For the assignment on creating an inquiry wiki about a question relating to tool or problem based issue, I decided to research "How technology can be used to teach early childhood music concepts and skills". This was an interesting topic, and one that is close to my hear. From an early age music has been a big part of my life. At 10 years old I had begun playing the Oboe and Piano in music classes, private lessons, etc. I enjoyed my music education classes, but cannot pin point any use of technology in teaching and reinforcing skills. As a future educator, I look forward to integrating music into early childhood curriculum. Through the knowledge obtained in this course, I have found that technology can be a great too in teaching. That said, I thought it would be beneficial for my future and for the future of my students to research this topic.
Since this topic was personal to me as an individual, I exerted a large amount of effort on completing this task. I enjoyed the research portion of the assignment, and spent a lot of time finding interesting and appropriate sources that addressed my topic. Also, I tried very hard to synthesize the information from the sources to create a list of best practices when using technology to teach music education. I tried to provide the sources that were the most interesting and the most useful in getting an introduction to my topic in the "additional resources" section.
This assignment has great value and provided me with essential knowledge to become an effective early childhood educator. With the information gained from this research assignment, I now feel more prepared in providing an awesome music education program for my students. I now see how music technology can be used to increase learning. I have also been presented with specific activities, lessons, instruments, tools, and technologies that will help me integrate it into the daily classroom environment.
Sunday, April 25, 2010
Monday, April 5, 2010
Week 13, exit slip. What I learned in class today...
In today's class we talked about the final two chapters from our book, Rethinking Education in the Age of Technology. Destiny, Latarra, and Lorin presented chapter 9, What does it all mean? They showed us a video about video games arguing that they are the best technological teaching tool that we have since students are the active player and decision maker in them, making these situations a "virtual reality". We discussed whether this is really applicable for early childhood students. Educators of young students know that hands on experiences are vital for early learners to really experience and learn from their environments. Video games can be helpful and can serve as a tool for teaching young children depending on the game that is used and how children are supported by adults while playing them. Like many of the other technologies that were emphasized in the textbook, this is geared more towards older students so we need to think about how it can be used in early childhood.
There are two changes with technology: First, the generation gap; and second, a changing workplace. Students today are much more comfortable and familiar with technologies than older adults. Playing with children and engaging in technologies (such as video games) is a way for parents to help bridge this gap. We discussed this a bit and a decided that it might not be effective to just begin playing games, adults should be more active in their approach. Asking questions and facilitating discussion may be helpful but it also may cause the child to loose interest or may stop them from having fun with the game. Latarra pointed out that many times its hard enough for parents to even read with their children, and putting all of the responsibility on the parents to get involved with video games is unreasonable. Encouraging students to join an online community is another way for parents to get involved. Its a way for them to encourage students to explore, share, and learn about interests through social online communities. We discussed this in depth noticing that it may be unsafe and can open up access to unwanted information. There would have to be active monitoring by teachers and parents, but the social connection and learner's interests are important to have.
Changes in the workplace involved the new "gamer generation" where there will be a more virtually stimulated environment. We talked about what careers have been changed with technology, and what careers might be changed in the future by the technological revolution. In my group we discussed how customer service jobs have changed in that there are more simulations of interacting with customers to prepare for similar situations. We talked about how other jobs such as teaching, medical professions, and many others will be changed. In many careers, the function has not changed, but technologies have made these functions easier and more efficient.
In terms of social life and learning, peer culture and entertainment technologies have changed education. Peer culture has changed as a result of technologies that are aimed towards that generation (ipods, hand held games, etc). Students have begun to view school more as an arena for socialization rather than learning.
We discussed several implications these issues will have on education, including: technology to supplement learning, funding concerns, and a technology rich education system. In terms of funding, there is a need for equal access for all schools and students even in low-income areas. Younger students especially have less access to technologies since many may view early childhood as an age group that will not benefit from technology the same as older students.
Anna, Bree-Anna, and Whitney discussed chapter 10, "Rethinking Education in a Technological World", the final chapter of our book. We discussed rethinking learning and talked about what WE think learning should look like. Next, we talked about rethinking motivation and pointed out the disturbing fact that many students only learn in order to obtain a grade. Individualizing education, catering to interests, making learning relevant, hands-on, an inquiry approach, using a variety of materials and approaches, etc. are all ways to change teaching so that students learn to be intrinsically motivated. Another point is to rethink what is important to learn and the authors suggest that this should be determined by the students' interests. A special emphasis is placed on communication and mathematics and how these areas of learning can be facilitated through technology. Jeanee suggested that students should be taught "how to learn" and I agree with this. I think that is part of being a life long learning and having the intrinsic motivation to learn.
