Houston Learning Log

Inquiry project reflection

2010-04-21T00:13:00.002-04:00

I found some helpful and insightful information about incorporating technology into my reading instruction. It took awhile to find the articles, read and summarize them, but from doing that I learned a lot. I found articles, although usually much longer than websites, were more helpful in providing me with the information I was looking for. When doing the screencast, I had to record it three times. Once was kind of like a trial run in that it showed me that I needed to talk faster. The second time I had three and a half words left to say when it cut me off. It was a little frustrating but I rerecorded it and finished with 10 seconds left. Even though it was a little annoying to have to rerecord the screencast a few times, now I know how to use it in case I want to use it again in my classroom (and that to say a lot you have to speak very quickly).

Scratch game

2010-04-11T17:34:00.003-04:00

I really enjoyed making an interactive game on Scratch, even though it ended up being a lot more work than I thought. It came out better (and a little different) than I had in mind when I started, but it was changes for the better. It was helpful to receive feedback from others, who made comments on things to add that I did not think about but made my game better. I could use this game in my classroom if I teach at the age group. Regardless, I can use Scratch to make games for my classroom. This is a very useful tool to know how to use.

Exit Slip 4/5

2010-04-05T12:11:00.031-04:00

Today we had a good discussion about video games and teaching during the ch. 9 presentation. We also talked about the generation gap and the changing workplace associated with changes in technology.

The book suggested children join social networks online. Not only is is a large threat, but it does not help students with vocabulary, correct spelling, punctuation, or grammar, etc. If parents can constantly monitor it, I do think it can be accomplished but this should not take the place of face-to-face interactions.

We also discussed the changing workplace--what careers have been changed an what careers we think may change in the future due to the revolution. Then, we talked about social lives and learning in respect to peer culture and entertainment technologies.

We briefly learned about the implications for education, specifically technology to support learning, funding concerns, and technology-rich education systems. Some goals of education that we listed include: to make our students productive members of society, to be lifelong learners, to teach children how to find what they need (including in technology), and social cohesion. I do not think technology can meet these goals better than teachers can but I agree that they can work hand-in-hand.

In the ch. 10 presentation, we discussed what learning should be like--interactive and engaging, teach to student interests, relate learning to their lives/experiences, etc. People today choose to learn throughout their lives. Internal motivation is one area that needs to be addressed. Individualizing lessons and making lessons more interesting will help students become motivated. Inquiry projects are good ways to do this. For curriculum that you must teach, integrate those areas in a topic that students are interested in learning about and use a variety of materials, centers, etc. to make it more appealing.

We should also rethink what is important to learn, especially in communication and math and careers that have changed (specifically new skills in technology that you need for your career). We should also rethink transitions, especially during high school and from high school to college. The biggest transition I can think of for young children would be transitioning from pre-K to kindergarten.

The book suggests we also rethink educational leadership--they need to be passionate and are experts in technology. Educational leaders should be able to tell teachers about and how to use technology, working in collaboration to create the best learning opportunities for students. Having an administrator on campus, a technology resource teacher, would be extremely helpful so teachers could learn how to use new technology and make their lessons more interesting for students. Maybe colleges could create certifications for all education majors so they can have more access and learn how to use new technology as it becomes available.

Lastly, we should rethink the role of government in education--would it be better to give the responsibility of education back to the federal government? I am not sure. Pros are that there would be a national standard, more money would be available, and equalization. Cons are that it will need to be implemented gradually, it is worrisome that the government will have a lot of power over the people, and those who are already behind may fall further behind.

At the end, they polled the class to determine if at the end of this class we are technology skeptics, enthusiasts or somewhere in the middle. I chose in the middle because it can help supplement teaching and make lessons more appealing to students, but I do not think they should be the only way students learn/experience skills.

It is important to encourage students to be lifelong learners and be sure you are modeling this yourself.

Contemporary Issues:
A theme park attraction to encourage children to explore careers in math and engineering: to encourage children to want to design roller coasters as their career. You can do this with machines by the roller coaster. This is really interesting! This is VERY motivating for children.
The effects of the Internet on social interactions: a study found that people spent less time with their families and others while depression increased. This is an important issue because times are changing from when I was young. Trying to go without technology for a week, students were "bored out of their minds", went crazy and really did not know what to do with themselves. I think students need to learn how to entertain themselves and play outside with others. This is a parenting issue because many parents allow their children to play more video games or games on the computer than outside. I know this is partly due to the threats outside the house.
Math Anxiety & Technology: Girls can learn math anxiety from their female teachers due to the way the teacher acted (worried, etc.). Researchers say that early childhood/elementary teachers should have to learn higher math than they do now. I disagree with this because I had to take higher math that I do not need to know. Also, I am confident in the math skills I need to teach my students (addition, subtraction, etc.). I think it is the feeling of anxiety that is transmitted, not because of gender. 90% of elementary teachers are women.
Using search engines to do homework: I am sure this is happening. Students need to learn the skills to efficiently find information on the Internet. It also may be difficult to find the specific information they want.
IMing and texts affecting student writing: It can reinforce students' use of bad grammar, punctuation and abbreviations but this is not necessarily the case.

