends, family and community activities, which could lead to depression and loneliness.
A potential gain of the revolution is that learning will become more engaging, directed toward what people want to learn and causing them feel excited and be drawn to learning. The commercialization of education that pessimists worry is creating inequality also contributes to children’s engagement in learning because the products are designed to attract people. The competition in this area is fierce as many educational companies and products are getting into education commercialization.
Another potential gain is that computers can better individualize people’s learning to meet their needs and abilities. For example, computers can provide hints and support when needed so students receive just the right amount of help they need (not too much or too little). This will allow all students to succeed. Computers also will allow people to access information at any time, anywhere, and in a variety of displays (text, videos, tutorials, etc.). Ideally, computer access would be provided for all. Whether or not this will come to fruition we will have to see in the future.
An additional potential benefit is that as students’ education is tailored to their interests and abilities, the competition that is so commonly found in schools will significantly diminish as they will not have others around to compare themselves to. In schools, this competition leads those students who do not feel smart to put as little effort as possible into their work while still passing (not hurting their futures). It is very good to see this problem hopefully dealt with.
Yet another benefit of the revolution is that it places the responsibility of education back onto families and not the state. At home parents can provide the one-on-one attention students cannot consistently receive in classrooms full of students. Parents can also instill in their children a sense of responsibility by giving them tasks to do and expecting them to complete them. Individuals learning at home or work are also forced to be responsible for their learning. People are not going to learn if they do not take responsibility for their education and learning, so this too is good.
How can schools tap into the technology revolution? How can we capitalize on the technology resources outside of school? These are the questions the chapter ends with—very thought provoking! Having more access to technology in the classroom and teachers who are more tech-savvy is a good start. Outside of school, all people can access technology in community areas (e.g. libraries).
I feel that I fall somewhere in the middle of this debate—I see the merit of issues on both sides. As a future teacher, I am more inclined to want students to stay in schools. I will keep the possible gains and losses in mind when I have my own classroom, trying to provide access to technology for all my students while individualizing curriculum for each student and diminishing competition among other things, like every teacher should be striving to do. On the other hand, as a future parent someday I see the merit in home school, private school, and the many other options available to students.
Another concern that has been raised is access to learning for all, which has been addressed by providing it through public schools. A fear is that public schools may be left with students who are not interested in learning as parents who want their children to receive a good education choose alternate venues, such as home school, private school, etc. This raises another fear--students with more means and better educated parents have the opportunity to purchase educational services for their homes that those without means cannot afford, exacerbating the inequalities in education that public schools have tried to reverse. This issue began with the privatization (“fend for yourselves” movement) and is now further irritated by the revolution.
The chapter also notes that there may be a decline in liberal arts as education becomes more centered on the individual and what he/she wants to learn. The fear is that people will select only topics that interest them or are job related and not those that broaden them as people, which public schools promote in their varied curriculum subjects. This narrowing of curriculum may make it more difficult for these people to get along with others who come from different backgrounds or hold differing values from them. An additional fear is that these children will have a limited career choice since their parents are choosing what they learn and prepare for.
Yet another fear is that people will become more isolated, glued to their computers instead of outside socializing with others. This may even isolate them from friends, family and community activities, which could lead to depression and loneliness.
A potential gain of the revolution is that learning will become more engaging, directed toward what people want to learn and causing them feel excited and be drawn to learning. The commercialization of education that pessimists worry is creating inequality also contributes to children’s engagement in learning because the products are designed to attract people. The competition in this area is fierce as many educational companies and products are getting into education commercialization.
Another potential gain is that computers can better individualize people’s learning to meet their needs and abilities. For example, computers can provide hints and support when needed so students receive just the right amount of help they need (not too much or too little). This will allow all students to succeed. Computers also will allow people to access information at any time, anywhere, and in a variety of displays (text, videos, tutorials, etc.). Ideally, computer access would be provided for all. Whether or not this will come to fruition we will have to see in the future.
