I chose to discuss this article http://www.argusleader.com/article/20110724/NEWS/107240324/Four-rural-S-D-schools-let-students-run-show found through my educational technology blog. I chose it for several reasons: one, I work in a "rural" district, I am interested in project-based learning, and I wanted to know if the article talked about teacher qualifications or meeting state standards. I was not disappointed.
Briefly, the article, explores several solutions to problems of rural districts. Rural districts often have difficulty finding qualified teachers to teach usually, higher level high school courses. In one school, they created a project-based learning situation about biology that involved working with teachers that were not "qualified" in biology but would help facilitate the students in finding the information online. It sounded like it was well organized and was teaching to a real world situation, but I was just concerned that it did not mention how the online information was checked. If I had to look at complicated research in biology, I probably would have a hard time deciding if it is valid. It should be noted that the author did mention specifically that one of the projects was based on state standards. I would think the others would have as well. I hope.
But I do agree with rural areas trying to think "outside the classroom box" to solve educational problems that are arising in our difficult economic times. As author Josh Verges notes, "monies are driving experimentation." (7/24/11) The Internet provides a valuable resource for rural areas in terms of seeking out "experts" on topics. Skype conferencing and distance learning can bring the world closer to these isolated students. It is foolish for us to assume that most of our students will stay in our small town throughout their life. They must have rich, valuable experiences to meet the challenges of the future.
Wednesday, August 10, 2011
100 Technologies That Changed the World
Just the title made me wander onto this site http://www.pcpro.co.uk/features/368716/100-technologies-that-changed-the-world/5. PC Pro put out a list of well-known and not so known technologies that have had a profound impact on the world. If you have a few minutes it is worth a walk down memory lane (if you are as old as me!)
I must admit I did not recognize some of the more obscure technologies like TCP/IP ( I'm still not sure what it is, but it is important ) but most I am proud to announce I at least have heard of or had a working knowledge of it. But here are some of my favorites:
PONG- if you are old enough, or have a parent who can share good times you will remember the hours of enjoyment watching the little ball bounce back and forth. Who knew it would lead to the video gaming interest of today. (Probably any 5 year old boy!)
SPAM- who could live with out the annoying emails that have nothing to do with one's life? PC Pro notes that "Bill Gates vowed to eliminate spam by 2004. He left the computing industry well before that". (7/22/11)
SPELLCHECK- This is one of the first tool I show students. However, it does not relinquish the need for recognizing the correct spelling. Spellcheck also has a difficult time recognizing all the "creative" spellings of first names students receive from their thoughtful parents ( you know the ones: ERYKA (Erika) SAADIQAH, the list could go on. (Add them if you have them!)
and finally, my personal favorite: UNDO!
Need I say more? It is the simple treasures in life that makes technology so important!
I must admit I did not recognize some of the more obscure technologies like TCP/IP ( I'm still not sure what it is, but it is important ) but most I am proud to announce I at least have heard of or had a working knowledge of it. But here are some of my favorites:
PONG- if you are old enough, or have a parent who can share good times you will remember the hours of enjoyment watching the little ball bounce back and forth. Who knew it would lead to the video gaming interest of today. (Probably any 5 year old boy!)
SPAM- who could live with out the annoying emails that have nothing to do with one's life? PC Pro notes that "Bill Gates vowed to eliminate spam by 2004. He left the computing industry well before that". (7/22/11)
SPELLCHECK- This is one of the first tool I show students. However, it does not relinquish the need for recognizing the correct spelling. Spellcheck also has a difficult time recognizing all the "creative" spellings of first names students receive from their thoughtful parents ( you know the ones: ERYKA (Erika) SAADIQAH, the list could go on. (Add them if you have them!)
and finally, my personal favorite: UNDO!
Need I say more? It is the simple treasures in life that makes technology so important!
Maybe 1 to 1 isn't such a great idea
I must thank Dean Shareski for starting the dialogue about the importance of human contact and connection. In his article, "Maybe 1 to 1 isn't such a great idea," (http://ideasandthoughts.org/2011/08/05/maybe-1-to-1-isnt-such-a-great-idea/ ) Shareski discusses his concerns with providing students 1 to 1 computers. He cautions educators to consider the importance of human interaction that occurs. It reminds me of the home-schooling debate.
What is it, that the school environment provides students that home-schooling or in Shareski's argument, online learning or 1 to 1 computing does not? According to Shareski is "What they may not be able to do at home is sit with 2 or 3 classmates and design, talk, build and interact face to face." (8/5/11)
I really think this is an important discussion to have when districts are trying to use monies efficiently and still provide students with an education that REALLY prepares them for the future. Businesses are telling educators that they need a work force that can collaborate and create together. They also want students to be able to work remotely and seek resources on line. These skills are not measured well on standardized test so the debate begins. Online classes are required but need strong personal organization and discipline (spoken from experience) Group work is one of the hardest teaching experiences to establish successfully. But if students are not given these experiences early in their schooling, it will never happen.
Students need to be with other students to learn how to be with others, to develop social awareness. These skills cannot be taught by staring at a computer or sitting at home finishing work online. It is not a terrible thing to have to share. I feel like the pendulum has swung from one computer for 40 students to 1:1. But that is not always the best either. Sharing and learning to compromise and work together is an extremely important skill to learn. But it must be done in the context of face to face circumstances. Only then will students be able to extend those experiences to collaborative and independent situations the Web has to offer.
What is it, that the school environment provides students that home-schooling or in Shareski's argument, online learning or 1 to 1 computing does not? According to Shareski is "What they may not be able to do at home is sit with 2 or 3 classmates and design, talk, build and interact face to face." (8/5/11)
I really think this is an important discussion to have when districts are trying to use monies efficiently and still provide students with an education that REALLY prepares them for the future. Businesses are telling educators that they need a work force that can collaborate and create together. They also want students to be able to work remotely and seek resources on line. These skills are not measured well on standardized test so the debate begins. Online classes are required but need strong personal organization and discipline (spoken from experience) Group work is one of the hardest teaching experiences to establish successfully. But if students are not given these experiences early in their schooling, it will never happen.
Students need to be with other students to learn how to be with others, to develop social awareness. These skills cannot be taught by staring at a computer or sitting at home finishing work online. It is not a terrible thing to have to share. I feel like the pendulum has swung from one computer for 40 students to 1:1. But that is not always the best either. Sharing and learning to compromise and work together is an extremely important skill to learn. But it must be done in the context of face to face circumstances. Only then will students be able to extend those experiences to collaborative and independent situations the Web has to offer.
Thursday, August 4, 2011
Beginning the School Year Well Starts With You!
In this article, Vicky Davis the Cool Cat Teacher puts forth some important advice as all of us sneak up on the upcoming school year. I think this advice is helpful whether one is in the classroom or just taking classes and juggling life.
She suggests to make lists, plan ahead and most importantly, take care of oneself. That final bit of advice is probably last on most people's lists. It certainly was for me until two heart surgeries early this summer made me rethink what was most important. It is most important that we are here. So I tell myself that I need to make choices, doing it all is not a choice. So for all the super ideas and tools I have been given, I must choose which ones will benefit the class and will be realistic for me to create and manage.
I think Cool Cat Teacher said it best: "There comes a point at which all you can do is all you can do." (8/1/2011). I might only add, so make it your best!
Original article can be found at: http://coolcatteacher.blogspot.com/2011/08/beginning-school-year-well-starts-with.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+CoolCatTeacherBlog+%28Cool+Cat+Teacher+Blog%29&utm_content=Google+Reader
She suggests to make lists, plan ahead and most importantly, take care of oneself. That final bit of advice is probably last on most people's lists. It certainly was for me until two heart surgeries early this summer made me rethink what was most important. It is most important that we are here. So I tell myself that I need to make choices, doing it all is not a choice. So for all the super ideas and tools I have been given, I must choose which ones will benefit the class and will be realistic for me to create and manage.