Cool Tools:
Draw anywhere: create organizational charts or diagrams. Downsides are that the logo will print at the bottom and students can view others' charts on any topic.
Google lit trips: It is organized by grades (nice!). You need to have Google Earth downloaded on your computer for this to work. Also, there are not many books listed because teachers must upload the information. The only threat is that anyone can contribute, which means some information may not be reliable.
Flickr: You can use this to upload pictures. It is not totally free. Teachers could use this to document field trips or in class learning for parents and other family members (grandparents, etc.) to see. You must get permission from parents and not ID children by full names. A threat is that it is public so you must change it to private.
Gabbly: It creates a pop up chat room. Anyone can join the chat unless you make it private. To create the chat, type 'gabbly.com/' in front of the URL. Students can chat together while they are on the same website on different computers in different locations.

We learned about screencasting using Jing. You are creating a video of your screen that you share with the world (the class in this case) with a voice recording explaining in greater detail the information displayed on the screen. During the screencast, you can scroll up and down, highlight text, etc. I hope this will not be too difficult to do but it does not seem too bad.

Ch. 10 Reflection

2010-04-04T16:15:00.001-04:00

The chapter begins by pointing out the gap in education equity that currently exists. The author hopes that the development of technology will help bring equity back to society by rethinking several issues. One such issue is learning as many avenues for learning are available outside of the classroom. The book suggests developing games to teach subjects and provide resources for society. I wonder if this is possible—not for review but to teach skills from the beginning, like teachers do in schools. The authors have made it clear that they are advocates of lifelong learning and I agree—you are never too old to learn. Ways they suggest people do this are through social networks that provide guidance and advice and learning how to judge the quality of learning venues (i.e. are they reliable). I think social networks can do this but I question that they can be the sole way people receive guidance and support. The book said reliable information sites are supplanting financial aid centers, guidance departments, tutoring, etc. but I question the validity of this statement.

Another area to rethink is student motivation. The book says students are often bored at school and that they do not develop intrinsic motivation to learn. To fix this, the book suggests changing the teaching and learning processes and the reward system for students’ successful completion of school. The authors argue that video games can peak gamers’ interests about topics from the game and encourage them to check out books to learn more. This may be true for some but I do not know any people that have done this. The chapter also argues that schools teach everyone the same thing at the same time but that using technology in the classroom will individualize learning for all students. Teachers are taught to individualize education for their students and meet them where they are, since no two children think the same or have the same interests or experiences. The book also states that teachers can be available to support students if they need more help than the computer can give them, revealing that teachers are important and needed. I do think the book makes a good point when it says that we need to learn what turns adults and children on to learning so that we can provide positive motivational experiences for them—teach to their interests!

Another area to rethink is what is important for students to learn. Currently schools teach a liberal arts curriculum, but the authors believe they should teach to prepare students to live in a technological age and use technological resources. These resources affect communication in that the boundaries of literary practices and production and presentation practices are blurred. The book says gamers can play massively multiplayer online games and use basic literary practices to develop applied literary skills but I wonder how they will first learn the literacy skills they are building on when playing these games. The answer is in school. Technological resources also affect mathematics in that the resources complete algorithms so that students’ time is better spent solving real-world problems; I agree. With the abundance of information available online, students are moving from learning by memorization to learning the skills to find what they want/need on the Internet.

Yet another area to rethink is careers. The book says schools have aimed to teach students about their political responsibilities, but now they must focus on career preparation. I argue that college preparatory schools and schools with special tracks for specific careers already do that. The authors also assume that most people will change jobs multiple times throughout their careers. I do not agree with this. The book suggests that students should be given time after high school to work and then go back for higher education so that they will do better in school. I disagree that people think once they have finished school they have also finished learning. Most people must take continuing education courses or tests and must learn new procedures and machines as they become available.

The book thinks we should rethink the support given when students are transitioning between learning and work. It applauds the efforts of colleges but thinks high schools are in need of better guidance centers that would be federally funded. I wonder where the government will find this money. The book also claims that students who do not go to college or leave college before graduating enter the workforce unprepared. Most of the time it is their choice to leave but I can see where they may run into problems.

The authors also suggest rethinking educational leadership so that various educational resources can be accessed by all. They advocate integrating nonschool resources into learning environments, which will support families, and building wired learning centers in communities. I think this is a good idea, but it will cost a lot of money (e.g. to build the community center, to pay for teacher training, to decide what to integrate, etc.). Again the authors are pushing the creation of video games to teach children skills because their parents will be so busy that they will not have the time to do this. This occurs only in some situations. The authors also want to allow students and their parents to choose what educational track to follow after 8th grade and that students should be in contact with a counselor once they turn fourteen. I wonder how these “other tracks” will be established, who will develop them, monitor them, etc.

Lastly, the book suggests we rethink the role of government in education because the states do not have the resources and funds to correct the inequality in the education system. The book proposes that the government provide machines, inexpensive computers, and tutoring, as well as set up apprenticeship programs. Again, where will they get the money for this? The book also suggests that the states end the requirement to fore students to stay in school until sixteen, but allow them alternatives. Who is going to develop this, how will it be monitored, who will pay for the extra personnel, counselors, etc.?

In closing, the book suggests that for schools to function better in this new age, they need to give up some control of the learning process and that leaders need to work in collaboration with educators to create new opportunities for students to learn; I agree. I am willing to integrate interactive games to review skills and build on base skills I have taught in my classroom as well as collaborating with leaders to develop the best opportunities for students to learn as possible.