An additional potential benefit is that as students’ education is tailored to their interests and abilities, the competition that is so commonly found in schools will significantly diminish as they will not have others around to compare themselves to. In schools, this competition leads those students who do not feel smart to put as little effort as possible into their work while still passing (not hurting their futures). It is very good to see this problem hopefully dealt with.
Yet another benefit of the revolution is that it places the responsibility of education back onto families and not the state. At home parents can provide the one-on-one attention students cannot consistently receive in classrooms full of students. Parents can also instill in their children a sense of responsibility by giving them tasks to do and expecting them to complete them. Individuals learning at home or work are also forced to be responsible for their learning. People are not going to learn if they do not take responsibility for their education and learning, so this too is good.
How can schools tap into the technology revolution? How can we capitalize on the technology resources outside of school? These are the questions the chapter ends with—very thought provoking! Having more access to technology in the classroom and teachers who are more tech-savvy is a good start. Outside of school, all people can access technology in community areas (e.g. libraries).
I feel that I fall somewhere in the middle of this debate—I see the merit of issues on both sides. As a future teacher, I am more inclined to want students to stay in schools. I will keep the possible gains and losses in mind when I have my own classroom, trying to provide access to technology for all my students while individualizing curriculum for each student and diminishing competition among other things, like every teacher should be striving to do. On the other hand, as a future parent someday I see the merit in home school, private school, and the many other options available to students.
Monday, March 15, 2010
3/15 Exit Slip
Today we talked about apprenticeship, universal schooling and lifelong learning eras, noting the various characteristics of each during the chapter presentation. School was the responsibility of the parents. Then it shifted to the state. Now it has shifted back to parents for young children and individuals for older children and adults. Expectations for education began in a cycle of social reproduction. It then shifted to a common education and success for all and social mobility. Now the goal of success for all still exists, but individuals and parents are setting their own expectations for what to learn and how to learn it (and be successful). We had a very insightful class discussion about customization which made me think more about it.
Educational content began with practical skills, shifted to general knowledge and are now includes learning how to learn at school and on your own. Pedagogy began by focusing on modeling and observing with scaffolding and provided one-on-one instruction. Then, it shifted to mass pedagogy (normal classroom structure). Now, it relies on interaction with technology, which is more interactive and effective as well as provides more feedback than previously. Assessment changed from observation to standardized testing to embedded instruction. The location changed from home to school to everywhere, any time, and in any place.
Culture is important because where they are effects who they interact with. First, school was in the home so families formed very close bonds. Then, children were educated in schools, separated by ages which lead to peer culture, which countered the adult culture from the previous era. Now, parents have been homeschooling their children so they do not form this peer culture. Since school can be anywhere, it creates a mixed culture (mixed ages). Culture influenced relationships between students and teachers. First, it is a direct approach, one-on-one at home. Then, it was mass education, not individualized in schools. Now, education can be customized by allowing students to choose what they want to learn. There is no face-to-face interaction, leading to a decrease in relationship bond.
We ended the presentation with a discussion on what changes, if any, should be made to education today. For example, magnet school provide come customization for students but students must be motivated to attend these schools and complete the work.
Cool Tools:
FlauntR-a free online photo editor. It is really easy to use and leach section is laid out for you. It has a lot of interesting and crafty options. A weakness is how to undo what you have done and it does not explain how to do the wall paper part on your phone. You can use this for anything that you can use a photo with.
Dweeber-an online social networking tool and a study website. You need friends (dweebs) to conduct study sessions so you need your friends and teachers to use the site.
SlideRocket-an online presentation tool. You can incorporate previous power points, it has many features, and you can share it with others. It takes a long time to load and create, especially if you use multiple features. It has a lot of tutorials to help you if needed. You can only get a 30 day trial.
Parentella-an online communication tool between teachers and parents. Teachers can share homework, news, coordinate volunteers, etc. It is free and easy to use. It really helps the home-school connection. Students are not really involved-this tool could be more helpful if students could be involved.