Also, we must rethink careers since many are focused on the use of technological resources. Many skills are needed to interact in careers that were not in previous generations that involve access to technology. Rethinking transitions refers to moving from school to work and the authors argue that this is not properly facilitate in our current system like it was in the apprentice approach. We discussed ways we, as teachers, can help students during this time. Its hard to think of ways to do this in early childhood since it is so far away from that time. But little things like having "career days" and letting students explore special interests that might influence their careers in the future would be beneficial. Next, we talked about rethinking educational leadership. Horace Mann was a previous leader in education, but now that that system is becoming outdated it is necessary to find a new leading view on education. This person or resource could help facilitate the transition into the technological age. It is difficult to think of one person who could take on this role since so much responsibility is required, especially in our current obsession with accountability in the government. I do agree that it would be helpful to have an individual in the school who is knowledgeable of all of the changes that are occurring and ways to facilitate that change with technology. Teachers should be given more opportunities to learn about technology and even specialize in this area. Finally, rethinking the role of government in education is probably the most controversial issue that is discussed in the chapter. Currently, state and local governments are in charge but the chapter suggests we give the responsibility back to the federal government. It is true that education can become more equalized in terms of curriculum, standards, and funding, but will it give the federal government too much power? Educators would be separated even further from policy making since politicians will be deciding everything.
We talked about the closing of our book and its impact. Jeff asked the question "Are you a lifelong learner?" and discussed how a large amount of the population is not open to try new things, explore new ideas, etc. Evaluate yourself! If you yourself are not a lifelong learner, you can't teach others to be one. In terms of educational leadership, Jeff talked about how it should be the TEACHER who is an agent of change in the school or district. Chapter 10's group did a final assessment asking if we were technology enthusiasts or not on a scale of 1-5 just like we did in the beginning of this course. Jeff discussed how education is one of the only fields that still contemplates this question.
Contemporary issues presentations:
Stephanie presented The Sum of All Thrills at Disney theme park attraction that will encourage kids to use math and engineering skills. This is a great motivator for kids, Disney has it all!
Kim presented her issue which is the effects of technology on social interactions. We talked about many disturbing cases in which students get overly bored and irritated if they are deprived of their electronics and have to be forced to play outside. Like all things, there needs to be a balance in the lives of our children.
Angela talked about math anxiety and how that can be passed on by teachers, especially for females. Technology can be a helpful tool to overcome this anxiety that may occur. It is disturbing that female teachers who outwardly portray their anxiety with math can be internalized by female students. Teachers have to be careful about the attitudes that they convey to their students.
Kat's issue was about how students can or cannot be successful using search engines. She shared some interesting information about girls vs. boys and how they felt about their searches. Girls don't give up as fast, but they view it as their fault and boys give up more quickly, but do not view it as their problem (typical). Its interesting because we all assume that everyone is born with this skill, but that is untrue and even I am inefficient sometimes.
Lauren presented the issue of text messaging and how it can effect student writing. Many students use the same abbreviated slang language that the use in texting that they use in academic writing. This is an important issue and I have seen this in high school classrooms. Jeff talked about how its important for teachers to set expectations for student writing in order to avoid this. But, the population determines language and it is constantly evolving. If 90% of people decide that 'your' will be spelled 'ur' then it will change. Teacher react negatively to this, but linguists feel the opposite since they are witnessing a language revolution.
Cool tools presentations:
Destiny showed us drawanywhere.com where you can construct diagrams and collaborate online while saving them as a pdf file. I really like this site and immediately see potentials for use, especially for our thematic unit for Dr. Kemple's class.
Liz demonstrated googlelittrips.com which is a literacy and reading site that gives a picture walk for popular books. This might be used more for older children, but could be used in early childhood classrooms.
Lauren showed us flickr.com which is a place to upload and share photos online. I've heard of this site before and have a lot of friends who use it, though I never have. It can be used by teachers to share pictures with parents or other professionals. In the past I have used photobucket and snapfish, so this is another similar resource.
Kat shared gabbly.com which is a chat room creator for anything. Private chatrooms can be made where you can make a password and topic and chat in a more secure environment. I can see this being used in the classroom with older kids for discussions or homework help. There is great potential for collaborative work for me and other group members to use when trying to work together while in different places.
Jeff showed us a quick demonstration and gave an introduction to screencasting which is a component of our inquiry wiki. We are to use Jing to create a video of our screen to share with the class. It allows us to capture a video of a selected portion of our screens when they are on the wiki page. While recording the video we will dictate information about our inquiry projects to go along with the view of the screen.
There are two changes with technology: First, the generation gap; and second, a changing workplace. Students today are much more comfortable and familiar with technologies than older adults. Playing with children and engaging in technologies (such as video games) is a way for parents to help bridge this gap. We discussed this a bit and a decided that it might not be effective to just begin playing games, adults should be more active in their approach. Asking questions and facilitating discussion may be helpful but it also may cause the child to loose interest or may stop them from having fun with the game. Latarra pointed out that many times its hard enough for parents to even read with their children, and putting all of the responsibility on the parents to get involved with video games is unreasonable. Encouraging students to join an online community is another way for parents to get involved. Its a way for them to encourage students to explore, share, and learn about interests through social online communities. We discussed this in depth noticing that it may be unsafe and can open up access to unwanted information. There would have to be active monitoring by teachers and parents, but the social connection and learner's interests are important to have.