Ch. 9 Reflection

2010-04-01T10:50:00.002-04:00

The chapter begins by saying that because of the knowledge revolution and the alternate ways to learn with technology schools and learning are beginning to no longer be synonymous with each other. I disagree; I think they are still synonymous, but that there are other, newer avenues that are also beginning to be synonymous with learning as well. However, if the equivalent of Senate Bill 6 is passed in the Florida House of Representatives, this may no longer be the case in Florida because teachers will really teach to the test for fear of losing their jobs.

I agree with the book when it talks about parents worrying about their children playing violent video games for too long to the detriment of their health (i.e. sitting and playing a video game instead of playing outside). Obesity is a BIG concern for Americans in all walks of life, especially children because they can learn unhealthy eating habits young that can be very hard to break later in life. The book promotes video games because children can learn problem-solving and communication skills while playing them. This may be true, but this should not be the only time they are learning and practicing these skills. To “bridge the technological gap” between parents and children, the books suggests parents play video games with their children. I think this is a good idea, but parents should watch the clock to ensure that they do not spend hours doing this.

The book also suggests that parents should encourage their children to join online communities of people who share their interests. I do not think this is a good idea for young children—too many threats—without careful parental supervision. It does mention a community of children—if I were a parent I would research the community to make sure it was safe for my child and supervise the child before suggesting this.

The book tackles the issue of children playing video games and missing out on reading time by mentioning that video games can be used for vocabulary development in context. This may be, but can they teach children to read like books have proven to do? The book also says this new gaming generation may change the future workplace by having them include more virtual aspects–an interesting thought.

The author also brings up an interesting topic when saying that entertainment technologies developed pop culture and that now pop culture has become a “powerful economic engine” by generating many jobs and money worldwide. The author poses the question, “If pop culture can generate substantial economic growth around the world, how will familiarity with pay off?” (i.e. will sitting around the T.V. or playing video games turn into good jobs?). The author then lists several examples of participatory media, such as 24, Lost and reality shows. These spark viewers to create website to discuss plot twists, favorite characters, etc.

The chapter ends with the notion that changing schools’ core practices may not be the answer because researchers have not found the influence of technology in the classroom. Instead, outside forces (students, families and central offices) are pushing technology. The author also adds that schools may change their practices to receive increasingly scarce federal funding that other institutions which incorporate technology are receiving. I think that schools can change and incorporate technology into their classrooms. I know I will incorporate it into mine.

Exit Slip 3/29

2010-03-29T12:46:00.030-04:00

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.

ch. 8 Reflection

2010-03-23T17:00:00.001-04:00

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.).

3/22 Exit Slip

2010-03-22T13:08:00.002-04:00

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.

ch. 7 Reflection

2010-03-18T11:19:00.001-04:00

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.

3/15 Exit Slip

2010-03-15T14:00:00.029-04:00

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.

Ch. 6 Reflection

2010-03-03T16:25:00.001-05:00

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.

Exit Slip: 3/1

2010-03-01T13:40:00.016-05:00

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.

podcast reflection

2010-03-01T12:51:00.002-05:00

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.

Ch. 5 Reflection

2010-02-24T16:32:00.005-05:00

The chapter begins by stating that while "locked in place" (or traditional) schools will be in existence for many years to come, additional avenues of education have begun to emerge. One of these is home schooling. It has been popular for about 25 years and has increased 29% in the last four years and is continuing to gain popularity. There are two home school associations, one liberal and one conservative. Both believe that the family should hold the responsibility for educating the children, worry about peer pressure and violence in schools, and feel children will learn better at home. Parents work with their children 3-4 hours a day at the most. They may also send their children to schools or colleges to receive instruction on specific topics by a service provider, hire tutors, join a home school group, or take online courses. Joining a home school group allows parents to be able to work part time if desired. When parents teach, they do not think of themselves as experts (like teachers) but as coaches, placing more of the responsibility to learn on the child. Will most families be able to take advantage of home schooling? Not unless this system changes because it requires one parent to stay at home (or work only part time) and support the child in his/her learning, which many families cannot afford to do. This interests me because I have considered home schooling if I have children.

Another avenue to experience learning occurs in the workplace. This allows all people to learn and continue their education. Workplace learning entails businesses paying for their employees to learn needed training (put on a CD for easy use on a computer—a computer simulation) in order to “keep up” and be more efficient workers.

An additional avenue of learning is distance learning. This occurs when people can take classes online. An example is the University o Phoenix, an online college. Some high schools and colleges provide online courses for their students. There is now a push for this in even younger grades. Some school districts are even pushing for virtual high schools. Distance learning has been gaining popularity in recent years.

Still another form of learning can be found in adult education. This gives older people an opportunity to take courses. It has been gaining popularity as people have been living longer, healthier lives and provides people with an opportunity to continue learning throughout their lives.

Visiting a privately owned learning center is another option. Currently, these centers provide test prep courses (for the SAT, ACT, GRE, etc.), tutoring, and access to technology for those with very limited access. Examples include Sylvan, Princeton Review and Kaplan. These could be an alternative to attending a traditional high school.

There are also educational television shows and video games. I am weary about using these in my classroom excessively. Although these can be beneficial, I think students sit in front of the TV and at the computer for too long and should spend more time outdoors as well. Computer-based software (CD-ROM) is another way people can learn.

Yet another way to learn outside of traditional school is to earn a GED. In competition with this and traditional schools are technical certifications, exams that certify people in technical skills for computer-based careers.

