"Getting American Students Ready for the 21st Century"
This study was produced by Clinton's administration in 1996. It is a very forward thinking anaylsis about how to incorporate more technology in schools. I read the section on the responsibilities of the state education departments and was upset to see that little had changed. The summary basically said that ultimately it is up to the states to provide appropriate technology for the schools. Unfortunately, most states can't take that kind of financial addition without substracting from other programs. So far it seems like Arizona is trying to get into the game, but doesn't seem to take it to the next level.
Tuesday, April 15, 2008
Week 12 Readings
"Kansas 1:1 Macbook Program"
What a great idea to get all kids Macs. Of course the studies show clearly that technology used appropriately in the classroom helps students perform better. But this program took it the next step and incorporated technology in to the whole school. The realized there would be several difficult issues to address, especially the financial involvement. But the payoffs have been huge. First, it has given kids the tools they need to get ready for college and careers. Second, the Mac software has encouraged a level of creativity in the students that exceeded expectations. Finally, the emotional impact of the school trusting all students to have a Mac meant believing in them.
"Measuring Success- 3 Programs that work"
Like Kansas, other districts have brought laptops into schools with great success. This article was specifically about the problems and solutions each school had to deal with. The problems ranged from financial concerns to on site support, and intensive faculty training. But the rewards have been substantial. The three schools reported that it pushes the school to become student centered. Teachers learned to create classes that were forward thinking and research based. Another benefit is that individual laptops allowed for differentiation. Of course, individual laptops can't work for all districts until significant cultural and pedagogical changes are made. But after reading these 3 case studies, I would love to see my school try.
What a great idea to get all kids Macs. Of course the studies show clearly that technology used appropriately in the classroom helps students perform better. But this program took it the next step and incorporated technology in to the whole school. The realized there would be several difficult issues to address, especially the financial involvement. But the payoffs have been huge. First, it has given kids the tools they need to get ready for college and careers. Second, the Mac software has encouraged a level of creativity in the students that exceeded expectations. Finally, the emotional impact of the school trusting all students to have a Mac meant believing in them.
"Measuring Success- 3 Programs that work"
Like Kansas, other districts have brought laptops into schools with great success. This article was specifically about the problems and solutions each school had to deal with. The problems ranged from financial concerns to on site support, and intensive faculty training. But the rewards have been substantial. The three schools reported that it pushes the school to become student centered. Teachers learned to create classes that were forward thinking and research based. Another benefit is that individual laptops allowed for differentiation. Of course, individual laptops can't work for all districts until significant cultural and pedagogical changes are made. But after reading these 3 case studies, I would love to see my school try.
Week 11 Readings
"Critical Issue- Using Technology to Enhance Engaged Learning for All At-Risk Students"
In order to truly address the needs of at-risk students we need to reconfigure our ideas about teaching "basic facts" to providing meaningful projects. Working with basic facts isolates students. What would be more valuable heterogeneous groups that allow for deeper comprehension. Technology allows this to happen because it is easier to use with complex tasks and provide motivation for students to participate in the activities. Technology also helps teachers create projects that are more real world base and allows students more relevant information than they would find in outdated books magazines.
Jonassen, Chapter 10
This chapter helped me understand why we did what we did in boot camp last summer. The idea of e-portfolios made sense at the time, but now I see how it really is a compilation of a student's work, and how it can best be used when it is an exhibition of growth over time. It seems much more effective when you address the main questions like; "what is the purpose, who is the audience, and what learning outcomes does it demonstrate?"
In order to truly address the needs of at-risk students we need to reconfigure our ideas about teaching "basic facts" to providing meaningful projects. Working with basic facts isolates students. What would be more valuable heterogeneous groups that allow for deeper comprehension. Technology allows this to happen because it is easier to use with complex tasks and provide motivation for students to participate in the activities. Technology also helps teachers create projects that are more real world base and allows students more relevant information than they would find in outdated books magazines.
Jonassen, Chapter 10
This chapter helped me understand why we did what we did in boot camp last summer. The idea of e-portfolios made sense at the time, but now I see how it really is a compilation of a student's work, and how it can best be used when it is an exhibition of growth over time. It seems much more effective when you address the main questions like; "what is the purpose, who is the audience, and what learning outcomes does it demonstrate?"
Sunday, March 30, 2008
Week 10 Readings
"Authentic Learning for the 21st Century"
This overview introduces the reader to how the Internet can help students and teachers create authentic learning in the classroom. The internet provides any number of options for the classroom, but the authors pointed out that the most important are communication, visualization, and simulation. This is because learning is a social and cognitive construct and the Internet helps us achieve both.