Changes in the workplace involved the new "gamer generation" where there will be a more virtually stimulated environment. We talked about what careers have been changed with technology, and what careers might be changed in the future by the technological revolution. In my group we discussed how customer service jobs have changed in that there are more simulations of interacting with customers to prepare for similar situations. We talked about how other jobs such as teaching, medical professions, and many others will be changed. In many careers, the function has not changed, but technologies have made these functions easier and more efficient.
In terms of social life and learning, peer culture and entertainment technologies have changed education. Peer culture has changed as a result of technologies that are aimed towards that generation (ipods, hand held games, etc). Students have begun to view school more as an arena for socialization rather than learning.
We discussed several implications these issues will have on education, including: technology to supplement learning, funding concerns, and a technology rich education system. In terms of funding, there is a need for equal access for all schools and students even in low-income areas. Younger students especially have less access to technologies since many may view early childhood as an age group that will not benefit from technology the same as older students.
Anna, Bree-Anna, and Whitney discussed chapter 10, "Rethinking Education in a Technological World", the final chapter of our book. We discussed rethinking learning and talked about what WE think learning should look like. Next, we talked about rethinking motivation and pointed out the disturbing fact that many students only learn in order to obtain a grade. Individualizing education, catering to interests, making learning relevant, hands-on, an inquiry approach, using a variety of materials and approaches, etc. are all ways to change teaching so that students learn to be intrinsically motivated. Another point is to rethink what is important to learn and the authors suggest that this should be determined by the students' interests. A special emphasis is placed on communication and mathematics and how these areas of learning can be facilitated through technology. Jeanee suggested that students should be taught "how to learn" and I agree with this. I think that is part of being a life long learning and having the intrinsic motivation to learn.
Also, we must rethink careers since many are focused on the use of technological resources. Many skills are needed to interact in careers that were not in previous generations that involve access to technology. Rethinking transitions refers to moving from school to work and the authors argue that this is not properly facilitate in our current system like it was in the apprentice approach. We discussed ways we, as teachers, can help students during this time. Its hard to think of ways to do this in early childhood since it is so far away from that time. But little things like having "career days" and letting students explore special interests that might influence their careers in the future would be beneficial. Next, we talked about rethinking educational leadership. Horace Mann was a previous leader in education, but now that that system is becoming outdated it is necessary to find a new leading view on education. This person or resource could help facilitate the transition into the technological age. It is difficult to think of one person who could take on this role since so much responsibility is required, especially in our current obsession with accountability in the government. I do agree that it would be helpful to have an individual in the school who is knowledgeable of all of the changes that are occurring and ways to facilitate that change with technology. Teachers should be given more opportunities to learn about technology and even specialize in this area. Finally, rethinking the role of government in education is probably the most controversial issue that is discussed in the chapter. Currently, state and local governments are in charge but the chapter suggests we give the responsibility back to the federal government. It is true that education can become more equalized in terms of curriculum, standards, and funding, but will it give the federal government too much power? Educators would be separated even further from policy making since politicians will be deciding everything.
We talked about the closing of our book and its impact. Jeff asked the question "Are you a lifelong learner?" and discussed how a large amount of the population is not open to try new things, explore new ideas, etc. Evaluate yourself! If you yourself are not a lifelong learner, you can't teach others to be one. In terms of educational leadership, Jeff talked about how it should be the TEACHER who is an agent of change in the school or district. Chapter 10's group did a final assessment asking if we were technology enthusiasts or not on a scale of 1-5 just like we did in the beginning of this course. Jeff discussed how education is one of the only fields that still contemplates this question.
Contemporary issues presentations:
Stephanie presented The Sum of All Thrills at Disney theme park attraction that will encourage kids to use math and engineering skills. This is a great motivator for kids, Disney has it all!
Kim presented her issue which is the effects of technology on social interactions. We talked about many disturbing cases in which students get overly bored and irritated if they are deprived of their electronics and have to be forced to play outside. Like all things, there needs to be a balance in the lives of our children.
Angela talked about math anxiety and how that can be passed on by teachers, especially for females. Technology can be a helpful tool to overcome this anxiety that may occur. It is disturbing that female teachers who outwardly portray their anxiety with math can be internalized by female students. Teachers have to be careful about the attitudes that they convey to their students.
Kat's issue was about how students can or cannot be successful using search engines. She shared some interesting information about girls vs. boys and how they felt about their searches. Girls don't give up as fast, but they view it as their fault and boys give up more quickly, but do not view it as their problem (typical). Its interesting because we all assume that everyone is born with this skill, but that is untrue and even I am inefficient sometimes.
Lauren presented the issue of text messaging and how it can effect student writing. Many students use the same abbreviated slang language that the use in texting that they use in academic writing. This is an important issue and I have seen this in high school classrooms. Jeff talked about how its important for teachers to set expectations for student writing in order to avoid this. But, the population determines language and it is constantly evolving. If 90% of people decide that 'your' will be spelled 'ur' then it will change. Teacher react negatively to this, but linguists feel the opposite since they are witnessing a language revolution.