Internet cafes (or coffee shops) provide people with yet another avenue for learning. The book refers to them as the “libraries of the future” in that they provide access to many resources through use of the Internet.

All of these options help people to become lifelong learners.

Technology is changing the way people, not just children, are learning. Technology will play a part in my classroom, but I am not sure to what degree at this point. I need to see what all is out there and I also need instruction on how to use it.

Exit Slip 2/22

2010-02-22T13:56:00.005-05:00

Today we learned about making a flip chart for Active Inspire. Jeff found a picture of an alligator in clip art, made it smaller, and attached our names on the top of each one. He then drew a lake, and made it so when you drag a gator into the lake, it disappeared but left your name visible. It did not seem difficult to make which is reassuring because we will have to create one sometime this semester.

Next, some classmates shared their digital autobiographies using Animoto and Vuvox; we had a quick review of these technology tools.

Then, we listened to a presentation on the chapter we read and got a refresher on the history of what brought on organized education--the Industrial Revolution. During this period, people left their farms and moved to cities; this created a large need for universal schooling instead of parents having the sole responsibility of educating their offspring. Now we are experiencing a new revolution, the Knowledge Revolution. Schools need to incorporate technology into the classroom more to give children a well-rounded education and the skills they need to successfully transition into a career. We also went into a little more depth about the major revolution periods and times of change that brought on education, Reformation, American Revolution, Industrial Revolution, and Knowledge Revolution, through small group discussion and presentation of thoughts.

The Knowledge Revolution provides unprecedented access to knowledge for everyone, of which technology is a part. Is it occurring? I believe it is--through the Internet, laptops, cell phones, etc.

Do we need more knowledge than our parents to be successful? Yes and no--for the most part, I think we need to know more about technology than our parents, but there are many things they know that I don't (and have to look up online or another resource).

Later, Jeff introduced us to tools to make podcasts, Audacity and GarageBand. Audacity is best for PC users, GarageBand is best for Mac users. When making a podcast, you must follow these three steps: pre-production (come up with an idea, a script, sound effects, and music), production (recording), and post-production.

Contemporary Issues:
Dayton Technology of Design High School-students ages 16-22 who are at-risk or dropped out make a 3 year commitment. In one class, they create an educational video game and then market it. They also have classes in science, math, social studies, etc. and earn a high school diploma. I think this is a good way to get these at-risk students engaged and attending school.

Virtual field trips-interactive group of websites on a certain topic. Easier to schedule and to access (i.e. Egypt) but cannot be the only tool a teacher uses because it does not provide students with hands-on experiences. I think this could be a helpful tool, but it has a lot of words and would need to be altered for young children. You could have your students take a virtual field trip before taking an actual field trip to help students especially boys, see what will be there and give them a little time to explore before going there.

Virtual Schooling-uses online whiteboards, on a phone, not being with a teacher face-to-face. It is more cost effective. Issues: people need access to a computer, possession of computer skills, and the ability to manage your time. Also, people do not have much social interaction and the online classes may be much easier than an actual class. It is good in that people have the flexibility to take classes whenever they want and a choice in what courses they take.

Webcams in laptops provided by schools given to high school students-I think the schools need more guidelines on what they can and cannot do. Also, there are issues of privacy for students, even if their parents give consent.

Cool Tools:
National Geographic Kids-students can play games, read, learn about multiple domains, etc. One issue with this site is that there is a lot of reading, which will be difficult if young students cannot yet read.

Dropbox-It saves multiple files, documents, music, pictures, etc. One issue is that to save a lot of larger files (i.e. music, etc.) people must buy more space.

Comapping-More appropriate for older students. It helps people stay organized by mapping out their schedules. It is user friendly and free if you want a personal account. For schools or businesses, it is very expensive so not as likely to be used school wide. You can share your map with others and they can add to it which is really convenient.

Twitter-is free to sign up and lets you learn what people are thinking. To do this, you must "follow" them. Making an update is a "tweet". Twitter is like a Facebook status. It can be downloaded to anything with Internet access. You can personalize your profile to your liking. You must be sure to set your profile to private because it automatically is set to public, which can be a safety issue. People may only type 140 characters per post. Teachers can use this at any grade level to update parents on what is going on throughout the school day by tweeting about it.

We ended class with a discussion about our inquiry questions and how to word them.

ch. 4 reflection

2010-02-19T11:08:00.050-05:00

The authors began this chapter by commenting that the Knowledge Revolution of today has brought a large shift in schools and society like the Industrial Revolution of the 19th century did. This current revolution, they claimed, will change education in that schools and learning will not be as closely linked as they were in the past. I agree with this statement. Already, UF has cut down on its education program (among many other areas) in part because of the rise of online colleges and other avenues (made possible by computers and the Internet).

The chapter briefly mentioned that before the Industrial Revolution, parents were largely responsible for their children's education. Once the Revolution occurred, this responsibility shifted to that of the state. I agree with this to some extent (i.e. setting up schools and hiring teachers); I also believe that parents still have responsibility in this matter. They should at least be monitoring their children in terms of their understanding and completion of school work. While I realize that all parents do not have this luxury, at least some have a say in which school to send their child (private, public, at home, etc.).

The authors decided to take a deeper look into why the Industrial Revolution came about and its impact on schools. Before the revolution, parents were involved in that they decided in what area their children would apprentice (and most of the time the children took apprenticeships with their parents or other relations). This began to change when certain events took place.