I think Cool Cat Teacher said it best: "There comes a point at which all you can do is all you can do." (8/1/2011). I might only add, so make it your best!
Original article can be found at: http://coolcatteacher.blogspot.com/2011/08/beginning-school-year-well-starts-with.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+CoolCatTeacherBlog+%28Cool+Cat+Teacher+Blog%29&utm_content=Google+Reader
Monday, August 1, 2011
The 7 Golden Rules of Using Technology in Schools
Tina Barseghian provided readers with a great synopsis of a presentation by Adam S. Bellows, at the 2011 ISTE conference. http://mindshift.kqed.org/2011/07/the-seven-golden-rules-of-using-technology-in-schools/ For anyone who wants to be inspired to take the step to use technology in one's classroom, this is an article one can not miss.
I will not go through all the rules, because I think the whole article is worth checking out. However, several points are worth mentioning. I thought it was interesting that one of the rules put forth by Bellows is: "Don't Trap Technology in a Room." He suggests computers should not only be in the "lab" but integrated in the classroom, not just a "special". (Bargeghian/Bellows) I felt a little uneasy, since I am the computer teacher. But technology must move from my room to the classroom. I guide students and teachers toward the confidence to use in the classroom. This leads to another rule: "the New F word is FEAR" (Bargeghian/Bellows). Teachers cannot fear technology or totally forbid students from using some of it. Teachers should use these situations to help students become responsible "digital citizens". Not that I am ready to put middle school students on Facebook, but I think they need to start early learning that there are consequences for poor Internet behavior.
We all know these rules but it is always a good idea to come back and refresh our memories and remind ourselves of the importance of technology and our role integrating it in the classroom.
I will not go through all the rules, because I think the whole article is worth checking out. However, several points are worth mentioning. I thought it was interesting that one of the rules put forth by Bellows is: "Don't Trap Technology in a Room." He suggests computers should not only be in the "lab" but integrated in the classroom, not just a "special". (Bargeghian/Bellows) I felt a little uneasy, since I am the computer teacher. But technology must move from my room to the classroom. I guide students and teachers toward the confidence to use in the classroom. This leads to another rule: "the New F word is FEAR" (Bargeghian/Bellows). Teachers cannot fear technology or totally forbid students from using some of it. Teachers should use these situations to help students become responsible "digital citizens". Not that I am ready to put middle school students on Facebook, but I think they need to start early learning that there are consequences for poor Internet behavior.
We all know these rules but it is always a good idea to come back and refresh our memories and remind ourselves of the importance of technology and our role integrating it in the classroom.
Teaching with the iPad (and Angry Birds)
I am sure I got your attention just by the title of the article I found on the Campus Technology blog. http://campustechnology.com/articles/2011/07/26/teaching-with-the-ipad-and-angry-birds.aspx. Although rather brief, it posed a continuing debate I am having with myself about the educational benefit of all the new "games" in educational technology.
The article, written by John K. Waters (7/26/11) discusses the growing attraction to the use of the iPad in the classroom. Conferences and grad classes are being offered all over the country to help teachers become familiar with this device and explore its unlimited potential. I am thrilled that professional development is being offered to educators. This is an area I find lacking in most districts.
But here is my issue: Many of the apps are game based and provide students with engaging activities that they of course, love. But if the teacher has not explored the app and finds a innovative way to use it for students then how is it any better than a worksheet? I feel teachers really need to take the time to understand how that app (or any technology) is going to be better for students, not just different. One must be aware of the learning styles of students and find the apps that will help them, just not mesmerize them.
I plan on implementing a pilot program with iTouch this year, but I am going to move slowly and really research why and how it is helping students. I know they will like it...
By the way, a teacher in Wisconsin used Angry Birds to teach physics. (Waters, 7/26/11) If you are not familiar with the game, download it and try it.
The article, written by John K. Waters (7/26/11) discusses the growing attraction to the use of the iPad in the classroom. Conferences and grad classes are being offered all over the country to help teachers become familiar with this device and explore its unlimited potential. I am thrilled that professional development is being offered to educators. This is an area I find lacking in most districts.
But here is my issue: Many of the apps are game based and provide students with engaging activities that they of course, love. But if the teacher has not explored the app and finds a innovative way to use it for students then how is it any better than a worksheet? I feel teachers really need to take the time to understand how that app (or any technology) is going to be better for students, not just different. One must be aware of the learning styles of students and find the apps that will help them, just not mesmerize them.
I plan on implementing a pilot program with iTouch this year, but I am going to move slowly and really research why and how it is helping students. I know they will like it...
By the way, a teacher in Wisconsin used Angry Birds to teach physics. (Waters, 7/26/11) If you are not familiar with the game, download it and try it.
Mobile Devices in the Classroom: The Debate Rages On
I came upon this blog http://educationaltech-med.blogspot.com/2011/02/mobile-technology-in-education.html while looking at the debate that is raging over the use of mobile devices in the classroom. The article focuses on smart phones but I would extend the discussion into the use of the iTouch also. Overall, many innovative educators are really looking to find the educational benefits of mlearning (mobile learning) in language development. It poses some interesting issues.
As mobile technology becomes a mainstay in a student's wardrobe, schools are wrestling with how to manage the effect phones and the iTouch on the school environment. I began the debate as one hating these things. Students were plugged in and staring at the screen every waking minute. I have had high school aides so good at texting they could use the keypad with the device in their pocket. Now I am evolving into a different perspective, cautiously working toward finding educational benefits to using these devices in the classroom.
The original article, written by Med Kharbach, describes some of the more significant pros and cons of mlearning. On the one hand, he acknowledges that students are familiar with smartphones, sometimes more so than computers. Also, he notes that ability to use these devices at any time adds to its desirability. (Kharbach, 2011) However, he also cautions teachers to identify the privacy and use issues with administrators and parents before embarking on this endeavor.
The bottom line for me, when deciding to incorporate mlearning in my curriculum is to identify the educational benefit that using them would bring to students. If it is merely to say I use them or to be "cool" I will not do it. However, if students are able to improve their collaboration skills, engage in rich discussion via these devices than I am in. The jury is still out, but I am still looking for that lesson that will move me.
As mobile technology becomes a mainstay in a student's wardrobe, schools are wrestling with how to manage the effect phones and the iTouch on the school environment. I began the debate as one hating these things. Students were plugged in and staring at the screen every waking minute. I have had high school aides so good at texting they could use the keypad with the device in their pocket. Now I am evolving into a different perspective, cautiously working toward finding educational benefits to using these devices in the classroom.
The original article, written by Med Kharbach, describes some of the more significant pros and cons of mlearning. On the one hand, he acknowledges that students are familiar with smartphones, sometimes more so than computers. Also, he notes that ability to use these devices at any time adds to its desirability. (Kharbach, 2011) However, he also cautions teachers to identify the privacy and use issues with administrators and parents before embarking on this endeavor.
The bottom line for me, when deciding to incorporate mlearning in my curriculum is to identify the educational benefit that using them would bring to students. If it is merely to say I use them or to be "cool" I will not do it. However, if students are able to improve their collaboration skills, engage in rich discussion via these devices than I am in. The jury is still out, but I am still looking for that lesson that will move me.
Wednesday, July 27, 2011
iPads: A Bolt or Lever for Authentic Learning
I ran across this blog today. http://innovativelearningdesigns.wordpress.com/2011/07/21/ipads-a-bolt-or-a-lever-for-authentic-learning/ It comes from a fellow educator, Sue Hellman who attended the same webinar that I did last week. I am truly becoming connected to the virtual world, no longer someone standing on the sidelines watch people interact. It was thrilling to read a blog and know exactly what this person was describing and feeling I was sharing an experience.