Contemporary Issues:
Online tutoring-it provides one-on-one assistance for students on a variety of subjects 24/7. It is usually done through online chats and interactive whiteboards. It usually takes up to 24 hours to receive a reply. It may be difficult if students' schedules do not permit them to go to office hours, etc. It takes up more time than it claims (it says 24 hours but sometimes it can take 3 days). Some think it gives students the answers. It may have reliability issues, especially if tutors are not trained, and the tutor may not be giving you his/her undivided attention.
Poverty and Learning-Risk factors: high mobility, irregular school attendance, and awareness of their disadvantaged situation. Some government funding exists to get technology to these families but there has not been much progress--is this okay instead of giving them money for food and shelter? These students are greatly affected by not having access to technology at home. The digital divide is widening. Is there a way to help fix this issue?
Video games as teaching tools-core curriculum in different video games for schools. They were geared more towards middle and high school. They are interactive and simulation. Children do learn better this way and it engages them. It could be effective if used correctly. I am not sure if I would use this as the core curriculum but I am trying to keep an open mind about using it. I think I would like to visit this school and see how it works. I would also like to see it used with younger children (like the ones I would be teaching).
We also learned how to do more in Scratch for our project. Now I have to figure out a topic.
Educational content began with practical skills, shifted to general knowledge and are now includes learning how to learn at school and on your own. Pedagogy began by focusing on modeling and observing with scaffolding and provided one-on-one instruction. Then, it shifted to mass pedagogy (normal classroom structure). Now, it relies on interaction with technology, which is more interactive and effective as well as provides more feedback than previously. Assessment changed from observation to standardized testing to embedded instruction. The location changed from home to school to everywhere, any time, and in any place.
Culture is important because where they are effects who they interact with. First, school was in the home so families formed very close bonds. Then, children were educated in schools, separated by ages which lead to peer culture, which countered the adult culture from the previous era. Now, parents have been homeschooling their children so they do not form this peer culture. Since school can be anywhere, it creates a mixed culture (mixed ages). Culture influenced relationships between students and teachers. First, it is a direct approach, one-on-one at home. Then, it was mass education, not individualized in schools. Now, education can be customized by allowing students to choose what they want to learn. There is no face-to-face interaction, leading to a decrease in relationship bond.
We ended the presentation with a discussion on what changes, if any, should be made to education today. For example, magnet school provide come customization for students but students must be motivated to attend these schools and complete the work.
Cool Tools:
FlauntR-a free online photo editor. It is really easy to use and leach section is laid out for you. It has a lot of interesting and crafty options. A weakness is how to undo what you have done and it does not explain how to do the wall paper part on your phone. You can use this for anything that you can use a photo with.
Dweeber-an online social networking tool and a study website. You need friends (dweebs) to conduct study sessions so you need your friends and teachers to use the site.
SlideRocket-an online presentation tool. You can incorporate previous power points, it has many features, and you can share it with others. It takes a long time to load and create, especially if you use multiple features. It has a lot of tutorials to help you if needed. You can only get a 30 day trial.
Parentella-an online communication tool between teachers and parents. Teachers can share homework, news, coordinate volunteers, etc. It is free and easy to use. It really helps the home-school connection. Students are not really involved-this tool could be more helpful if students could be involved.
Contemporary Issues:
Online tutoring-it provides one-on-one assistance for students on a variety of subjects 24/7. It is usually done through online chats and interactive whiteboards. It usually takes up to 24 hours to receive a reply. It may be difficult if students' schedules do not permit them to go to office hours, etc. It takes up more time than it claims (it says 24 hours but sometimes it can take 3 days). Some think it gives students the answers. It may have reliability issues, especially if tutors are not trained, and the tutor may not be giving you his/her undivided attention.
Poverty and Learning-Risk factors: high mobility, irregular school attendance, and awareness of their disadvantaged situation. Some government funding exists to get technology to these families but there has not been much progress--is this okay instead of giving them money for food and shelter? These students are greatly affected by not having access to technology at home. The digital divide is widening. Is there a way to help fix this issue?