Cool tools presentations:
Destiny showed us drawanywhere.com where you can construct diagrams and collaborate online while saving them as a pdf file. I really like this site and immediately see potentials for use, especially for our thematic unit for Dr. Kemple's class.
Liz demonstrated googlelittrips.com which is a literacy and reading site that gives a picture walk for popular books. This might be used more for older children, but could be used in early childhood classrooms.
Lauren showed us flickr.com which is a place to upload and share photos online. I've heard of this site before and have a lot of friends who use it, though I never have. It can be used by teachers to share pictures with parents or other professionals. In the past I have used photobucket and snapfish, so this is another similar resource.
Kat shared gabbly.com which is a chat room creator for anything. Private chatrooms can be made where you can make a password and topic and chat in a more secure environment. I can see this being used in the classroom with older kids for discussions or homework help. There is great potential for collaborative work for me and other group members to use when trying to work together while in different places.
Jeff showed us a quick demonstration and gave an introduction to screencasting which is a component of our inquiry wiki. We are to use Jing to create a video of our screen to share with the class. It allows us to capture a video of a selected portion of our screens when they are on the wiki page. While recording the video we will dictate information about our inquiry projects to go along with the view of the screen.
My reflections on chapter 10: Rethinking Education in a Technological World
This chapter outlines the arguments that have been presented through out the book. The authors see that we are in the midst of a technological revolution that must be recognized by schools if they do not want to be left behind. "Access to information technologies has leveled the global playing field" (pg 128) meaning that careers that have made many Americans wealthy are now available to anyone who has access to technology. Thus, education systems must change in order for countries to really prosper. The authors suggest the use of strategies that provide access to new educational resources for everyone in society, and giving people the motivation to take advantage of resources and suggest integrating society, education, and learning.
In order to embrace and successfully enter this revolution we must rethink several aspects of the current system. First, we must rethink learning. Through the use of enabling technologies, learning is slowly moving outside of schools and leaving them behind. Our concept of learning is beginning to broaden following different paths of homeschooling, distance learning, etc. The authors suggest that social networking systems can replace the support and guidance of schools and teachers through feedback and help that is already provided.
Rethinking motivation is required to help our students to develop the motivation to learn. The authors argue "The current school system does not help students develop intrinsic motivation to learn." (pg 131). Though I agree that technology can increase the likelihood of students developing a strong intrinsic motivation to learn, quality teachers CAN support this development. Many students are bored and express negative attitudes towards learning, but especially in early childhood, teachers can use hands on activities that cater to individual needs in accompaniment with technology to reach this goal. Learners can be given more control over their learning and can be encouraged to explore topics of interests through an inquiry approach where students can research the things they are interested through teacher and technological support.
Rethinking what is important to learn is also vital since the current curriculum is deeply rooted in historical practices. I liked the quote the authors used "The core curriculum in modern schools is still rooted in the medieval trivium (from which the word trivial is derived), which consisted of logic, grammar, music, and astronomy...we added courses such as history, geography, and the sciences," (pg 133). In the past students have been required to memorize abstract and irrelevant information in segregated subjects when in today's society emphasis should be put on integrating information, communication, and thinking mathematically.
We should also rethink careers since education is geared toward career preparation for economic success. Current jobs focus on skills such as collaboration, communication, and knowledge-processing which can be facilitated through learning technologies more than in school settings. I agree that students would be better served if they were challenged to solve real-world problems and create meaningful products.
Rethinking the transitions between learning and work is also an important thing to consider. The authors argue that the apprentice system better facilitates this and I agree. Students should be better prepared to transition between school and careers instead of just entering college to get a degree. I was really surprised by the statistic mentioned that said "since only about 30% of students in America ever get a college degree, the vast majority of students have a more difficult transition to make." (pg 137). I would have overestimated this percentage if I were to guess.
The authors suggest rethinking educational leaderships, or a new Horace Mann. I definitely agree that we need a complete and agreed upon vision of education that allows access to resources from everyone in a given society. This is vital since many will be concerned about keeping the current system, others will want to completely change the system, and still others will encourage integrating the two.
Finally, we must rethink the role of the government in education. Currently the federal government plays only a supplementary role in the responsibility of education. It seems that the government is primarily concerned with developing the knowledge of science and math in order to create a more competitive nation. The government can take a more active role by ensuring access and equity for all. State governments must also contribute to a new technology-rich world by rethinking mandates about the current school system that requires students to stay in comprehensive schools until age 16 since many students may have the ability to find more effective ways to learn involving technology. An example would be for states to implement the certification concept that was discussed in a previous chapter.
This book has done a great job of communicating their vision of a future involving educational technology. This chapter brought everything together in a comprehensive manner.
In order to embrace and successfully enter this revolution we must rethink several aspects of the current system. First, we must rethink learning. Through the use of enabling technologies, learning is slowly moving outside of schools and leaving them behind. Our concept of learning is beginning to broaden following different paths of homeschooling, distance learning, etc. The authors suggest that social networking systems can replace the support and guidance of schools and teachers through feedback and help that is already provided.