The reason it has motivated me to write about this experience again is because she has started a dialogue I have long had in my head about technology. As much as technology dazzles and engages students, a what point does it merely become something we use to get students' attention. Hellman describes this as "a bolt to what we are already teacher." (Hellman,2011) I think this is a reasonable approach in the elementary grades. However, if technology does not give students experience in real innovative instruction than it will lose it appeal and effectiveness. The point being that technology must help students become critical thinkers or problem solvers.
I think this is the next big challenge for technology in education. It is great to have all these tools and students do enjoy using them but it must go beyond that for technology to have a measurable impact on student achievement. Although critical thinking and problem solving are not part of most standardized tests it is what industry looks for in new employees. These skills will also help students respond to the challenges the ever-changing workforce of the future.
The reason it has motivated me to write about this experience again is because she has started a dialogue I have long had in my head about technology. As much as technology dazzles and engages students, a what point does it merely become something we use to get students' attention. Hellman describes this as "a bolt to what we are already teacher." (Hellman,2011) I think this is a reasonable approach in the elementary grades. However, if technology does not give students experience in real innovative instruction than it will lose it appeal and effectiveness. The point being that technology must help students become critical thinkers or problem solvers.
I think this is the next big challenge for technology in education. It is great to have all these tools and students do enjoy using them but it must go beyond that for technology to have a measurable impact on student achievement. Although critical thinking and problem solving are not part of most standardized tests it is what industry looks for in new employees. These skills will also help students respond to the challenges the ever-changing workforce of the future.
Tuesday, July 26, 2011
Spurring Creativity With Online Activities
I found this article http://blog.learningtoday.com/blog/bid/63702/Spurring-Creativity-Online?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+LearningToday+%28Learning+Today+Blog%29&utm_content=Google+Reader today and found myself checking out the activities. I like to put up worthwhile activities on my class wiki so students have choices when they have finished their designated activity. I thought some of them were fun and held some educational merit. They are however geared for the elementary age.
Crayola's Digi-Color was fun for beginners but if you wanted to use their photo story area a special code had to used that was found on purchased Crayola items. Not so cool...
I have used the Lego website in class but decided to pull it off my wiki. Not because students didn't use it, no they LOVED IT! I pulled it because many of the games were simply video games where characters were shooting guns and cannons at each other. Call me old fashioned, I don't want that in my classroom. If I could isolate just the builder section I would put it back up.
Mr. Picasso Head was fun, but I am not sure how long this would hold a child's interest. Most of the drawing was done for you so someone who likes to draw would get bored.
This blog was a great example how teachers can share ideas and things they find on the Internet. There is just so much out there, we need all the help we can get to know what will work in the classroom.
Crayola's Digi-Color was fun for beginners but if you wanted to use their photo story area a special code had to used that was found on purchased Crayola items. Not so cool...
I have used the Lego website in class but decided to pull it off my wiki. Not because students didn't use it, no they LOVED IT! I pulled it because many of the games were simply video games where characters were shooting guns and cannons at each other. Call me old fashioned, I don't want that in my classroom. If I could isolate just the builder section I would put it back up.
Mr. Picasso Head was fun, but I am not sure how long this would hold a child's interest. Most of the drawing was done for you so someone who likes to draw would get bored.
This blog was a great example how teachers can share ideas and things they find on the Internet. There is just so much out there, we need all the help we can get to know what will work in the classroom.
Monday, July 25, 2011
Students Can't Handle Technology, Says Report
Original article: http://www.theepochtimes.com/n2/content/view/59198/
In his response to an article from the Epoch Times, Paul Darin, discusses the findings a study done by the Education Development Center (EDC) which found that high school felt "they were not proficient in technology and did not feel prepared for their future." http://www.theepochtimes.com/n2/content/view/59198/ Despite the increase in social networking and communication skills (texting) students did not feel ready to meet the 21 century job world.
This does not shock me, except to say, rather sarcastically, that most high school students believe they know more about computers than their teachers. But the study also found that only 8% of the teachers in the study felt competent with computers and used them in the classroom. (7/21/11) This connection, I believe is at the root of the problem. We have spent an huge amount of money getting technology in the classroom and have left it up to teachers to figure out how to use it. This is a travesty that must be stopped. For better or worse, the economic hardships hitting schools forces districts to look carefully about putting in more technology without the professional development mainly because it is truly a waste of money to put in something that will not be used to its fullest potential.
Another striking finding in this study is the realization that technology is not the magic bullet that will cure the ills of the education system. It does not inherently make someone smarter. It does however, as the study found, help teachers identify individual problems students are having (by looking at data collected and analyzed through programs like Data4Success) and then develop student-centered lessons that will address these issues. It can also, the study notes, help students find resources and shift the responsibility of learning back to the student (Darin, 2011).
This was a very revealing study. Most would conclude that high school students who use technology in their every day life should feel competent to use it in the workforce or feel prepared for the future. But as this study revealed, technology is more than Facebook, Twitter, or even Google. It truly is how one uses technology to enhance learning that has the impact.
In his response to an article from the Epoch Times, Paul Darin, discusses the findings a study done by the Education Development Center (EDC) which found that high school felt "they were not proficient in technology and did not feel prepared for their future." http://www.theepochtimes.com/n2/content/view/59198/ Despite the increase in social networking and communication skills (texting) students did not feel ready to meet the 21 century job world.
This does not shock me, except to say, rather sarcastically, that most high school students believe they know more about computers than their teachers. But the study also found that only 8% of the teachers in the study felt competent with computers and used them in the classroom. (7/21/11) This connection, I believe is at the root of the problem. We have spent an huge amount of money getting technology in the classroom and have left it up to teachers to figure out how to use it. This is a travesty that must be stopped. For better or worse, the economic hardships hitting schools forces districts to look carefully about putting in more technology without the professional development mainly because it is truly a waste of money to put in something that will not be used to its fullest potential.
Another striking finding in this study is the realization that technology is not the magic bullet that will cure the ills of the education system. It does not inherently make someone smarter. It does however, as the study found, help teachers identify individual problems students are having (by looking at data collected and analyzed through programs like Data4Success) and then develop student-centered lessons that will address these issues. It can also, the study notes, help students find resources and shift the responsibility of learning back to the student (Darin, 2011).
This was a very revealing study. Most would conclude that high school students who use technology in their every day life should feel competent to use it in the workforce or feel prepared for the future. But as this study revealed, technology is more than Facebook, Twitter, or even Google. It truly is how one uses technology to enhance learning that has the impact.
Are You as Tech-Smart as a Fifth Grader?
I am sure after a year of master level courses we feel that this question is an easy answer. But what Jacqui Murray in her blog entry http://askatechteacher.wordpress.com/2011/07/25/are-you-as-tech-smart-as-a-fifth-grader/ suggests that providing guidance for students to achieve our 21st century skills starts as early as Kindergarten. I whole-heartedly agree.
She provides a no nonsense approach to developing critical thinking skills in children. She teaches technology and has a hands-off policy when it comes to troubleshooting issues students may have. It is hands-off in the sense she will not do for the student, she will help. She will ask for the correct word, or technology term from even her youngest students. She talks them through the steps helping them solve the problem by themselves. In this way, they help themselves and deepen their knowledge. Soon, they can help others, which we all know only deepens the level of ability.
For me, this article only confirmed what I already knew: Students can and do learn to use technology correctly at a very early age. It totally affirmed the teaching approach I already use in my classroom. It showed that this is the approach more districts need to adopt: More technology instruction during the school day. It can not just be the classroom teacher coming into the lab to type a letter. It needs to be a time when skills are developed and students are given meaningful opportunities to use problem-solving and critical thinking to work with Web 2.0 tools.
If only more schools were not cutting technology instruction or delaying it until late elementary grades...