Video games as teaching tools-core curriculum in different video games for schools. They were geared more towards middle and high school. They are interactive and simulation. Children do learn better this way and it engages them. It could be effective if used correctly. I am not sure if I would use this as the core curriculum but I am trying to keep an open mind about using it. I think I would like to visit this school and see how it works. I would also like to see it used with younger children (like the ones I would be teaching).
We also learned how to do more in Scratch for our project. Now I have to figure out a topic.
Wednesday, March 3, 2010
Ch. 6 Reflection
This chapter focused on the three different eras, apprenticeship, universal schooling and lifelong learning. It emphasized the changes in education from era to era.
Responsibility for education began with the parents in the apprenticeship era. For example, girls learned skills they needed from their mothers. When immigrants flooded the U.S., people worried immigrant parents would not teach their children English or proper American values. Because of this, it became the state's responsibility to educate children through universal schooling. This led to children holding differing opinions from their parents. Today, parents who home school their children are beginning to take the responsibility to educate their children back from the state; likewise, individuals participating in lifelong learning are taking on the responsibility of education themselves.
In the apprenticeship era, parents expected their offspring to follow in their footsteps and receive the same education they did. This supported the reproduction of class differences. With universal schooling, people wanted everyone to achieve the same level of success and have a shot at the American dream. The idea here was to socialize children away from their parents to foster cohesion and common civic values so that children would adopt American values and learn the skills they needed to do any work they chose, creating equality through education. In the lifelong learning era, people are making the choice to take responsibility for their own education.
The purpose of educating children was for religious salvation and to learn the skills needed for a job in the apprenticeship era. In universal schooling, people emphasized social cohesion on preparing children for a democratic society, separating religious and vocational content and stressing a common core of secular knowledge. With the access to knowledge we have today, the author thinks it is impossible for schools to teach students all the knowledge they need. Lifelong learning allows people to expand their knowledge even more if they choose. Education’s focus today is back on generic skills but the line between secular and religious content is blurred. I would argue that people may never know everything they want or need, but that teachers try to provide the best education based on student need, interest and ability as possible. Lifelong learning is an asset to people in that they can choose what, where and when they want to learn.
The teacher’s function (pedagogy) in the apprenticeship era included modeling, observing, coaching, and practice. Mass schooling altered the teacher function to include a small number of teachers lecturing to a large number of students. This new ear is pushing for more student interaction (which should also be true in schools).
During the apprenticeship era, adults observed learners and corrected them as they went along. Assessment was receiving feedback from the adult. With mass schooling, standardized testing became the best way to assess student learning. In the lifelong learning era, embedded assessment has emerged as the preferred way to assess—assessment occurs as the learner progresses through a task to provide support and determine if the learner has accomplished a predetermined goal (similar to the apprenticeship era).
The location of schools has also changed. During the apprenticeship era, students learned in and around the home. During mass schooling, students learned at school as parents worked outside of the home. Now with the lifelong learning era, students can learn just about anywhere they choose.
During the apprenticeship era, children learned from adults and were treated as helpers instead of students. No strong peer culture arose. In mass schooling, a separate peer culture emerged which reflected the opinions of adolescents and at times was opposite of adult thinking. As learning moves out of schools and youth interact more with adults through lifelong learning, the peer culture may weaken and a mixed-age culture may take its place.
Relationships have also changed over time. During the apprenticeship era, children learned from adults they knew well and had close, personal bonds with. During the universal schooling era, teachers and students did not know each other as well. Teachers had to establish their authority over students in the classroom from the beginning. Lifelong learning revives some of the relational aspects of the apprenticeship era but in a different way—over the Internet/on the computer.
Technology played a big role in shaping various aspects of education as you can see from the above description. In my classroom, I will be careful to think about these changes and the impact they have on various parts of education for students so that students can have the best environment I can provide. I will also include technology into how my students learn (and complete homework assignments) but I have not figured out all the details on that yet.