Rethinking motivation is required to help our students to develop the motivation to learn. The authors argue "The current school system does not help students develop intrinsic motivation to learn." (pg 131). Though I agree that technology can increase the likelihood of students developing a strong intrinsic motivation to learn, quality teachers CAN support this development. Many students are bored and express negative attitudes towards learning, but especially in early childhood, teachers can use hands on activities that cater to individual needs in accompaniment with technology to reach this goal. Learners can be given more control over their learning and can be encouraged to explore topics of interests through an inquiry approach where students can research the things they are interested through teacher and technological support.
Rethinking what is important to learn is also vital since the current curriculum is deeply rooted in historical practices. I liked the quote the authors used "The core curriculum in modern schools is still rooted in the medieval trivium (from which the word trivial is derived), which consisted of logic, grammar, music, and astronomy...we added courses such as history, geography, and the sciences," (pg 133). In the past students have been required to memorize abstract and irrelevant information in segregated subjects when in today's society emphasis should be put on integrating information, communication, and thinking mathematically.
We should also rethink careers since education is geared toward career preparation for economic success. Current jobs focus on skills such as collaboration, communication, and knowledge-processing which can be facilitated through learning technologies more than in school settings. I agree that students would be better served if they were challenged to solve real-world problems and create meaningful products.
Rethinking the transitions between learning and work is also an important thing to consider. The authors argue that the apprentice system better facilitates this and I agree. Students should be better prepared to transition between school and careers instead of just entering college to get a degree. I was really surprised by the statistic mentioned that said "since only about 30% of students in America ever get a college degree, the vast majority of students have a more difficult transition to make." (pg 137). I would have overestimated this percentage if I were to guess.
The authors suggest rethinking educational leaderships, or a new Horace Mann. I definitely agree that we need a complete and agreed upon vision of education that allows access to resources from everyone in a given society. This is vital since many will be concerned about keeping the current system, others will want to completely change the system, and still others will encourage integrating the two.
Finally, we must rethink the role of the government in education. Currently the federal government plays only a supplementary role in the responsibility of education. It seems that the government is primarily concerned with developing the knowledge of science and math in order to create a more competitive nation. The government can take a more active role by ensuring access and equity for all. State governments must also contribute to a new technology-rich world by rethinking mandates about the current school system that requires students to stay in comprehensive schools until age 16 since many students may have the ability to find more effective ways to learn involving technology. An example would be for states to implement the certification concept that was discussed in a previous chapter.
This book has done a great job of communicating their vision of a future involving educational technology. This chapter brought everything together in a comprehensive manner.
My reflections on chapter 9: What Does it All Mean?
This chapter discussed suggestions for parents and teachers to use in an attempt to bridge the generation gap between new learning technologies and existing practices. I am familiar with this generation gap due to first hand experience. Though my mother has embraced new technologies by using social networking websites, becoming an avid "texter" on her Blackberry, and playing video games using the Wii; my father has been reluctant to take such an approach. He struggles navigating the internet when he is not familiar with certain sites, takes an hour to send a one word text message, but LOVES video games that simulate war scenarios. I have also seen this gap in many classrooms, including my own college classrooms, where teachers are not as familiar with technologies as students.
I liked the idea that the authors presented of bridging the gap through playing with children. Parents can begin to become more familiar with learning technologies by simply picking up a video game and playing with their children. Similarly to how parents are accustomed to picking up a book and reading to their children, this should be a common occurrence. When adults do this, they might become familiar with the strategies and skills that can be learned through this type of learning technology, instead of insisting that they are not appropriate.
I also agree with the author's proposition for parents to encourage their children to join and partake in online communities that allow them to share and explore their deep interests. Children can dive into subject they are passionate about and learn more about subjects that interest them by becoming involved in these communities. With support, encouragement, and monitoring from the adult; students can be more successful in their online experiences.
I liked the idea that the authors presented of bridging the gap through playing with children. Parents can begin to become more familiar with learning technologies by simply picking up a video game and playing with their children. Similarly to how parents are accustomed to picking up a book and reading to their children, this should be a common occurrence. When adults do this, they might become familiar with the strategies and skills that can be learned through this type of learning technology, instead of insisting that they are not appropriate.
I also agree with the author's proposition for parents to encourage their children to join and partake in online communities that allow them to share and explore their deep interests. Children can dive into subject they are passionate about and learn more about subjects that interest them by becoming involved in these communities. With support, encouragement, and monitoring from the adult; students can be more successful in their online experiences.
Monday, March 29, 2010
Week 12, exit slip. What I learned in class today...
Today's group discussed chapter 18 which outlined ways in which the learning should change in order to facilitate technology into the current educational system. In groups we talked about topics from the chapter such as accreditation, epistemic frames, topics that teachers usually have trouble teaching, commercial video games, course management systems, and technology as an equalizer.