She provides a no nonsense approach to developing critical thinking skills in children. She teaches technology and has a hands-off policy when it comes to troubleshooting issues students may have. It is hands-off in the sense she will not do for the student, she will help. She will ask for the correct word, or technology term from even her youngest students. She talks them through the steps helping them solve the problem by themselves. In this way, they help themselves and deepen their knowledge. Soon, they can help others, which we all know only deepens the level of ability.
For me, this article only confirmed what I already knew: Students can and do learn to use technology correctly at a very early age. It totally affirmed the teaching approach I already use in my classroom. It showed that this is the approach more districts need to adopt: More technology instruction during the school day. It can not just be the classroom teacher coming into the lab to type a letter. It needs to be a time when skills are developed and students are given meaningful opportunities to use problem-solving and critical thinking to work with Web 2.0 tools.
If only more schools were not cutting technology instruction or delaying it until late elementary grades...
Tuesday, July 19, 2011
Webinar: Try it, You Might Like It!
I just spent the last hour at my first webinar, "iPads In the Classroom: Authentic Learning Opportunities". I cannot say how I found it, but I was able to find the link in my history so I could share it with my faithful bloggers. http://www.ascd.org/professional-development/webinars.aspx
This was one of the most useful hours I have spent in a long time. The host, Mike Fisher, provided rational for using iPads in the classroom. He explained that the tool (iPad) is driven by the task one wishes to perform. Technology can provide the tools to authentic and different methods of instruction that can engage students and produce materials that make information real and deep for students.
Of course, the section on the apps was the most fun and helpful. Here are a few to try if you are an iPad junkie, like me! One was SHOW ME. This app allowed someone to create a tutorial and share online. It was free and very easy to use. Teachers and students could use this to describe processes in math or label photos or diagrams.
Another app that was for the iPod and iPad was one called, "StoryLife". In this free app, photos could be dropped in and students could narrate the story to go with the pictures. Think of the gains students with reading or speech could make by using this app.
He also provided more information at http://livebinders.com/play/play/26195
I am glad I have had some experience with live web classes like those here at CMU because it made me confident to try this webinar. I strongly suggest using this tool especially if your colleagues look to you as a resource for integrating technology.
This was one of the most useful hours I have spent in a long time. The host, Mike Fisher, provided rational for using iPads in the classroom. He explained that the tool (iPad) is driven by the task one wishes to perform. Technology can provide the tools to authentic and different methods of instruction that can engage students and produce materials that make information real and deep for students.
Of course, the section on the apps was the most fun and helpful. Here are a few to try if you are an iPad junkie, like me! One was SHOW ME. This app allowed someone to create a tutorial and share online. It was free and very easy to use. Teachers and students could use this to describe processes in math or label photos or diagrams.
Another app that was for the iPod and iPad was one called, "StoryLife". In this free app, photos could be dropped in and students could narrate the story to go with the pictures. Think of the gains students with reading or speech could make by using this app.
He also provided more information at http://livebinders.com/play/play/26195
I am glad I have had some experience with live web classes like those here at CMU because it made me confident to try this webinar. I strongly suggest using this tool especially if your colleagues look to you as a resource for integrating technology.
Great Tech Expectations!
In her blog this week Mary Beth Hertz provides a overview of what and when certain technology skills should be found in the elementary curriculum. (http://www.edutopia.org/blog/elementary-technology-skills-mary-beth-hertz) I was shocked at how extensive this list was. And I teach technology!
After looking at the chart and if you are an elementary teacher in "most" Michigan schools you are probably wondering when these skills are going to be taught. The reality is that most elementary schools do not provide a technology class (like art, music, or gym) on a scheduled weekly time before fourth or fifth grade. And then, in many cases, the emphasis is on typing skills. Classroom teachers are inspired to use technology in the classroom but often feel overwhelmed at starting a project that involves technology because the basic skills of using programs like PowerPoint or even Word have not been developed in students. There just isn't enough time for that.
I wish every administrator could see this chart because it is not a pipe dream of goals. I have the privilege of teaching technology on a weekly basis to students grades K-5 and we have these skills (sometimes earlier than the chart). When students are given time to develop these skills over time they can do anything. It amazes other districts in our area when I show them the digital book or video tour first and second graders are making. But I start in Kindergarten giving students a camera, showing them how it works, and letting them photograph.
The digital literacy we should expect our students to achieve should go hand in hand with their academic and physical development. The time invested in the early grades is time well spent for their future.
After looking at the chart and if you are an elementary teacher in "most" Michigan schools you are probably wondering when these skills are going to be taught. The reality is that most elementary schools do not provide a technology class (like art, music, or gym) on a scheduled weekly time before fourth or fifth grade. And then, in many cases, the emphasis is on typing skills. Classroom teachers are inspired to use technology in the classroom but often feel overwhelmed at starting a project that involves technology because the basic skills of using programs like PowerPoint or even Word have not been developed in students. There just isn't enough time for that.
I wish every administrator could see this chart because it is not a pipe dream of goals. I have the privilege of teaching technology on a weekly basis to students grades K-5 and we have these skills (sometimes earlier than the chart). When students are given time to develop these skills over time they can do anything. It amazes other districts in our area when I show them the digital book or video tour first and second graders are making. But I start in Kindergarten giving students a camera, showing them how it works, and letting them photograph.
The digital literacy we should expect our students to achieve should go hand in hand with their academic and physical development. The time invested in the early grades is time well spent for their future.
Using Blogs to Engage English Language Learners
Although this article by Jon Schwartz focuses on the English Language Learners (http://www.edutopia.org/blog/ell-digital-divide-jon-schwartz) I found many similarities with my student population. Writing and self-expression are a universal skill that needs to be nutured and developed in all students.
The majority of my student population is also economically disadvantaged. Many do not write well, or do not "like" writing. Many do not have experience with written expression. I think blogging can really address this problem.
Students are, on the most part, are drawn to the idea of talking with their fellow students. More so, than just with the teacher as when students write in a journal and share exclusively with the teacher. I think students feel safe talking when some level of aninominity is provided. This gives students a "safe" zone to express one's opinions and feelings.
Schwartz also mentions blogging's other benefit: teaching Internet safety and digital citizenship. No teacher should ever start blogging without making it clear what "acceptable behavior" is, and have parents sign a waiver to allow his or her child participation. Blogging allows a platform to teach students proper citation of photos, videos, and sources. Giving them the reason why one must cite resources makes it much more authentic.
Students need to learn to go beyond just texting or playing games on the computer. Giving them experience using the computer as a tool is a gift that keeps on giving. Blogging is one of those tools.
The majority of my student population is also economically disadvantaged. Many do not write well, or do not "like" writing. Many do not have experience with written expression. I think blogging can really address this problem.
Students are, on the most part, are drawn to the idea of talking with their fellow students. More so, than just with the teacher as when students write in a journal and share exclusively with the teacher. I think students feel safe talking when some level of aninominity is provided. This gives students a "safe" zone to express one's opinions and feelings.
Schwartz also mentions blogging's other benefit: teaching Internet safety and digital citizenship. No teacher should ever start blogging without making it clear what "acceptable behavior" is, and have parents sign a waiver to allow his or her child participation. Blogging allows a platform to teach students proper citation of photos, videos, and sources. Giving them the reason why one must cite resources makes it much more authentic.
Students need to learn to go beyond just texting or playing games on the computer. Giving them experience using the computer as a tool is a gift that keeps on giving. Blogging is one of those tools.
Wednesday, July 13, 2011
Future Schools
I can only say that this article, "Future Schools", http://educationnext.org/future-schools/ made my head spin, for good and bad reason. A rather in depth, lengthy article, the authors, Jonathon Schorr and Deborah McGriff, described what they believe could be the classroom of the future. It is a hybrid classroom. Much like a blended classroom, where instruction is a combination of online and classroom instruction in the classroom, blended classroom provides online instruction in the computer lab.