When authentic learning is taking place, student and teachers are engaging in real-life problem solving. The solution isn't easy to find because it is an ill-defined problem and it takes time to investigate the issues and the problems. Therefore, the Internet can help students utilize inquiry based learning because there is a mountain of information for students to access. The authors point out that, "expert thinking is the ability to identify and solve problems to which there is no routine solution." This is certainly where I hope I can help my students because if I can get them to realize that there is no one correct answer, I've lead them in a direction many hadn't considered.
Jonassen "Visualizing with Technologies"
Computers and the Internet provide the perfect tools for us to interpret and represent visual ideas. There are any number of options that teachers can use in the classroom but there are a few specific ones that the authors included, like Geographic Information Systems and digital cameras.
Why would teachers include visualization software and hardware? This is where I learned so much about why it is important to use computers in the classroom. The authors explained the importance of vision and how it is the most complex sensory system we have as humans. Vision helps us make sense of what is around us shows us how to make meaning out of it.
That is is why expressive visuals are extremely important and I will try to incorporate them as much as possible. If we use vision on a daily basis for our own sense of understanding, imagine how much more important it is for students who are in a formal learning setting. Obviously it will help students make sense of what they are seeing in the book, the white board, and the classroom itself. But expressive visuals will also help them convey their own meaning of what they've learned through the digital camera, Power Point, or video.
This overview introduces the reader to how the Internet can help students and teachers create authentic learning in the classroom. The internet provides any number of options for the classroom, but the authors pointed out that the most important are communication, visualization, and simulation. This is because learning is a social and cognitive construct and the Internet helps us achieve both.
When authentic learning is taking place, student and teachers are engaging in real-life problem solving. The solution isn't easy to find because it is an ill-defined problem and it takes time to investigate the issues and the problems. Therefore, the Internet can help students utilize inquiry based learning because there is a mountain of information for students to access. The authors point out that, "expert thinking is the ability to identify and solve problems to which there is no routine solution." This is certainly where I hope I can help my students because if I can get them to realize that there is no one correct answer, I've lead them in a direction many hadn't considered.
Jonassen "Visualizing with Technologies"
Computers and the Internet provide the perfect tools for us to interpret and represent visual ideas. There are any number of options that teachers can use in the classroom but there are a few specific ones that the authors included, like Geographic Information Systems and digital cameras.
Why would teachers include visualization software and hardware? This is where I learned so much about why it is important to use computers in the classroom. The authors explained the importance of vision and how it is the most complex sensory system we have as humans. Vision helps us make sense of what is around us shows us how to make meaning out of it.
That is is why expressive visuals are extremely important and I will try to incorporate them as much as possible. If we use vision on a daily basis for our own sense of understanding, imagine how much more important it is for students who are in a formal learning setting. Obviously it will help students make sense of what they are seeing in the book, the white board, and the classroom itself. But expressive visuals will also help them convey their own meaning of what they've learned through the digital camera, Power Point, or video.
Monday, March 17, 2008
Week 9 Readings
New Times Demand New Ways of Learning
The goal for all of us, but especially our students, is to learn how to think critically and strategically. What is this, exactly? The author argues that students must be able to ask the hard questions and then find ways to answer the question.
One way to gauge if this kind of learning is occurring is give assessments that have meaning for the learner. Another way is to make students responsible for their own learning by creating engaged learning settings. Yet another option is to use group collaboration so that students can work with each others' strengths.
The most important factor, however, is that there is "generative learning and instruction." Students and teachers must co-construct learning so that they create a shared understanding of the hard questions and answers they are pursuing.
The goal for all of us, but especially our students, is to learn how to think critically and strategically. What is this, exactly? The author argues that students must be able to ask the hard questions and then find ways to answer the question.
One way to gauge if this kind of learning is occurring is give assessments that have meaning for the learner. Another way is to make students responsible for their own learning by creating engaged learning settings. Yet another option is to use group collaboration so that students can work with each others' strengths.
The most important factor, however, is that there is "generative learning and instruction." Students and teachers must co-construct learning so that they create a shared understanding of the hard questions and answers they are pursuing.
Saturday, March 1, 2008
Readings Week 8, Webcast and Jonassen
"What are kids learning in a Virtual World?" A virtual what?