Accreditation has a lot of pros such as individualized learning but a draw back may be that students could lack motivation to choose what career and learning paths they want to take. Epistemic frames are beneficial because they are game-based and focus on particular learning interests, but may not encompass all fields of interest. Commercial video games could be effective since they are fun and interactive, but they could be too time consuming and controversial in terms of content for the classroom. Course management systems, such as E-Learning, are helpful organizational tools for teachers and students (and even parents). It is a time-saving and convenient methods, but it is possible for teachers to overly depend on this system instead of personal interactions. Using technology as an equalizer in the classroom can bridge the gap between low SES students and more advantaged students. It is important that all students are provided with equal access to all technologies for this to be beneficial.
We discussed other ways for technology to be integrated into the classroom such as various modes of media (videos, internet access, word processors, video games, blogging, etc). These are simple ways that teachers can incorporate technology while maintaining a balanced classroom. These technologies can be used to meet the curriculum needs and standards in a meaningful and functional way. The concepts and strategies that were discussed in the chapter are more clear to me now that they have been presented in an organized manner.
We talked about more contemporary issues in technology. Lorin presented the issue of using calculators and how that effects student learning. This is controversial because some believe that the concepts should be learned first, then calculators should be used as a tool to supplement and reinforce. I think these are good tools to use for reinforcement and motivation. Young kids would be excited to use these tools, but as kids get older they may abuse these tools (especially more high-tech calculators). Like in most situations, there should be a balance between using this tool and using your brain! Caley talked about the ipad which is a new computer tool being released April 3rd. It seems like a bigger version of Apple's iphone and is a touch screen computer with internet access. I really like this computer and am interested in buying one. I think this could be really useful for early childhood students, especially those with special needs and sensory issues. Liz brought up the issues of social networking and how this can effect a professional's career. This is an interesting topic since facebook is popular among many professional individuals and can be used as a personal and a professional networking tool. I disagree with states forbidding teachers from using social networking tools, but I do think that professionals must be aware that their actions WILL be judged on these sites by parents and other professionals. Finally, Whitney talked about using technology to enhance literacy instruction. This involves using multimedia to create and publish. I like this tool because it allows students to compose and publish their works even if they struggle with writing.
More cool technology tools were presented to the class. Angela showed us poll everywhere which was new to me. Its a polling website where you can create a poll to ask a question for any type of project or activity. This can be used as a way for students to respond to a question during a presentation or to provide input on a topic. I like how the audience can respond to polls via text message or online. Kim presented kadoo.com which is a file sharing website (photos, videos, documents, etc.) and its usually used for uploading photos for friends/family to see. It seems useful but reminds me of other tools like this like flickr, shutterfly, photobucket, etc. Courtney's cool tool was woome.com which she informed us is actually a dating site...not quite relevant to this course. Hopefully Courtney will have some luck on this site ;) Finally, Emilie showed us ooVoo.com which is a communication tool. You can write messages, watch live and recorded videos, etc. I like this site because it reminds me of skype, aim chat, and other communication tools that I already use. It allows you to have more than one person on a video chat (unlike skype) which could be helpful for conferences or group chats.
Accreditation has a lot of pros such as individualized learning but a draw back may be that students could lack motivation to choose what career and learning paths they want to take. Epistemic frames are beneficial because they are game-based and focus on particular learning interests, but may not encompass all fields of interest. Commercial video games could be effective since they are fun and interactive, but they could be too time consuming and controversial in terms of content for the classroom. Course management systems, such as E-Learning, are helpful organizational tools for teachers and students (and even parents). It is a time-saving and convenient methods, but it is possible for teachers to overly depend on this system instead of personal interactions. Using technology as an equalizer in the classroom can bridge the gap between low SES students and more advantaged students. It is important that all students are provided with equal access to all technologies for this to be beneficial.
We discussed other ways for technology to be integrated into the classroom such as various modes of media (videos, internet access, word processors, video games, blogging, etc). These are simple ways that teachers can incorporate technology while maintaining a balanced classroom. These technologies can be used to meet the curriculum needs and standards in a meaningful and functional way. The concepts and strategies that were discussed in the chapter are more clear to me now that they have been presented in an organized manner.
We talked about more contemporary issues in technology. Lorin presented the issue of using calculators and how that effects student learning. This is controversial because some believe that the concepts should be learned first, then calculators should be used as a tool to supplement and reinforce. I think these are good tools to use for reinforcement and motivation. Young kids would be excited to use these tools, but as kids get older they may abuse these tools (especially more high-tech calculators). Like in most situations, there should be a balance between using this tool and using your brain! Caley talked about the ipad which is a new computer tool being released April 3rd. It seems like a bigger version of Apple's iphone and is a touch screen computer with internet access. I really like this computer and am interested in buying one. I think this could be really useful for early childhood students, especially those with special needs and sensory issues. Liz brought up the issues of social networking and how this can effect a professional's career. This is an interesting topic since facebook is popular among many professional individuals and can be used as a personal and a professional networking tool. I disagree with states forbidding teachers from using social networking tools, but I do think that professionals must be aware that their actions WILL be judged on these sites by parents and other professionals. Finally, Whitney talked about using technology to enhance literacy instruction. This involves using multimedia to create and publish. I like this tool because it allows students to compose and publish their works even if they struggle with writing.