This type of instruction is not a "dream", it is a reality in schools all over the country. The article provided a handful of examples of how this instruction is meeting the individual needs of students as well as providing data for teachers that can be used to assess progress for students.
The example from a charter school in California was impressive, describing a scene of 43 students working efficiently in a lab monitored by one uncertified teacher. Yes the red flag went up with that one! My mind started spinning with questions: Can that person help students understand questions about the material, or a students "on their own"? Does this person have the training to trouble shoot the technology issues that arise, always? Yes, it saved money, but did it really help students? The authors did not have data for that...
In another example from Brooklyn, NY, students seemed to receive math instruction in this blended setting. In this case, teachers had access to data on a daily basis and could adjust lessons and instruction. Instruction for students involved a combination of small groups, individual face-to-face and computer instruction. This one made me think that this idea could work for schools. The initial investment of computers and more importantly data gathering software and teacher preparation must be addressed.
But it was intriguing to think that education is starting to evolve to meet the needs of students and the educators that are trying so hard to teach them in new and innovative ways.
This type of instruction is not a "dream", it is a reality in schools all over the country. The article provided a handful of examples of how this instruction is meeting the individual needs of students as well as providing data for teachers that can be used to assess progress for students.
The example from a charter school in California was impressive, describing a scene of 43 students working efficiently in a lab monitored by one uncertified teacher. Yes the red flag went up with that one! My mind started spinning with questions: Can that person help students understand questions about the material, or a students "on their own"? Does this person have the training to trouble shoot the technology issues that arise, always? Yes, it saved money, but did it really help students? The authors did not have data for that...
In another example from Brooklyn, NY, students seemed to receive math instruction in this blended setting. In this case, teachers had access to data on a daily basis and could adjust lessons and instruction. Instruction for students involved a combination of small groups, individual face-to-face and computer instruction. This one made me think that this idea could work for schools. The initial investment of computers and more importantly data gathering software and teacher preparation must be addressed.
But it was intriguing to think that education is starting to evolve to meet the needs of students and the educators that are trying so hard to teach them in new and innovative ways.
What Can We Do With All That We Know?
After reading a blog post by Coot Cat Teacher, http://coolcatteacher.blogspot.com/2011/07/7-steps-to-get-big-picture-plan-for.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+CoolCatTeacherBlog+%28Cool+Cat+Teacher+Blog%29&utm_content=Google+Reader I decided to take a bit of a side trip this week in my topics. It serves as a chance to regroup and reassess all the information that has been pouring into me over the last few months.
In her post, Vicky Davis helps her readers prioritize and organize one's thoughts on projects for the upcoming school year. How many of us have gone through these classes, created amazing useful projects and just haven't taken the time to set up a schedule or even think about where the projects could become part of one's curriculum?
Same thing with all the Delicious bookmarks and tools we have discovered along the way. I have seen so many amazing tools and websites that would be fabulous for my students BUT I have to MAKE the time to use them. I know we all say it and it is an age-old conundrum.
I know I can't use everything I find, I know I have to work in baby steps but if I don't start those steps now I will be looking at a flight of steps so high in August that I will have to put ideas on the back burner and go back to some of the plans I used last year that were only "so-so". I want to be better than that!
Take a minute to look at her suggestions, she even provided a template for organizing lesson and ideas to setting up a calendar of events for larger projects.
We have been given so many tools now we need to put them into practice.
As Always,
Anne
In her post, Vicky Davis helps her readers prioritize and organize one's thoughts on projects for the upcoming school year. How many of us have gone through these classes, created amazing useful projects and just haven't taken the time to set up a schedule or even think about where the projects could become part of one's curriculum?
Same thing with all the Delicious bookmarks and tools we have discovered along the way. I have seen so many amazing tools and websites that would be fabulous for my students BUT I have to MAKE the time to use them. I know we all say it and it is an age-old conundrum.
I know I can't use everything I find, I know I have to work in baby steps but if I don't start those steps now I will be looking at a flight of steps so high in August that I will have to put ideas on the back burner and go back to some of the plans I used last year that were only "so-so". I want to be better than that!
Take a minute to look at her suggestions, she even provided a template for organizing lesson and ideas to setting up a calendar of events for larger projects.
We have been given so many tools now we need to put them into practice.
As Always,
Anne
Tuesday, July 12, 2011
Can I Be Convinced to Use Twitter?
I am sure if you wandered into my blog based on my title, I have already succeeded in piquing your interest. We have spent a couple weeks exploring Twitter and its benefits to education and yet I remain on the fence. But I am leaning over to the "dark side" after reading a blog entitled, "28 Creative Ways Teachers are Using Twitter". http://www.bestcollegesonline.com/blog/2011/07/06/28-creative-ways-teachers-are-using-twitter/
First, I will give a short rational to why I am leery of Twitter. I don't like the feeling that I need to be hooked to my mobile device any more than I already am. I don't want to lose that human connection I get by talking to others, face to face. And more importantly, I don't want to encourage students to lose it either. I am also not keen on the desecration of the English language that seems to be occurring when one is limited on its number of characters. Granted, texting is more guilty of this than Twitter. However, it still bothers me.
But I really want to keep an open mind about this and stay informed so when a student asks me about Twitter I can provide knowledgeable reasons to my opinion. So I found this blog...
It is more of a helpful list of examples that provide real world examples on how teachers are using Twitter in the classroom. I read through them all, but went to several that I thought might actually make me want to try Twitter.
It suggested using Twitter to post announcements to older students and parents. I thought that would be useful for older students. Faster than e-mail, I think.
It offered a activity called "TwitLit" as a way to stimulate creativity. Students would be challenged to create short poems staying within the 140-character limit. That could be fun.
I also thought Twitter would be a good way to solicit answers during lessons. Working collaboratively or alone students could Tweet answers during lectures or add comments or questions for the teacher.
I believe there is one element that runs through all these suggestions. I think all the ideas help students learn how to use Twitter (and other social networks) properly. It gives them experience to respond appropriately and learn to express themselves in written form. These skills are well worth trying to find a way to use Twitter in my classroom.
First, I will give a short rational to why I am leery of Twitter. I don't like the feeling that I need to be hooked to my mobile device any more than I already am. I don't want to lose that human connection I get by talking to others, face to face. And more importantly, I don't want to encourage students to lose it either. I am also not keen on the desecration of the English language that seems to be occurring when one is limited on its number of characters. Granted, texting is more guilty of this than Twitter. However, it still bothers me.
But I really want to keep an open mind about this and stay informed so when a student asks me about Twitter I can provide knowledgeable reasons to my opinion. So I found this blog...
It is more of a helpful list of examples that provide real world examples on how teachers are using Twitter in the classroom. I read through them all, but went to several that I thought might actually make me want to try Twitter.
It suggested using Twitter to post announcements to older students and parents. I thought that would be useful for older students. Faster than e-mail, I think.
It offered a activity called "TwitLit" as a way to stimulate creativity. Students would be challenged to create short poems staying within the 140-character limit. That could be fun.
I also thought Twitter would be a good way to solicit answers during lessons. Working collaboratively or alone students could Tweet answers during lectures or add comments or questions for the teacher.
I believe there is one element that runs through all these suggestions. I think all the ideas help students learn how to use Twitter (and other social networks) properly. It gives them experience to respond appropriately and learn to express themselves in written form. These skills are well worth trying to find a way to use Twitter in my classroom.
Thursday, July 7, 2011
Don't Hide the Internet from Today's Kids
The title of today's post is a bit misleading. I really have no intention on jumping on my soapbox and ranting about the importance of the Internet in students' lives. We all know that. We all understand the liability and the responsibility that we incur when we allow students on the Internet. The article I found today was rather lighthearted and inspiring. Take a look at the video above.
The article takes a moment by the author, "Tech Teacher" to decompress her experience at the ISTE conference that was held in Philidelphia. If you are unfamiliar with the acronym it stands for the International Society of Technology Eduducators. For me, the Land of Oz!