An invention that nudged America towards creating a universal schooling system was that of the printing press because it led to widespread knowledge for all as well as increased what children needed to know for the adult world. American culture experienced a change from that of oral tradition (and the role of the elderly in telling stories/events) to writing events down. The authors note that having events written down makes them easier to evaluate and challenge as well as study, which is important for universal schooling.

The Reformation led to the notion of individually acquiring knowledge rather than tradition as well as a need for educational institutions to teach people, especially in how to read. This also led to the American Revolution, which called for an educated population.

The Industrial Revolution brought many immigrants to America as well as a push towards urbanization. Urbanization led to crime and poverty as well as a push for children to be educated in state-provided schools. The authors noted ideas that caught on quickly in the 19th century and are now hard to change include the graded school, the plan for American schooling (kindergarten, elementary school and high school), and units (i.e. the establishment of class periods/permanent classes each week). In the 20th century, the physical organization of schools (each room in schools were in constant use), schools based on a system of measurement, and many more now common school characteristics (middle school, community college, the SAT, etc.) were established and hold strong today, many years later. Other characteristics include mandatory attendance and test and textbook use. These features were solutions to problems that arose in society many years ago and should at least be reevaluated now to determine if they are still the best way to handle each problem.

When I become a teacher, I will be sure to contemplate what is best for my students and teach them that in the most relevant ways I can without an over reliance on teachers' editions of textbooks.

Exit Slip-class 2/15

2010-02-15T13:37:00.004-05:00

Today I learned a little about Animoto. I found out that the transitions between pictures was matched to the rhythm of the music.

I discovered a new presentation tool--Glogster. The girls who did the presentation did a really good job and made me want to use this site when I am making presentations. I also thought more about the reading through the discussion topics from the presentation. It also can be used to make other creations. I was glad to get a chance to use the clickers again. We got to see the graph of where the class was in terms of education skeptics and enthusiasts.

Do we need to know the facts or be able to access them and do something with the information we looked up? This will influence how you teach. I think it's a little of both but I'm still learning and rethinking my opinion.

Some contemporary issues I learned about today are:
3-D projectors: It has not been implemented in schools but has been around for awhile (3-D movies). They have now made a 3-D projector for schools. Negative aspects: it is a simulation; it does not provide first-hand experience. Also, how can we accommodate students with disabilities (autism, etc.)? I never thought about having this technology in the classroom. The videos are short (only a few minutes) and are supplemental to lessons.

The I test: use technology in these areas: science, technology, engineering and math. It is used to get older students interested in these subjects and make that into a possible career because there are not enough people in these careers and those with limited resources. Can it be used for young children and if so how? Will this really work? I guess we will have to wait and see. Jeff said, "You can't teach what you don't know"; I agree. We don't know very much about these subjects so we can't teach them to our students anymore.

Microchip implants in children: used to find your children if they are lost, kidnapped, injured, deceased, etc. (This is already used in animals). It sounds like it could be helpful (with private information, medical history, etc.) but there are questions about people's privacy. Also, there are probably some health risks (i.e. cancer) associated with this. I wonder exactly how it would work (cost, putting them in people, etc.)? Children don't get to choose to have this done, it is done to them. I'm not sure about this. I think there is a difference between putting a chip in an animal and putting it in a human. I wouldn't want a chip in me and I don't think I would want it in any children either.

Childhood obesity and technology: children spend many hours sitting in front of a computer or playing video games. Children do not play outside or participate in physical activities as much as they used to before this new era of technology. This generation is very "tech-savy", which is a good thing. Technology is useful and a great tool. It's when people abuse food and parents give their children too much. Technology doesn't make people obese, people choose not to exercise. I don't think one hour of physical activity each day is enough time for young children to get adequate exercise. Safety is an issue but I think we still need to find ways for children (and everyone) to get more exercise outside (Wii exercise does not count!). School is decreasing it's allotment of time for physical activity (recess, P.E.). Parents also are not providing their children with nutritious food. In conclusion, don't eat so much and instead go outside and engage in physical activity more!

Tech tools:
Brain Pop: It is engaging and entertaining but difficult to navigate. Students can get more practice here and teachers can use it as a scaffolding tool. It is not free (only 5-7 day trial). Adults would have to help guide young children to the correct game.

Community Walk: It is a mapping tool. It is a map. To add additional spots, you have to enter an address. You can share your map with others. Use it in the classroom: compile locations while going on a virtual trip. Certain parts you have to sign up to access. It is free, which is good.

Glogster: You can make it private. Kids may be bogged down with typing and design, but good for having students do projects on subtopics or teachers to use during theme teaching.

Skype: A strength is using it for group work when they can't meet for group assignments, have a guest speaker using Skype (this way the guest doesn't have to travel). You can also do pen pals on Skype (and see them). A weakness is that there are freezing/connection problems and you need to buy a webcam (and a microphone if the computer does not come with one).

Podcasts are audio files you can download and listen to. They now have video podcasts. Lead-in music should draw the audience in and lead-out music should conclude the podcast. You can make it private. Anyone can make a podcast so soon I will make one for class.

chapter 3 reflection

2010-02-08T23:48:00.002-05:00

I thought that this chapter was supposed to be about the technology skeptics’ point of view, but from the first page it attempted to discredit this theory and persuade the reader to agree with the technology enthusiasts’ point of view. This is a little frustrating because I wanted to have a clear, undistorted view of this side as well; it seems to me the author let his opinion seep through too much, even when trying to explain the other side’s view. Instead, he seems to be attempting to pick it apart; unfortunately, some of his arguments are faulty.