More cool technology tools were presented to the class. Angela showed us poll everywhere which was new to me. Its a polling website where you can create a poll to ask a question for any type of project or activity. This can be used as a way for students to respond to a question during a presentation or to provide input on a topic. I like how the audience can respond to polls via text message or online. Kim presented kadoo.com which is a file sharing website (photos, videos, documents, etc.) and its usually used for uploading photos for friends/family to see. It seems useful but reminds me of other tools like this like flickr, shutterfly, photobucket, etc. Courtney's cool tool was woome.com which she informed us is actually a dating site...not quite relevant to this course. Hopefully Courtney will have some luck on this site ;) Finally, Emilie showed us ooVoo.com which is a communication tool. You can write messages, watch live and recorded videos, etc. I like this site because it reminds me of skype, aim chat, and other communication tools that I already use. It allows you to have more than one person on a video chat (unlike skype) which could be helpful for conferences or group chats.
Reflections on chapter 8: How Schools Can Cope with the New Technologies
This chapter focuses primarily on bringing together old and sew education system components in order to design a better education system in the technological era. The authors suggest three areas that might be reshaped and brought together to make the transition more smooth. These are: performance-based assessment, new curriculum designs, and new approaches to equity in a digital world.
I agree that there needs to be new and improved procedures to measure learning. Standardized assessments are not individualized, are not based on student-choice, and often cause minority and low socio-economic groups to be left behind. The national certification method and skill based assessment systems allow students to focus their studies more narrowly and receive credentials in areas that will help them in their future endeavors. Students can chose to take certification tests when they feel ready. I think this is very important because in the current system teachers and policy makers decide when students should be assessed, but who really knows when assessment is appropriate? The students! The only thing that bothers me about this method is that it requires highly motivated students who can make decisions about which academic paths to take. This can possibly be addressed in Early Childhood classes where teachers can emphasize life-long learning and making choices about educational interests.
Along with assessment methods, curriculum must also be further developed to fit our changing society. New forms of teaching and learning and new ways of organizing how students and teachers interact are suggested. In this approach students would be placed in classes based on their goals and interests instead of their age. I like the way the authors suggest that traditional academic skills such as reading, writing, mathematics, science, history, and geography would be woven and integrated into each individual's curriculum. This reflects an "inquiry approach" that we have talked about in a few other classes. I also like the way students would be able to learn important content and skills while carrying out complete, relevant, and functional tasks that are meaningful to them. The chapter gave some examples (such as LeTUS) that involve researchers and schools coming together to integrate technologies into everyday school learning. I look forward to the group's presentation on this chapter so that this concept is more clear to me.
Finally, the chapter addressed the question: "How can learning technologies be used to address the systemic inequities of public schools?" since current standardized curricula "drive affluent families from public schools, and high dropout rates push poor families to press for alternatives to public schools". Learning technologies can offering new experiences to poor schools and develop technology-based systems for tracking learning. It is true that technologies could help to provide high-quality academic experiences to impoverished schools, but how do we provide such technologies when materials are still very expensive? Also, AP classes and virtual tutoring are examples of how technology can add to a school's academic resources. In my experience, these systems were already implemented in schools but were not necessarily available or aimed towards all students. Also, I did not see much technology being used in meaningful ways.
I agree that there needs to be new and improved procedures to measure learning. Standardized assessments are not individualized, are not based on student-choice, and often cause minority and low socio-economic groups to be left behind. The national certification method and skill based assessment systems allow students to focus their studies more narrowly and receive credentials in areas that will help them in their future endeavors. Students can chose to take certification tests when they feel ready. I think this is very important because in the current system teachers and policy makers decide when students should be assessed, but who really knows when assessment is appropriate? The students! The only thing that bothers me about this method is that it requires highly motivated students who can make decisions about which academic paths to take. This can possibly be addressed in Early Childhood classes where teachers can emphasize life-long learning and making choices about educational interests.
Along with assessment methods, curriculum must also be further developed to fit our changing society. New forms of teaching and learning and new ways of organizing how students and teachers interact are suggested. In this approach students would be placed in classes based on their goals and interests instead of their age. I like the way the authors suggest that traditional academic skills such as reading, writing, mathematics, science, history, and geography would be woven and integrated into each individual's curriculum. This reflects an "inquiry approach" that we have talked about in a few other classes. I also like the way students would be able to learn important content and skills while carrying out complete, relevant, and functional tasks that are meaningful to them. The chapter gave some examples (such as LeTUS) that involve researchers and schools coming together to integrate technologies into everyday school learning. I look forward to the group's presentation on this chapter so that this concept is more clear to me.