I've heard of the virtual world, including references to Sim City and Second Life, but I thought it was for people who used it as an alternative to their real life. The webcast opened my eyes to how extensive students are using the virtual world for their entertainment. I was particularly intrigued by the importance of an "avatar." Apparently your entire identity can be encapsulated in a 2D picture. (Okay, it is more than just a picture, you can personalize it and turn it in to a visual depiction of your personality.) They also spent a great deal of time talking about the ethics of the virtual world. It was a consideration of questions that I hadn't even considered. From the basic question of "will you act like yourself on line or like someone else?" to "can you use media to accurately depict the lost boys of Sudan?" The panelists answered yes to both questions.
What was the difference between the podcast and the webcast? One, I really enjoyed the webcast because unlike the podcast, I could hear the participants and see their facial expressions. Two, I thought the webcast considered a whole new realm of technology that I hadn't considered. Jonassen asked if we really can learn from merely watching something, and I know I can say at least for myself, yes. Maybe it is because I see it as multitasking. I am watching for body language clues, listening to the conversation, and writing notes about what interested me.
I've heard of the virtual world, including references to Sim City and Second Life, but I thought it was for people who used it as an alternative to their real life. The webcast opened my eyes to how extensive students are using the virtual world for their entertainment. I was particularly intrigued by the importance of an "avatar." Apparently your entire identity can be encapsulated in a 2D picture. (Okay, it is more than just a picture, you can personalize it and turn it in to a visual depiction of your personality.) They also spent a great deal of time talking about the ethics of the virtual world. It was a consideration of questions that I hadn't even considered. From the basic question of "will you act like yourself on line or like someone else?" to "can you use media to accurately depict the lost boys of Sudan?" The panelists answered yes to both questions.
What was the difference between the podcast and the webcast? One, I really enjoyed the webcast because unlike the podcast, I could hear the participants and see their facial expressions. Two, I thought the webcast considered a whole new realm of technology that I hadn't considered. Jonassen asked if we really can learn from merely watching something, and I know I can say at least for myself, yes. Maybe it is because I see it as multitasking. I am watching for body language clues, listening to the conversation, and writing notes about what interested me.
Week 7 Readings, Podcast and Jonassen
I am a big fan of books on CD, so I thought I would be able to turn on the podcast of "How Digital Media is Changing Kids and Learning," and really be able to focus on the content of the forum. However, I never found myself completely devoted to the speakers, instead I was frequently distracted by the change in volume, the feedback that drowned out the speakers, and the lack of a focal point. The degree of technical difficulties kept me from really paying attention to the content of the podcast but I did recognize a lot of the terms we have been talking about; tools of assessment, critical feedback, participatory culture and the use of games. But I was most interested to listen to what Howard Gardner had to say.
Gardner is, of course, the author of "Multiple Intelligences," which is a key component to my teaching. In Jonassen's book, Gardner is quoted as saying "How are you smart?" The idea that podcasting is the ideal tool for verbal learners is obvious. Just because I had a bad experience doesn't mean I would discount podcasting for those students who learn best by listening. It would be an incredibly effective tool for students who missed some lecture, or who want to deliver their report orally. Either way, it was no coincidence that Gardner was one of the participants. It was great to hear some of his ideas on Digital Learning and to think about how podcasts can be a part of students' learning.
Gardner is, of course, the author of "Multiple Intelligences," which is a key component to my teaching. In Jonassen's book, Gardner is quoted as saying "How are you smart?" The idea that podcasting is the ideal tool for verbal learners is obvious. Just because I had a bad experience doesn't mean I would discount podcasting for those students who learn best by listening. It would be an incredibly effective tool for students who missed some lecture, or who want to deliver their report orally. Either way, it was no coincidence that Gardner was one of the participants. It was great to hear some of his ideas on Digital Learning and to think about how podcasts can be a part of students' learning.
Monday, February 18, 2008
Week 6- Social Networking
Over the weekend, I got to spend some time with exchange students from all over the world. The biggest problem we ran into was that the majority of the students couldn't be pulled away from their computers to interact with each other "in person." One of the counselors asked, "Has it gotten to the point where we need to restrict computer time so that they get to experience reality?" The article seemed to go along perfectly with this experience. Teenagers are becoming dependent on technology to instant gratification through communication. The ironic part is that even though teenagers are never really on their own (cell phones, email, texting) they can be in a room full of people and not interact with one person face to face.
The author asserts that as teenagers continue to use instant communication, they are losing the ability to self-reflect. She also asks if "self expression is more important than social action?" It is a thought provoking question. Besides the annoyance of having students trying to text during class, I'm starting to realize that they are there, but not really there. Not only are they not learning, but they're not experiencing the moment. I guess it remains to be seen if this is good or not, but I'm starting to think like the author- social networking is changing the way we relate to each other.