Responsibility for education began with the parents in the apprenticeship era. For example, girls learned skills they needed from their mothers. When immigrants flooded the U.S., people worried immigrant parents would not teach their children English or proper American values. Because of this, it became the state's responsibility to educate children through universal schooling. This led to children holding differing opinions from their parents. Today, parents who home school their children are beginning to take the responsibility to educate their children back from the state; likewise, individuals participating in lifelong learning are taking on the responsibility of education themselves.
In the apprenticeship era, parents expected their offspring to follow in their footsteps and receive the same education they did. This supported the reproduction of class differences. With universal schooling, people wanted everyone to achieve the same level of success and have a shot at the American dream. The idea here was to socialize children away from their parents to foster cohesion and common civic values so that children would adopt American values and learn the skills they needed to do any work they chose, creating equality through education. In the lifelong learning era, people are making the choice to take responsibility for their own education.
The purpose of educating children was for religious salvation and to learn the skills needed for a job in the apprenticeship era. In universal schooling, people emphasized social cohesion on preparing children for a democratic society, separating religious and vocational content and stressing a common core of secular knowledge. With the access to knowledge we have today, the author thinks it is impossible for schools to teach students all the knowledge they need. Lifelong learning allows people to expand their knowledge even more if they choose. Education’s focus today is back on generic skills but the line between secular and religious content is blurred. I would argue that people may never know everything they want or need, but that teachers try to provide the best education based on student need, interest and ability as possible. Lifelong learning is an asset to people in that they can choose what, where and when they want to learn.
The teacher’s function (pedagogy) in the apprenticeship era included modeling, observing, coaching, and practice. Mass schooling altered the teacher function to include a small number of teachers lecturing to a large number of students. This new ear is pushing for more student interaction (which should also be true in schools).
During the apprenticeship era, adults observed learners and corrected them as they went along. Assessment was receiving feedback from the adult. With mass schooling, standardized testing became the best way to assess student learning. In the lifelong learning era, embedded assessment has emerged as the preferred way to assess—assessment occurs as the learner progresses through a task to provide support and determine if the learner has accomplished a predetermined goal (similar to the apprenticeship era).
The location of schools has also changed. During the apprenticeship era, students learned in and around the home. During mass schooling, students learned at school as parents worked outside of the home. Now with the lifelong learning era, students can learn just about anywhere they choose.
During the apprenticeship era, children learned from adults and were treated as helpers instead of students. No strong peer culture arose. In mass schooling, a separate peer culture emerged which reflected the opinions of adolescents and at times was opposite of adult thinking. As learning moves out of schools and youth interact more with adults through lifelong learning, the peer culture may weaken and a mixed-age culture may take its place.
Relationships have also changed over time. During the apprenticeship era, children learned from adults they knew well and had close, personal bonds with. During the universal schooling era, teachers and students did not know each other as well. Teachers had to establish their authority over students in the classroom from the beginning. Lifelong learning revives some of the relational aspects of the apprenticeship era but in a different way—over the Internet/on the computer.
Technology played a big role in shaping various aspects of education as you can see from the above description. In my classroom, I will be careful to think about these changes and the impact they have on various parts of education for students so that students can have the best environment I can provide. I will also include technology into how my students learn (and complete homework assignments) but I have not figured out all the details on that yet.
Monday, March 1, 2010
Exit Slip: 3/1
Today in class we reviewed the various places to learn other than at school. Workplace learning includes virtual customers. Adult education provides people to become life long learners and may include the Internet. Learning Centers help people prepare for national tests, such as the SAT or ACT. Computer-based learning software include video games or computer games that afford people learning opportunities that they may not get in classrooms. These games are time-consuming and may promote aggression. Technical certifications prepare people for technical exams without going to school. Internet cafes allow people, usually younger, to pay a small fee and use the Internet (they may educate themselves but will probably use it more for fun). It seems unnecessary because you can use the Internet for free (wifi). It is more useful internationally where people do not have wifi access. We want everyone to be lifelong learners by using the Internet. Older people may use this to change their careers.