Finally, the chapter addressed the question: "How can learning technologies be used to address the systemic inequities of public schools?" since current standardized curricula "drive affluent families from public schools, and high dropout rates push poor families to press for alternatives to public schools". Learning technologies can offering new experiences to poor schools and develop technology-based systems for tracking learning. It is true that technologies could help to provide high-quality academic experiences to impoverished schools, but how do we provide such technologies when materials are still very expensive? Also, AP classes and virtual tutoring are examples of how technology can add to a school's academic resources. In my experience, these systems were already implemented in schools but were not necessarily available or aimed towards all students. Also, I did not see much technology being used in meaningful ways.
Monday, March 22, 2010
week 11, exit slip. What I learned in class today...
Today my group presented to the class our topic of Chapter 7: What may be lost and what may be gained? I thought that the presentation went really well. We used appropriate wait time, facilitated some great discussion, and documented discussions using the interactive white board. I really enjoyed this topic because its important for teachers to know the gains and losses that will come as a result of technology. Though the presentation went a little bit longer than Jeff instructed, I think the discussion that was a result was important for the class to engage in.
Beth talked about her contemporary issue which was "sexting" in schools. Obviously she is against it, and so am I. Its an example of how technology is used the wrong way and how teachers and parents are responsibly to teach kids how to use technology appropriately. I don't know how this issue can be monitored, so the only solution I can think of is for teachers and parents to involve themselves in talking about the issue with kids. Kellie presented another interesting and sad issue which is cyberbullying. This is obviously an important issue since students are engaging in this act and it has resulted in the death of students. Teachers and parents should take this issue seriously, since its hard to say who the responsibility lies in. Since this usually occurs at home, parents need to be especially vigilant. Destiny's topic was similar to Beth's and focused on the sex offender legislation for teen texting. Teens can actually be registers as sex offenders for sending inappropriate texts and pictures. I think this is an appropriate consequence but depends on the situation (e.g. If someone sends images of themselves willfully then I think there should be a lesser consequence since the individual might not be aware of the implications of their actions). Krista took the conversation in a different direction with her discussion about music education and music technology. I find this issue really interesting since I was previously a music major here at UF, and I chose this issue for my technology inquiry question. I think if technology is to be integrated into schools then it should be found in all areas of the curriculum, including music.
We also had cool tools presentations, Bree-Anna showed us Jogtheweb.com which is a resource for searching and researching topics of interest. I liked how she related this site to how it could be used for young kids and finding credible resources. Anna showed us wordle.net which seems like a fun site and would be an interesting way of integrating technology into classrooms. She mentioned saving your wordle as a document after you make a word cloud because they can't be saved on the site! Also, the gallery section can be inappropriate so teachers and parents should be aware of that. Amanda presented her cool tool which was livemocha.com. This site is a way to learn a foreign language, similar to Rosetta Stone, and I am glad she shared it. After my trip last summer studying in The Netherlands for two months, I have been wanting to improve my Dutch for when I eventually go back. I can defiantly use this site for my own personal use, and I can see how this can be integrated into the classroom for English Language Learners. Finally, Whitney presented wiziq.com, which is a site that allows students and teachers to collaborate for online learning experiences. Teachers and students can search for topics they want to teach or learn.
Beth talked about her contemporary issue which was "sexting" in schools. Obviously she is against it, and so am I. Its an example of how technology is used the wrong way and how teachers and parents are responsibly to teach kids how to use technology appropriately. I don't know how this issue can be monitored, so the only solution I can think of is for teachers and parents to involve themselves in talking about the issue with kids. Kellie presented another interesting and sad issue which is cyberbullying. This is obviously an important issue since students are engaging in this act and it has resulted in the death of students. Teachers and parents should take this issue seriously, since its hard to say who the responsibility lies in. Since this usually occurs at home, parents need to be especially vigilant. Destiny's topic was similar to Beth's and focused on the sex offender legislation for teen texting. Teens can actually be registers as sex offenders for sending inappropriate texts and pictures. I think this is an appropriate consequence but depends on the situation (e.g. If someone sends images of themselves willfully then I think there should be a lesser consequence since the individual might not be aware of the implications of their actions). Krista took the conversation in a different direction with her discussion about music education and music technology. I find this issue really interesting since I was previously a music major here at UF, and I chose this issue for my technology inquiry question. I think if technology is to be integrated into schools then it should be found in all areas of the curriculum, including music.
We also had cool tools presentations, Bree-Anna showed us Jogtheweb.com which is a resource for searching and researching topics of interest. I liked how she related this site to how it could be used for young kids and finding credible resources. Anna showed us wordle.net which seems like a fun site and would be an interesting way of integrating technology into classrooms. She mentioned saving your wordle as a document after you make a word cloud because they can't be saved on the site! Also, the gallery section can be inappropriate so teachers and parents should be aware of that. Amanda presented her cool tool which was livemocha.com. This site is a way to learn a foreign language, similar to Rosetta Stone, and I am glad she shared it. After my trip last summer studying in The Netherlands for two months, I have been wanting to improve my Dutch for when I eventually go back. I can defiantly use this site for my own personal use, and I can see how this can be integrated into the classroom for English Language Learners. Finally, Whitney presented wiziq.com, which is a site that allows students and teachers to collaborate for online learning experiences. Teachers and students can search for topics they want to teach or learn.
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