But what drew me to discuss this overview is the list that the author created about things she learned at the conference. They were not all web 2.0 tools driven, yet it was an inspiring, reflective list of what technology should be in a classroom.
For instance, she remarks, "Technology offers different ways to teach different learners. Use it that way." (Murray, 2011). As budgets get slashed and physical help (aides) become rare, technology can provide means to reach and adapt the curriculum to diverse learners that come into every classroom. This, in and of itself, should give teachers hope and support. One is not alone out there.
The other comment that struck me was, "Teachers are not lecturers, we are guides, even fellow learners." (Murray, 2011). This is a fabulous mantra to mount where one can see everyday. Engagement in learning and teaching goes both ways. We will remain engaged in teaching if we are engaged in learning. And for me, that is what technology brings in my life. There is always something new to learn, and thus to teach.
Thanks for listening,
Anne
Wednesday, July 6, 2011
Mobile Devices in the Classroom: The Debate Rages On
As I have evolved as a technology teacher I have had to make peace with many issues. I am not a "digital native" and marvel at antiques and simple ways of life. So I often have a conflict of my beliefs when it comes to discussing mobile devices in the classrooms.
In the article, "Mobile Tech in the Classroom Boosts English Learners, http://www.google.com/reader/view/?hl=en&tab=wy#stream/feed%2Fhttp%3A%2F%2Fpeople.uis.edu%2Frschr1%2Fet%2F%3Ffeed%3Drss2 middle school students demonstrate how mobile devices, like iTouch and Smartphones can help students remain engaged and productive in the classroom. I had several "ya, but" questions to ask. Much to my surprise there was an answer to most of them.
Here is the first one, "Ya, they are great and kids love them, BUT what if a family is struggling financially and can't afford a device. The article says students shared them and worked collaboratively. Hum, group work, isn't that a skill we want students to improve.
Next, Ya, they are helping English Language Learners keep up with studies, BUT what about the security issue. And this is a big one. Security for the equipment and security for the students. This is probably one of the biggest hurdles that must be jumped. Most administrations have strict restrictions for the use of mobile devices in school. I personally hate seeing students sitting in the hallway texting and listening to what ever during school hours. BUT this article provided and outline about the strict guidelines that were implemented in order for mobile devices to be used IN THE CLASSROOM.
So my strong reservations for using mobile devices in the classroom really has nothing to do with using these tools, but everything to do with how they can be used outside the classroom and the problems that can arise. I want to use iTouch in a math class this year but for my own sake I am going to have all my ducks in a row, (the lesson planned) and my permission slips signed and approved by administration and parents, and probably students as well. Then I think I can sleep better at night....
Thanks for listening,
Anne
In the article, "Mobile Tech in the Classroom Boosts English Learners, http://www.google.com/reader/view/?hl=en&tab=wy#stream/feed%2Fhttp%3A%2F%2Fpeople.uis.edu%2Frschr1%2Fet%2F%3Ffeed%3Drss2 middle school students demonstrate how mobile devices, like iTouch and Smartphones can help students remain engaged and productive in the classroom. I had several "ya, but" questions to ask. Much to my surprise there was an answer to most of them.
Here is the first one, "Ya, they are great and kids love them, BUT what if a family is struggling financially and can't afford a device. The article says students shared them and worked collaboratively. Hum, group work, isn't that a skill we want students to improve.
Next, Ya, they are helping English Language Learners keep up with studies, BUT what about the security issue. And this is a big one. Security for the equipment and security for the students. This is probably one of the biggest hurdles that must be jumped. Most administrations have strict restrictions for the use of mobile devices in school. I personally hate seeing students sitting in the hallway texting and listening to what ever during school hours. BUT this article provided and outline about the strict guidelines that were implemented in order for mobile devices to be used IN THE CLASSROOM.
So my strong reservations for using mobile devices in the classroom really has nothing to do with using these tools, but everything to do with how they can be used outside the classroom and the problems that can arise. I want to use iTouch in a math class this year but for my own sake I am going to have all my ducks in a row, (the lesson planned) and my permission slips signed and approved by administration and parents, and probably students as well. Then I think I can sleep better at night....
Thanks for listening,
Anne
Does Everyone Need to Understand Technology?
I found this response by CoolCat teacher today. http://coolcatteacher.blogspot.com/2011/07/does-everyone-need-to-understand.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+CoolCatTeacherBlog+%28Cool+Cat+Teacher+Blog%29&utm_content=Google+Reader
Her blog discussed a judge who was in the position to make a decision about Wi-fi and came to the conclusion that Wi-fi was not a radio communication, by definition of the law given to him. I moved passed the absurdity of the law and focused on the points made by Vickie Davis (CoolCat teacher). She made some interesting observations about the state of technological literacy.
She makes a strong case for the responsibility of educators to make sure students have a reasonable level of technology to function in the world. For me, this need to go beyond knowing how to text and post a picture on Facebook. These are merely activities that are processes, follow the directions and one can do it. The social responsibility and manners of conduct need to be instilled in students from the beginning.
I get very discouraged when parents brag that their young child knows more about technology than they do. A parent is setting themselves up for problems later. If for nothing more than the ability to maintain a conversation with your child and understand what goes on in his or her world, understand technology. Ask someone. When I first started back at school, I traded music lessons for computer lesson with a friend of my daughter. I knew when I was over my head and she was happy to get free lessons.
One last point, CoolCat Teacher makes is that "those who have labeled such things "geek" and put them in a box that shall only be opened by those social misfits who dare not show their face at Friday night's football game- are doing their schools, families, and friends a disservice. It is time to stop talking "geek" and just talk about things we need to know. We didn't call a person who liked to fix cars a geek when that revolution happened. They were welcomed as people who brought benefit to us all." (2011)
This really says it all. I often wonder if this whole "geek" thing got started because people really felt unable to keep up with technological changes and felt powerless. So instead of admitting that one needs help and feeling less of a person, one decides to make fun of someone who took the time to figure it out (and actually enjoys it). But didn't they end up asking for help and paying for that help in the end? Go figure!
Kindest regards,
Anne
Her blog discussed a judge who was in the position to make a decision about Wi-fi and came to the conclusion that Wi-fi was not a radio communication, by definition of the law given to him. I moved passed the absurdity of the law and focused on the points made by Vickie Davis (CoolCat teacher). She made some interesting observations about the state of technological literacy.
She makes a strong case for the responsibility of educators to make sure students have a reasonable level of technology to function in the world. For me, this need to go beyond knowing how to text and post a picture on Facebook. These are merely activities that are processes, follow the directions and one can do it. The social responsibility and manners of conduct need to be instilled in students from the beginning.
I get very discouraged when parents brag that their young child knows more about technology than they do. A parent is setting themselves up for problems later. If for nothing more than the ability to maintain a conversation with your child and understand what goes on in his or her world, understand technology. Ask someone. When I first started back at school, I traded music lessons for computer lesson with a friend of my daughter. I knew when I was over my head and she was happy to get free lessons.
One last point, CoolCat Teacher makes is that "those who have labeled such things "geek" and put them in a box that shall only be opened by those social misfits who dare not show their face at Friday night's football game- are doing their schools, families, and friends a disservice. It is time to stop talking "geek" and just talk about things we need to know. We didn't call a person who liked to fix cars a geek when that revolution happened. They were welcomed as people who brought benefit to us all." (2011)
This really says it all. I often wonder if this whole "geek" thing got started because people really felt unable to keep up with technological changes and felt powerless. So instead of admitting that one needs help and feeling less of a person, one decides to make fun of someone who took the time to figure it out (and actually enjoys it). But didn't they end up asking for help and paying for that help in the end? Go figure!