We then discussed the pros and cons of homeschooling, distance education and educational television and video. I heard points that I had not previously considered, which expanded my thinking and refined my views on the topics.
When conducting a presentation, you should have an opening (tell the audience what you are presenting), present the information, and close the presentation (recap the main points instead of announcing you are finished).
I enjoyed playing the games and learning about the K12 website. I think this would be very helpful if I were homeschooling my children. I think if I use this as a tool with children/students, I would want to be nearby to help if students get stuck or frustrated.
Contemporary Issues:
Brand loyalty: Companies are finding ways to use technology to get children to buy their products and use them for life. An example is Webkins. It is leading to childhood obesity and encouraging fatty foods (e.g. cereal boxes, etc.). The companies are not particularly educated in child development. Their main goal is to advertise their products. I think parents need to set clear, consistent limits on their children's use of these products and model healthy behaviors. It is more of a parenting issue than a product issue.
Cochlear Implants: Hearing parents are in favor of it and the Deaf community is against it. It is an electrical device put on the cochlea in the middle ear and a microphone worn behind the ear to provide electrical stimulation between nerve fibers in the ear to allow people to hear. The success levels vary between children. There are many risks (including a complete loss of hearing) and the exact benefits cannot be determined. I do not think students should be forced to have them. If they choose to get it when they are 18, that is their choice. I think that since they have their own language and community and are happy and functioning members of society, they do not need to change to be "normal".
HP Touch Screen Computers for children with autism: It provides students with the ability to communicate, perhaps for the first time. It may be less costly than other assistive technology devices but may be. It is not an assistive technology device that students can carry around with them.
New test to replace the FCAT: The new test would be given at the end of each year for the courses students are taking. The FCAT tests all the information you have learned in school to that point. It will go hand-in-hand with the FCAT at first until it can replace the FCAT completely. They are still working out the kinks for the new test (i.e. how long students will have to take it, the consequences for not passing the test, etc.). It is like a standardized final exam for all students to take. It is mandating that teachers teach certain topics that will be covered on the test (what teachers should teach).
Students cheating using technology: There are many ways students have access to technology, such as higher tech cell phones like an iPhone and IPODs, buying or using papers online, and calculator use with specific programs. Ways to combat some of this include using turnitin.com to check for plagiarism.
Cool Tools:
Twiddla: It is free and easy to use. You can draw, communicate with others, and text. Everyone you invite to join can write or draw whatever they choose.
TimeRime: You can make interactive timelines. You can include links to website, pictures, music, etc. You can print it out. There is an educational version that is free that you have to pay for. It has European settings (such as the date) that may confuse young children. Pictures close together overlap until you click on the text; then the text you want comes up. Not everything from school can be put into time lines. It may be conducive to cheating.
Pageflakes: It is similar to Dashboard on Mac. You can make Pageflakes your homepage. It is easy to use and free. This tool seems to be geared towards older students and adults. For example, the finance section is too advanced for young children and students could play games instead of doing their work. Students can find recipes to cook in class. Teachers may also use it instead of traditional calendar time. I do not think I would use this in my classroom because it is not appropriate for young children and has too many weaknesses and threats.
Symbaloo: It can be made to a homepage. It is interactive but not as educational. It is better for personal use. It is difficult to figure out.
Go! Animate: It is a website to make cartoons. There are MANY options and is very time consuming.
We then discussed the pros and cons of homeschooling, distance education and educational television and video. I heard points that I had not previously considered, which expanded my thinking and refined my views on the topics.
When conducting a presentation, you should have an opening (tell the audience what you are presenting), present the information, and close the presentation (recap the main points instead of announcing you are finished).
I enjoyed playing the games and learning about the K12 website. I think this would be very helpful if I were homeschooling my children. I think if I use this as a tool with children/students, I would want to be nearby to help if students get stuck or frustrated.