I disagree with the description of the “traditional” school. Teachers are not supposed to simply lecture and drill and have recitations and give practice. They are components of teaching, and all important in their own right, but are not as cut and dry as the author describes them. Teachers teach on subjects students find interesting; students also become their own teachers (and teachers become their guides or helpers) as students explore and learn on their own. Classrooms today are a mixture of teacher-led and student-led activities. Curriculum and standards have been created in accordance with students’ developmental levels; these topics are to be taught in interesting ways, such as thematic units, not simply lessons straight from the teacher’s guide.

I disagree that technology has not been at least somewhat integrated into the classroom. There is at least one computer in every classroom and many school documents are now completed electronically. Multiple interactive white boards are also available for classes to use; some classes have their own. I also disagree that schools and teachers think that students only need a couple of courses (introduction to computers and typing) to fully understand the computer. The teachers probably don’t understand them completely either, nor would they after only taking two courses about them.

I was glad to see that the chapter at least mentioned that schools were attempting to integrate technology (through educational computer games). I was also happy to see that it mentioned major problems to adding technology to schools, such as the cost and behavior problems caused by not having enough computer access for all students simultaneously. The author brought up the point that computers cannot teach people everything, such as listening, expressing yourself and obeying authority figures.

Having authority while teaching is important, but I do not see why it is so threatening to have students look up information on computers. No one knows everything about every subject. Computers can customize learning for each student, but what assessments could be used to measure student learning. I agree that students should have resources to learn information from and study with, but I think they should take tests alone to show what they learned.

I do believe that technology should have a place in the classroom and am more than willing to try new technologies in my classroom and attend professional development workshops to learn more about technology and how to implement it in my classroom. However, I do not think that everything about the current school system is wrong and needs to be changed.

Exit Slip 2/1

2010-02-01T14:36:00.007-05:00

I learned ways to determine criteria to decide whether websites are credible or not. Websites, such as .edu and .org, can be fake. Websites ending in .edu can not be a credible source if the site is only students' opinions with a .edu ending. Checking for other sources/websites (at least 3) to verify the questionable website's authenticity is another way to check a website's authenticity.

Jeff introduced us to a new tool to help me keep my students safe while using the Internet. Google CSE (Custom Search Engine) is a form of Google, but it allows the teacher to only allow websites they want their students to visit. This keeps inappropriate, unsafe websites from coming up on their results page. Parents can use this website at home too!

I enjoyed the ch.2 presentation. The discussion questions brought out some very strong opinions that I could identify with and understand. People brought up some interesting points that really made me think and began to change my opinion. I am still keeping an open mind about using technology in my classroom in the future. I think there needs to be a balance between traditional instruction and learning and integrating technology into the classroom. Technology can and should be a supplement to the teaching and learning processes in the classroom, but it should not replace the teacher. If used, it can be a helpful teaching tool.

Digital Booktalk

2010-01-31T15:38:00.000-05:00

Creating the Digital Booktalk was a challenge that I enjoyed. I used a program I was not previously familiar with, Microsoft Photo Story, to create it. I worked to determine which pages in the story I wanted to use in the project, took pictures of them until I got them just the way I wanted them (or as close as possible), uploaded them, and went to work. Removing the black background that came with them proved to be a challenge that I was able to fix in most of my pictures. I left the first and last ones with the background because I needed the entire cover picture and decided it would be more aesthetically pleasing to do the same with the final picture. It took me a few recordings for each picture to say what I wanted just the way I wanted (sometimes the microphone would mess up the beginning or ending of some words). I typed up ahead of time what I wanted to say for each picture. While recording, I made some quick changes until I was satisfied. I decided not to use text or music because the music would drown out my words and the text would cover the pictures from the story. After one final check of the entire project, I saved it. My first digital booktalk.

Booktalks are important because they entice children to read. They hook students in, provide them with a little bit of the story, but “leave them hanging” about the ending. If the students want to know what happens, they must read it themselves! Creating a booktalk will impact me as a future teacher in that I will create more of these for other stories. I may make more videos, do live booktalks in front of my students, or a combination of both. We will just have to wait and see.

Evaluating Websites

2010-01-28T09:43:00.001-05:00

Determining if a website is valid or not can sometimes be very tricky. Some information on websites seems like it can be (or is) true. At other times, by critically reading the information yourself, you can determine that the information is probably not true. Below are some tips on how to distinguish valid websites from websites that provide false information:

Websites ending in .edu are valid because they are associated with a university.
Be careful about using .com websites because any person can create this type of website.
Using search engines such as Google Scholar will provide valid website results.
You can trust the results (websites) you receive using search engines and checking the peer-reviewed box. These websites are valid and have been corroborated by others.
Websites should be professional looking.
Check to see if the website has been updated recently.
If the website is authored by an organization, it is more likely to be valid.
Check to see if the site lists other websites where you can confirm its contents.
Do a search of the website on other websites and see what they have to say about it.
Check to see if the website has been professionally reviewed.
View other websites on the same topic to see if they corroborate the information on the website you are unsure about.
Use your common sense—if you know, suspect or are unsure that the information is false, research to determine if it is true or not.
Encyclopedias are sources of valid information and can be used to check if other sources are valid or not.
If you are still unsure after using the above tips, ask your teacher. He or she will put it before the class and together the class will determine if the website is valid or not.

