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.
Wednesday, July 27, 2011
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
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