Kindest regards,
Anne
Tuesday, June 28, 2011
Computers are Killing Students' Handwriting Skills
I ran across this interesting tidbit from an Australian newspaper http://www.dailytelegraph.com.au/news/computers-are-killing-students-handwriting-skills/story-e6freuy9-1226077713500. (June 19, 2011)
The author, Laura Speranza of the the Sunday Telegraph discusses concerns Sydney high school administrators are having as students prepare for what sounds like our version of the ACT. A portion of the test is written which is where the problem arises. Students who are now typing assignments are expected to use pen and pencil on the test. And most have poor handwriting skills.
I was intrigued that places outside of the United States were grappling with some of the same issues. This handwriting issue creeps into teacher's lounges at least 3 or 4 times a year. Being the technology teacher I am the "enemy" when it comes to the demise of handwriting.
But here is a thought: What is the goal of these tests? Is it to assess the knowledge base of students or is it the ability of the students to hand write responses. Is the handwriting interfering in the students' ability to get their message across? Maybe the way the test is administered needs to be changed to reflect the way students are taught to express their ideas.
I come from a generation that had to spend hours methodically creating beautiful cursive letters. I was one of the lucky ones who embraced this art form and excelled in this area. But I knew so many children who were punished for bad handwriting. Hours of practice and rewriting never made it better. Some were prolific writers and yet they were graded lower because of penmanship. But then came the type writer and every one was on an even plane.
What I also think is interesting is watching students who use the keyboard most of the time and when they "write" it is fast and fluid on the keyboard. If they are taught to type correctly then their ideas can flow from their fingers and it is as effortless as if a pen was in their hands. I spent several years handwriting papers and then typing them out because that was how I was comfortable writing. Now I do not have to do that and I do not feel my writing has suffered. I also had to print out the article to read them because I had difficulty reading off the monitor. But that has changed as well. (I am sure the trees are breathing a sigh of relief.)
So do I believe schools should forsake handwriting skills? No, one still needs to be able to communicate with handwriting, for now. But educators must address the way students learn and accommodate the changes that is occurring in learning through technology.
The author, Laura Speranza of the the Sunday Telegraph discusses concerns Sydney high school administrators are having as students prepare for what sounds like our version of the ACT. A portion of the test is written which is where the problem arises. Students who are now typing assignments are expected to use pen and pencil on the test. And most have poor handwriting skills.
I was intrigued that places outside of the United States were grappling with some of the same issues. This handwriting issue creeps into teacher's lounges at least 3 or 4 times a year. Being the technology teacher I am the "enemy" when it comes to the demise of handwriting.
But here is a thought: What is the goal of these tests? Is it to assess the knowledge base of students or is it the ability of the students to hand write responses. Is the handwriting interfering in the students' ability to get their message across? Maybe the way the test is administered needs to be changed to reflect the way students are taught to express their ideas.
I come from a generation that had to spend hours methodically creating beautiful cursive letters. I was one of the lucky ones who embraced this art form and excelled in this area. But I knew so many children who were punished for bad handwriting. Hours of practice and rewriting never made it better. Some were prolific writers and yet they were graded lower because of penmanship. But then came the type writer and every one was on an even plane.
What I also think is interesting is watching students who use the keyboard most of the time and when they "write" it is fast and fluid on the keyboard. If they are taught to type correctly then their ideas can flow from their fingers and it is as effortless as if a pen was in their hands. I spent several years handwriting papers and then typing them out because that was how I was comfortable writing. Now I do not have to do that and I do not feel my writing has suffered. I also had to print out the article to read them because I had difficulty reading off the monitor. But that has changed as well. (I am sure the trees are breathing a sigh of relief.)
So do I believe schools should forsake handwriting skills? No, one still needs to be able to communicate with handwriting, for now. But educators must address the way students learn and accommodate the changes that is occurring in learning through technology.
You Just Can't Google It!
I found a short post by Cool Cat Teacher entitled, "You Just Can't Google It? http://www.xtranormal.com/watch/11558390/you-cant-just-google-itVicki Davis, the blog host didn't comment on the site, just gave the address and a short synopsis of the video. "A video that helps students understand why just "Googling it" is not an adequate approach to research." (Sweetsearch, 2011)
This 2-minute video was fabulous on so many levels. Not only was it entertaining, (love Lego people), it would make a great tool to use to engage students while providing beneficial information to viewers.
Although, Google lovers, could feel a bit beat up after watching this video, it is probably because they know that the information is true. I do tell my students when they are starting out searches to pick the top few choices Google provides. But the video points out this is based on popularity not validity. It also discusses some nasty habits we all have been guilty of when searching: putting in one or two words and taking what ever is given to you. I will always have a frustrated student come to me and say, "It didn't have anything on lion baby food" or "I couldn't find anything on "where a lion gets it food from and eats". Both are going to get students dizzy and frustrated. The video gives great advice as to how to search and evaluate a website.
I was just really impressed with this video and the potential it had as a teaching tool. I could see me using this in my 3-5 grades classes as an introduction to web research.
I am interested in what you think...
Anne
In Hopes of Forgiveness?
In today's post I want to ponder a response to a blog from Vicki Davis on the responsibilities that rest on the shoulders of teachers who choose to use Social Networking sites, in this case, Facebook. Vicki Davis feels teachers need to monitor very closely the comments and responses of "Friends". She recommends that participants be "unFriended" when inappropriate comments or material is posted.
The response by Dean Shareski http://www.google.com/reader/view/?hl=en&tab=wy#stream/feed%2Fhttp%3A%2F%2Fideasandthoughts.org%2Ffeed%2F takes an interesting stand. He proposes not shutting down the site and punishing the guilty party but use this experience to teach students proper social networking etiquette and model "forgiveness".
I am torn by this argument because I can validity in both opinions. On the one hand, I agree that one must be very careful what is put on the web. I also believe one has to decide for themselves where each has their "comfort zone" for the comments and discussions that appear on one;s page. I personally have cringed as some of the rather personal comments some of my colleagues have shared on our page. But I hope that as long as I don't add to the discussion with my own personal experience, no one would draw the conclusion that I condone what this individual has done.
I also DO NOT, UNDER ANY CIRCUMSTANCE, allow students into my friends group, until they are in college. I have heard teachers of elementary students tell us at a conference how it builds trust and community. Nope, not going to buy that one. Too, too risky, as far as I'm concerned.
That being said, I do see some merit in what Dean Shareski calls for in his response. Any one who deals with the Internet on a daily basis knows one is truly, "only two clicks away from nasty, vile material." He makes some valuable points to find a balance.
One of points that jumped out at me was tell parents the reality of the Internet. NO filter, is going to filter EVERYTHING. Teachers must be proactive and give parents as much information about the filter and guidelines that are followed. I send home a note at the beginning of the semester and when ever a class is doing a project that entails more research. This is above and beyond the district's Internet Use Agreement that most parents blindly sign at the beginning of the school year. I don't take any chances. The political climate has not softened toward technology and the Internet in particular to let my guard down. And I think a valid point needs to be made, I am dealing with students under the age of 12.
However, Shareski goes on to say that we should use these nasty places on the Internet to teach the appropriate response: Don't freak out, call the police, punish the offender (make them an example for others). Talk about what to do, how to handle, who to talk to, and most of all, acknowledge that everyone makes mistakes and offer an example of forgiveness. I truly believe that punishment will only stop the behave for the moment, but learning from your mistakes, will be the best experience for all. Something to think about...
Till next time,
Anne
The response by Dean Shareski http://www.google.com/reader/view/?hl=en&tab=wy#stream/feed%2Fhttp%3A%2F%2Fideasandthoughts.org%2Ffeed%2F takes an interesting stand. He proposes not shutting down the site and punishing the guilty party but use this experience to teach students proper social networking etiquette and model "forgiveness".