ch. 2 reflection

2010-01-27T23:30:00.001-05:00

Before taking this class I never thought about technology and the classroom. The technology enthusiast’s argument impacted my thinking about technology’s role in teaching and learning in that it brought the issue to my attention. I agree that school’s technology is outdated and students will graduate ill-equipped to work in careers that are using the new technology that students did not learn to use in school. This is a major problem because school is supposed to be the place that prepares children for careers after school. In this new era, people are using technology in every aspect of their work: writing emails and memos, making their own web pages, using digital video tools, spreadsheets, social networking sites, PowerPoint presentations, and many other ways. Since the above require computer skills to use, people are now becoming dependent on computers and computer tools to complete their projects. However, schools have not updated their technology to include computers. Because of this dependence on technology, people can use the computer to communicate instead of taking part in community activities or face-to-face interactions. Nowadays, people have a multitude of ways to communicate from video chats to Facebook to Craigslist and many other technologies. People need to know how to communicate using different media than the simply the reading and writing skills still taught in schools today. Although schools need to change in regards to technology, I am not sure that they need to move completely away from the curriculum they currently use. I think the two should be integrated and supportive of the other.

Simply placing computers in schools has not helped schools enter this new technology age. The technology enthusiasts suggest implementing a just-in-time way of learning, which is skills-based as opposed to fact-based learning that schools generally use. Using this would give people the support they need to complete the task at hand rather than learning facts well in advance that one may or may not use (or remember) in the future. I think that if schools do implement this way of learning, teachers should be sure to continue to teach on topics that interest their students because they will not remember what they learned using this new way of learning if they are not interested and motivated. The enthusiasts’ solution to this is customization—technology’s way to attempt to individualize their services to suit each person and enhance their learning. While people can choose what they want to learn on the Internet (learner control), I do not agree that this should be the sole way that they learn in school. I think they should have a say but not the only ones who decide what to learn. I think that teachers do a good job of scaffolding in class. I think that computer games and simulations are good options to aid students in applying their skills and explore situations. While having multiple and varying audiences is a good thing, I am not sure I would want to publish my young students’ work online where anyone could post any comments, including expletives and very negative comments as opposed to constructive criticism.

This has affected how I will teach in my future classroom in that I will use interactive computer games as a tool to aid students in learning various subjects and computer tutors to allow students to receive immediate feedback on their work. I would be willing to use computer scaffolding in my classroom in addition to my own efforts. I would not feel as comfortable using video games in my classroom until I could use them and gauge their educational benefit firsthand. Budget permitting, I would have multiple computers and technologies in my classroom.

Exit Slip: what new thinking did I take away from class today?

2010-01-25T16:04:00.000-05:00

I learned about the difference between learning with technology (using technology as a partner) and learning from technology (it teaches students information). Both are useful ways to use technology in the classroom. Teachers should use both types of learning in their classroom and can devise creative ways to use various types of technologies and both types of learning discussed above (and other types too) to bring variety and engaging lessons to the classroom. I also learned about using clickers in the classroom as a way for all students to answer questions and the teacher can keep track of who thinks what and what the class as a whole thinks about the topic being discussed. I discovered new technologies that I need to become more familiar with so that I can use them in the classroom and share it with them.

Digital Autobiography

2010-01-23T21:24:00.000-05:00

To make my digital autobiography, I looked at the pictures on my computer to decide what I wanted to do it on. I saw my London and Paris pictures and decided that’s what I wanted to chronicle. I had such a good time there. I visited my best friend there during a spring break. I had the best nine days there and would love to go back again soon. We had such a good time touring and I made many great memories.

After looking through the programs, I selected Roxio PhotoShow. Using the Roxio program to make the digital autobiography began as something fun but turned into something frustrating. After uploading my photos I moved ahead to the next step, choosing backgrounds, picture options, songs, text, etc. As I chose certain options and clicked the save button, sometimes it did not seem to save the options I selected. I felt that I could not navigate the program very well. Then I discovered that choosing certain options automatically changed other aspects of your slide show. Another problem I encountered was that Roxio did not provide many choices for the various slide show aspects and when I chose to look at the other, better options, I received a pop up that said I had to buy a subscription to the program for $40 if I wanted to choose that option. The same thing happened when I wanted to add my personal music to the slide show. I did not enjoy many of the options they had available; in fact, one option that kept playing gave me a headache. I had to take a break and return to finish the project later.

After taking a break and returning, I decided to look again through the available selections. After I chose one, I looked through the songs that were free to use and found one that I liked (even though I had never heard of it and would have preferred one of my own songs). In the end, I was happy with the finished product and surprisingly the song. I hope you enjoy it! Here is the link to view it: http://www.photoshow.com/maker/share/zp9pI3zh

Growing Up Online

2010-01-23T11:44:00.000-05:00

Today’s children are growing up in a new and different environment than those in generations past. They are constantly using technology to make new contacts and access new material. It must be very hard for parents because they did not grow up with these opportunities.