Contemporary Issues:
Brand loyalty: Companies are finding ways to use technology to get children to buy their products and use them for life. An example is Webkins. It is leading to childhood obesity and encouraging fatty foods (e.g. cereal boxes, etc.). The companies are not particularly educated in child development. Their main goal is to advertise their products. I think parents need to set clear, consistent limits on their children's use of these products and model healthy behaviors. It is more of a parenting issue than a product issue.
Cochlear Implants: Hearing parents are in favor of it and the Deaf community is against it. It is an electrical device put on the cochlea in the middle ear and a microphone worn behind the ear to provide electrical stimulation between nerve fibers in the ear to allow people to hear. The success levels vary between children. There are many risks (including a complete loss of hearing) and the exact benefits cannot be determined. I do not think students should be forced to have them. If they choose to get it when they are 18, that is their choice. I think that since they have their own language and community and are happy and functioning members of society, they do not need to change to be "normal".
HP Touch Screen Computers for children with autism: It provides students with the ability to communicate, perhaps for the first time. It may be less costly than other assistive technology devices but may be. It is not an assistive technology device that students can carry around with them.
New test to replace the FCAT: The new test would be given at the end of each year for the courses students are taking. The FCAT tests all the information you have learned in school to that point. It will go hand-in-hand with the FCAT at first until it can replace the FCAT completely. They are still working out the kinks for the new test (i.e. how long students will have to take it, the consequences for not passing the test, etc.). It is like a standardized final exam for all students to take. It is mandating that teachers teach certain topics that will be covered on the test (what teachers should teach).
Students cheating using technology: There are many ways students have access to technology, such as higher tech cell phones like an iPhone and IPODs, buying or using papers online, and calculator use with specific programs. Ways to combat some of this include using turnitin.com to check for plagiarism.
Cool Tools:
Twiddla: It is free and easy to use. You can draw, communicate with others, and text. Everyone you invite to join can write or draw whatever they choose.
TimeRime: You can make interactive timelines. You can include links to website, pictures, music, etc. You can print it out. There is an educational version that is free that you have to pay for. It has European settings (such as the date) that may confuse young children. Pictures close together overlap until you click on the text; then the text you want comes up. Not everything from school can be put into time lines. It may be conducive to cheating.
Pageflakes: It is similar to Dashboard on Mac. You can make Pageflakes your homepage. It is easy to use and free. This tool seems to be geared towards older students and adults. For example, the finance section is too advanced for young children and students could play games instead of doing their work. Students can find recipes to cook in class. Teachers may also use it instead of traditional calendar time. I do not think I would use this in my classroom because it is not appropriate for young children and has too many weaknesses and threats.
Symbaloo: It can be made to a homepage. It is interactive but not as educational. It is better for personal use. It is difficult to figure out.
Go! Animate: It is a website to make cartoons. There are MANY options and is very time consuming.
podcast reflection
I had a pretty easy time teaching myself how to use GarageBand. I figured out how to delete sound bites that I did not want and how to cut and delete parts of sounds that I did not need in my podcast. I found the songs and sound effects easy to find and use. I also liked that there was a wide selection of songs and sound effects to choose from. The only thing that was a little difficult in making the podcast was that when I would cut sounds and make them their own section so I could delete them, sometimes I would inadvertently expand or contract the sound bites I wanted.
I was slightly annoyed when I was making the podcast--I made almost the complete podcast in the computer lab, but had to move to the other open labs as the last teacher was leaving and locking up. The other labs do not have the latest version of GarageBand, so I had to remake the whole thing. After that I really felt like a pro.
I was slightly annoyed when I was making the podcast--I made almost the complete podcast in the computer lab, but had to move to the other open labs as the last teacher was leaving and locking up. The other labs do not have the latest version of GarageBand, so I had to remake the whole thing. After that I really felt like a pro.
Subscribe to:
Posts (Atom)