I am torn by this argument because I can validity in both opinions. On the one hand, I agree that one must be very careful what is put on the web. I also believe one has to decide for themselves where each has their "comfort zone" for the comments and discussions that appear on one;s page. I personally have cringed as some of the rather personal comments some of my colleagues have shared on our page. But I hope that as long as I don't add to the discussion with my own personal experience, no one would draw the conclusion that I condone what this individual has done.
I also DO NOT, UNDER ANY CIRCUMSTANCE, allow students into my friends group, until they are in college. I have heard teachers of elementary students tell us at a conference how it builds trust and community. Nope, not going to buy that one. Too, too risky, as far as I'm concerned.
That being said, I do see some merit in what Dean Shareski calls for in his response. Any one who deals with the Internet on a daily basis knows one is truly, "only two clicks away from nasty, vile material." He makes some valuable points to find a balance.
One of points that jumped out at me was tell parents the reality of the Internet. NO filter, is going to filter EVERYTHING. Teachers must be proactive and give parents as much information about the filter and guidelines that are followed. I send home a note at the beginning of the semester and when ever a class is doing a project that entails more research. This is above and beyond the district's Internet Use Agreement that most parents blindly sign at the beginning of the school year. I don't take any chances. The political climate has not softened toward technology and the Internet in particular to let my guard down. And I think a valid point needs to be made, I am dealing with students under the age of 12.
However, Shareski goes on to say that we should use these nasty places on the Internet to teach the appropriate response: Don't freak out, call the police, punish the offender (make them an example for others). Talk about what to do, how to handle, who to talk to, and most of all, acknowledge that everyone makes mistakes and offer an example of forgiveness. I truly believe that punishment will only stop the behave for the moment, but learning from your mistakes, will be the best experience for all. Something to think about...
Till next time,
Anne
Thursday, June 23, 2011
Stand Up for Teachers: Finally!
I am going out of Google Reader for this post mainly because it struck a nerve with me and I feel we all need to read this and pass it on to everyone we meet. Even strangers on the street if you have enough nerve!
A colleague of mine posted this article from a local paper. http://www.dailypress.net/page/content.detail/id/530997/Get-off-the-backs-of-teachers.html?nav=5097 The author has no affiliation with unions, teachers, or politicians. This in and of itself make me value his opinion and sing his praises.
I thank him for finally saying what we already know. The responsibility to solve all of societies ills and raise the nation's youth has turned into "America's Teacher Hunt" similar to the Salem Witch Hunt. I may be exaggerating a bit, but I don't think I am too off the mark.
Has any policy maker ever asked a teacher if they would work all summer if they were asked to. I would, because then I wouldn't have to spend 6-8 weeks reviewing everything students forgot. But then administrators would have to realize that they would have to pay teachers for those months of work. Because WE all know that spreading our income over 12 months is different than being paid for those months.
Another beef I have is that everyone makes out teachers as these manipulative people that have wheeled and dealed these great salaries and benefit packages just to drain districts of their money. But in negotiations, doesn't it take two parties (the teachers and the administration to agree to something). Just an observation...
I am greatful for the medical benefits that I receive and realize how lucky I am. But I am not going to let politicians make teachers the source of all the ills that plague society. We are a noble profession and need to feel that way again.
A colleague of mine posted this article from a local paper. http://www.dailypress.net/page/content.detail/id/530997/Get-off-the-backs-of-teachers.html?nav=5097 The author has no affiliation with unions, teachers, or politicians. This in and of itself make me value his opinion and sing his praises.
I thank him for finally saying what we already know. The responsibility to solve all of societies ills and raise the nation's youth has turned into "America's Teacher Hunt" similar to the Salem Witch Hunt. I may be exaggerating a bit, but I don't think I am too off the mark.
Has any policy maker ever asked a teacher if they would work all summer if they were asked to. I would, because then I wouldn't have to spend 6-8 weeks reviewing everything students forgot. But then administrators would have to realize that they would have to pay teachers for those months of work. Because WE all know that spreading our income over 12 months is different than being paid for those months.
Another beef I have is that everyone makes out teachers as these manipulative people that have wheeled and dealed these great salaries and benefit packages just to drain districts of their money. But in negotiations, doesn't it take two parties (the teachers and the administration to agree to something). Just an observation...
I am greatful for the medical benefits that I receive and realize how lucky I am. But I am not going to let politicians make teachers the source of all the ills that plague society. We are a noble profession and need to feel that way again.
What Does Technology Integration Mean?
As I meandered through Edutopia, I found a blog by Mary Beth Hertz, a elementary computer teacher. Just the fact that she was able to call herself a "elementary computer teacher" without saying she taught gym, music and art to fill her schedule gave me pause to admire and envy her.
But her article, entitled, "What Does Technology Integration Mean?" http://www.edutopia.org/blog/meaning-tech-integration-elementary-mary-beth-hertz was very interesting. I have very little guidance to how well I am helping teachers integrate technology in their classroom because most districts in our area do not even provide weekly technology instruction for grades Kindergarten- 5th grade. It is solely up to the teacher to provide and incorporate technology in the classroom. This is certainly an difficult task considering all the other pressures and responsibilities classroom teachers must take on. But I really try my best to ease reluctant teachers into incorporating technology early on.
If you take the time to look at her article you will see a helpful chart on the different levels of incorporating technology in the classroom. I agree it is a work in progress. I would have liked to see some examples of easy ways to begin using technology in the classroom. But it gets one thinking about how much do we really use technology to enrich our curriculum....
But her article, entitled, "What Does Technology Integration Mean?" http://www.edutopia.org/blog/meaning-tech-integration-elementary-mary-beth-hertz was very interesting. I have very little guidance to how well I am helping teachers integrate technology in their classroom because most districts in our area do not even provide weekly technology instruction for grades Kindergarten- 5th grade. It is solely up to the teacher to provide and incorporate technology in the classroom. This is certainly an difficult task considering all the other pressures and responsibilities classroom teachers must take on. But I really try my best to ease reluctant teachers into incorporating technology early on.
If you take the time to look at her article you will see a helpful chart on the different levels of incorporating technology in the classroom. I agree it is a work in progress. I would have liked to see some examples of easy ways to begin using technology in the classroom. But it gets one thinking about how much do we really use technology to enrich our curriculum....
Wednesday, June 22, 2011
Kindergarteners use iPad2 in the classroom
I hunted around for some interesting articles that might pique my interest and I wandered about and found this short article from Maine. http://www.electronista.com/articles/11/04/08/teachers.saw.remarkable.progress.using.ipads/
It was short but I thought it opened up discussion to the debate as to what responsibility school districts have to seek out funds to equip schools with technology tools that will enhance student achievement. I applaud Maine for taking the initiative without research that proves iPads increase student achievement. I believe that if districts do not investigate the potential of these tools our students will be the victims of an educational system not keeping up with the learning styles students are acquiring as they spend more and more time with technology.
I also thought it was interesting that the money spent by the district included software and professional development for teachers. How many times have our districts given us a computer, document camera or Smartboard and left it to the teacher to figure out how to incorporate in the classroom?
I love my iPad2 and really see the value it could have in a classroom. However, I had to sell my children's old toys in a rummage sale to get the money to buy mine. I wish I lived in Maine.
It was short but I thought it opened up discussion to the debate as to what responsibility school districts have to seek out funds to equip schools with technology tools that will enhance student achievement. I applaud Maine for taking the initiative without research that proves iPads increase student achievement. I believe that if districts do not investigate the potential of these tools our students will be the victims of an educational system not keeping up with the learning styles students are acquiring as they spend more and more time with technology.
I also thought it was interesting that the money spent by the district included software and professional development for teachers. How many times have our districts given us a computer, document camera or Smartboard and left it to the teacher to figure out how to incorporate in the classroom?
I love my iPad2 and really see the value it could have in a classroom. However, I had to sell my children's old toys in a rummage sale to get the money to buy mine. I wish I lived in Maine.
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