From personal experience, I know that many adults are not very “tech-savvy”. For example, my mom did not know how to check her email and relied on her children to help her access it until my brother went to Africa and email was the only way to keep in contact with him. Similarly, my father still does not know (or care) how to check text messages on his phone. Neither of my parents knows how to use their cell phones (except for making calls) nor do they really know how to navigate the Internet.

On the other hand, it seems to me that my two younger siblings are technology obsessed. My sister always has her cell phone with her. I have noticed she texts people every few minutes (and sometimes seconds) of the day. Now that she has an iPhone she can do just about anything and look up whatever she wants and no one will be the wiser. My younger brother appears to be constantly on the Internet from the time he gets home from school to the time he goes to bed. He reads stories, researches information for school and video games, and probably does a lot more than that.

I feel that I am in the middle of these two generations. I have not grown up with a computer since birth like my younger siblings but know more about using computers (because they became popular later on in my childhood) than my parents, who did not experience computers until their adulthood. I know how to navigate the Internet and certain technologies to a certain extent but I do not feel like an expert nor do I think the Internet sucks up my life like it seems to do with those from the technology generation. I do have a Facebook account and a couple of email addresses but I do not feel that I am fully apart of this new technology-centered generation.

The disparity of knowledge between the technology generation and previous generations needs to be addressed and solutions need to be determined and implemented so that adults can better understand the world that their children live in. Currently, adults are not aware of many of their children’s activities on the Internet. As the teen in the video said, children from this generation know how to “out-smart” their parents when they attempt to keep tabs on what their children are accessing on the Internet. We have all heard stories about young children meeting predators on the Internet. If adults do not take the time to learn more about how to operate the technology their children are so familiar with, they will never bridge the gap and understand what their children are up to or what it like to grow up in this generation. They will also be helpless to protect their children from the dangers of the Internet because they may not even know they exist or they are not very familiar with them. Adults need to accept that the environment their children are growing up in is different from the environment they grew up in and accommodate this change by learning about technology.

Reflection to preface and ch.1 of the book

2010-01-22T17:08:00.000-05:00

I had never thought of this new era as a revolution but the more I think and read about it the more I tend to agree. Technology has become a major part of everyday life for the general population. It impacts all the facets of people’s lives, from more convenient learning opportunities to helping them advance in their careers.
This Information, or Knowledge, Revolution came about because of the technology boom our society has experienced lately. A discrepancy between the traditional school system and today’s society exists because now there are so many ways to experience learning outside of school, such as software programs, informational videos, online universities, online games, web communities, online communication to anyone, anywhere at any time, online test preparation courses, online tutorials, advising websites, and much more. These new opportunities to education challenge the traditional school system because people, regardless of age, have several avenues outside of the school building to obtain the information they need. These options for learning are more convenient for people because they can choose the time, place and how they learn as well as what they learn. People can research and learn more about topics that interest them.
Schools are struggling today because they have been restricted to teach state standards, which limit the variety of learning opportunities they can provide their students. Computer use in schools is contained to computer labs instead of classrooms. Also, teachers have not learned the skills to understand and properly use the technology available. They may feel uncomfortable because of the magnitude of information available on the Internet. Additionally, educators who have attempted to use technology in the classroom have been left without school support. These issues need to be addressed by schools nationwide to fix this problem before the majority of people choose to learn outside of schools rather than in them. More and more, parents have opted to educate their children at home, send their children to learning centers to improve their grades or prepare for college, and purchase computers for their homes, enabling their children to have additional access to technology.
With the many opportunities people have to access information at their own convenience, schools better make these changes quickly or they will be “left in the dust”. Educators need to be open to changes as well, such as learning about the new technology and using it in their classrooms. Their students likely are already using this technology. By providing access to this technology in the classroom, teachers will be better equipped to supply their students with multiple opportunities to access topics of interest to them, keeping more students in school. Many issues, such as the time and programs needed for teachers to learn about technology and the money needed for schools to buy and provide this technology to students, exist that have important implications. For instance, the gap between the rich and poor is increasing due to access to technology. Because technology can be bought at a price, those with money have the means to purchase technology that those without money do not have the means to access. This issue needs to be addressed by those in power and money needs to be given to schools to provide this technology to everyone so that every person will have the same opportunity to succeed in this Information Age. A major point to remember is that people need to talk about these issues and derive and implement potential solutions. After all, nothing will get accomplished and more and more students will choose other avenues of education if people continue to ignore these issues.

Exit Slip-New Thinking

2010-01-11T16:51:00.000-05:00

I learned that there are numerous technology tools that I can use as a teacher for my own personal use, to enhance my lessons and better engage my students. I need to learn and be comfortable using these tools so that I will use them in my classroom. This class has changed my thinking about technology in the classroom in that it has broadened my view of appropriate/available technological tools for the classroom. I now know that there are many more tools (that I had never heard of or used before) available that I need to become familiar with asap.

Technology's Role in Teaching and Learning

2010-01-11T14:41:00.000-05:00

Technology assists teachers in displaying information for students in a fun, interactive way. This keeps students more engaged in the lesson. Technology provides teachers and students with an opportunity to learn by using various technologies, such as the Internet. It provides students with tools to help them with homework, schoolwork, etc. It provides teachers with tools to help them expand their knowledge and present their lessons/information through various avenues ( e.g. Smart Board, Microsoft PowerPoint, websites, etc.). Technology is not used to its fullest extent in today's classrooms because teachers are not familiar/comfortable enough with technology to use its various forms.