The author asserts that as teenagers continue to use instant communication, they are losing the ability to self-reflect. She also asks if "self expression is more important than social action?" It is a thought provoking question. Besides the annoyance of having students trying to text during class, I'm starting to realize that they are there, but not really there. Not only are they not learning, but they're not experiencing the moment. I guess it remains to be seen if this is good or not, but I'm starting to think like the author- social networking is changing the way we relate to each other.
Week 50 Myths and Realities
The main point of this article is the simple truth that schools need to incorporate technology as a tool, rather than some sort of goal that can be achieved. To say technology is a goal means that when computers are physically available in the school, the goal has been reached. Instead schools begin to invest in new technology and update the classroom to meet the needs of 21st century education, school districts will be able to really use computers and technology to help students.
One perspective I hadn't considered was that the income level of the school directs the use of technology. His point that poorer schools tend to use computers for drill and practice is a perfect reflection of my school. The computer labs that we use to be able to use are all being taken for special education and ESL students. While I can't say exactly what the programs are like, I do hear that it is very individualistic, instead of the project based lessons that I like to use. If the school district saw the need for all students to get into computer lab, so that they can become effective learners for today's culture, the district would stop restricting the time we have in computer labs.
One perspective I hadn't considered was that the income level of the school directs the use of technology. His point that poorer schools tend to use computers for drill and practice is a perfect reflection of my school. The computer labs that we use to be able to use are all being taken for special education and ESL students. While I can't say exactly what the programs are like, I do hear that it is very individualistic, instead of the project based lessons that I like to use. If the school district saw the need for all students to get into computer lab, so that they can become effective learners for today's culture, the district would stop restricting the time we have in computer labs.
Tuesday, February 5, 2008
Jonassen
The first two chapters of Jonassen's book are a fantastic overview of the changing models of learning and education. The first chapter reviewed the fundamentals of learning; it is active, social, active, and chaotic. So how do we as educators make learning meaningful? I didn't realize that I am a constructivist in regards to learning, but these chapters confirmed it. I would rather students be collaborating and working toward an end product. I prefer to call myself a "facilitator of learning because I would rather students take ownership of their own education.
But chapter two has me wondering how I can give students relevant and engaging problem solving activities. One of the things I really want to work on are lesson plans that ask students to critically think through a situation, consider all of the options, and pick the solution they think is the best.
Monday, February 4, 2008
Teaching with New Eyes
John Snyder's article was a philosophical review of the desperate need for change in education. He argues that it is technology that will prompt students to make education a lifelong pursuit, instead of nuisance they can't wait to get away from. He uses an example for teaching "history" in Social Studies by getting students to examine what makes defining moments in history. It is a great idea that I think would really help students examine their own reality, and determine which events are important and which will be forgotten.
Snyder apparently documented the results of running these projects, and I was disappointed to find out the link to it didn't work. But I did enjoy looking throught the school's website and seeing websites that other teachers had created.
Snyder apparently documented the results of running these projects, and I was disappointed to find out the link to it didn't work. But I did enjoy looking throught the school's website and seeing websites that other teachers had created.
WebQuests
I am a big fan of WebQuests in theory, but not necessarily in practice. Bernie Dodge's and Dr. Christie's sites on how to design and create WebQuests both had great information. Bernie's site gave very specific information on template design, structure, format, and helpful hints. Dr. Christie's site had plenty of examples that could be easily modified to work in the classroom.
So after designing a WebQuest this summer I was really excited to try it in the classroom. The problem is that it didn't work. When I finally could get in to the computer lab the students had a really difficult time competing the project. Some computers were just bad, other computers would kick them off the server, and I spent most of my time trouble-shooting. By the end, both my students and I were frustrated.
In order to run a WebQuest again in my school, what I will probably do is have one small group of studens work on the project in the library, and have them report back to the class. This will help alleviate the technical difficulties, and will be more like a jigsaw.
So after designing a WebQuest this summer I was really excited to try it in the classroom. The problem is that it didn't work. When I finally could get in to the computer lab the students had a really difficult time competing the project. Some computers were just bad, other computers would kick them off the server, and I spent most of my time trouble-shooting. By the end, both my students and I were frustrated.
In order to run a WebQuest again in my school, what I will probably do is have one small group of studens work on the project in the library, and have them report back to the class. This will help alleviate the technical difficulties, and will be more like a jigsaw.
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