Today I read about how American schooling experienced a change from a system based on apprenticeship to universal schooling. The authors argue that similar to how this Industrial Revolution resulted in the devleopment of universal schooling, the current Knowledge Revolution will lead to a need for lifelong learners to funcion in the changing society. The shift towards universal schooling took effect as a result of various socieal chages, and education was needed for social cohesion during such changes. The invention of the printing press, the Reformation, the American Revolution, and the Industrial Revolution were key factors in the implementation of universal schooling. As the educational system evolved during these societal shifts, it became very firm and resistant to further innovation. The authors argue that the school is becoming "More and more out of sync with the rapidly evolving technological society around them today".
Many school structures and institutions that were developed durng the first hundered years of universal schooling are still in place today (e.g. compulsory attendance, graded schools, tests, textbooks, carnegie units, and comprehensive high schools). For me, this is an example of why schools are seemed to be locked in their practices. Not much has changed since the Industrial Revolution. I don't think it is necessary for a complete systems change in schools. But adaptations can be made to the curent structure to individualize education so that students can become lifelong learners.
As a future teacher this will impact my ability to respond to change. I will now be more open minded and flexible to innovations in education that can better respond to our rapidly changing society. I now see technology as a way to improve the sytem to make learning more accessible to a diverse pool of students.
Sunday, February 21, 2010
Monday, February 15, 2010
Week 6, exit slip. What I learned today...
Today I am taking away a lot of learning for this week's discussion topic on the technology skeptic's argument. The points that the skeptics make are valid and can be seen in classrooms today. For example, many teachers and unwilling to learn about new technologies and today's emphasis on standardized testing and accountability both limit the ability to integrate technology. I think that many of the problems that stand in the way of technology can be overcome by persistence towards the goal of technology integration. The chapter presented classroom management as an issue that prevents the use of technology in the classroom. I believe this concern was blown a bit out of proportion. Teachers can actively monitor students' use of technology through the use of several internet tools. Also, many administrators and teachers seem to value this notion of "quiet classrooms are productive classrooms". I disagree with this thought because a lot of learning, especially when learning with and from technology, occurs through collaboration and discussion. I think I'm a pretty big technology enthusiast...I think "just in time" learning is more powerful and effective than the "just in case" model that seems to be utilized in schools today. Though many teachers may not be willing to educate themselves on new technologies, I can see myself embracing these tools if it means my students are able to learn more relevant and appropriate skills. The girls did a great job presenting this topic using glogster.com (even though they forgot to introduce themselves).
Anna presented her "contemporary issue" which is using 3D Projectors in the classroom. I think this is an awesome piece of technology and I can just see little kids jumping out of their seats to strap on their glasses and learn through this interactive strategy. Teachers would have to pay special attention to the age group, developmental level, and specific abilities of the students when using this tool. Also, I think this tool would only be useful during certain lessons or activities, not all. Jeanee talked about ITEST which focuses on honing the science, technology, engineering, and math skills of children. The program is federally funded and focuses on motivating kids to be interested in these subjects. Bre-Anna discussed microchipping children, which I think is extremely weird and only obsessive parents would do this. It might be helpful for animals and small pets but I think it is not appropriate for human beings. Finally, Carly brought up the topic of obesity and technology in children. This is a pretty hot topic right now since our society is plagued with obesity as a result of unhealthy lifestyles. Learning can be facilitated through exercise, exploration, and physical activity as well as with technology. Like with many other things, its important to have a balance. But let's not put ALL of the blame on technology...there are many other contributing factors.I also learned about some "cool tools" today including: brainpop; community walk; glogster; and skype. Most of these tools are already familiar to me, but I appreciated the presenters linking the information about the tools to actually using them in early childhood classrooms.
Anna presented her "contemporary issue" which is using 3D Projectors in the classroom. I think this is an awesome piece of technology and I can just see little kids jumping out of their seats to strap on their glasses and learn through this interactive strategy. Teachers would have to pay special attention to the age group, developmental level, and specific abilities of the students when using this tool. Also, I think this tool would only be useful during certain lessons or activities, not all. Jeanee talked about ITEST which focuses on honing the science, technology, engineering, and math skills of children. The program is federally funded and focuses on motivating kids to be interested in these subjects. Bre-Anna discussed microchipping children, which I think is extremely weird and only obsessive parents would do this. It might be helpful for animals and small pets but I think it is not appropriate for human beings. Finally, Carly brought up the topic of obesity and technology in children. This is a pretty hot topic right now since our society is plagued with obesity as a result of unhealthy lifestyles. Learning can be facilitated through exercise, exploration, and physical activity as well as with technology. Like with many other things, its important to have a balance. But let's not put ALL of the blame on technology...there are many other contributing factors.I also learned about some "cool tools" today including: brainpop; community walk; glogster; and skype. Most of these tools are already familiar to me, but I appreciated the presenters linking the information about the tools to actually using them in early childhood classrooms.
Sunday, February 14, 2010
Chapter 3 Reflection: The Technology Skeptic's Argument
Reading about the technology skeptic's viewpoints on integrating new technologies into schools made many current issues that keep technology out of schools apparant to me. Most schools are conservative and deeply rooted in past routines and procedures that have been recommended by "experts". The chapter pointed out many reasons why schools are not able to quickly accommodate the new technologies that are entering our society including: cost and access; classroom management implications; teachers bring things to learning that computers don't; challenges to instruction; challenges to the authority of teachers; and assessment discrepancies. I recognize that it is true that schools are structured in a way that is highly structured and resistant to change, but I agree when the chapter points out that components of school systems can achieve a balance so that new technologies can be incorporated without changing the basic arrangement of system components.
This knowledge will have great implications on my future as an educator. I am now familiar with the arguments that both technology advocates and skeptics bring to the table. I see the benefits of technology integration in schools, and I also see the set backs that are keeping computers and other technologies from having a larger impact on schools. The chapter emphasized a key reasonsthat technology is not conducive with the current system of schools is due to characteristics of the teacher. This type of integration requires teachers to put in extra time to gather materials, plan, progress monitor, and maintain classroom management. There are many things that teachers bring to learning that computers and technology can not cover. Therefore, it is important for the teacher to remain the dominant force in the classroom, using technology simply as a resource for learning what you need when you need it.
The quote School fosters just-in-case-learning while technology fosters just-in-time learning really made the information from this chapter more clear to me. The way instruction occurs today emphasizes all students learning the same things at the same moment while focusing mainly on events and bodies of information that have accumulated over time. Learning with technology can ehnance higher order skills through group collaboration, integrating and evaluating technologies, and making use of the tools that are available.
This knowledge will have great implications on my future as an educator. I am now familiar with the arguments that both technology advocates and skeptics bring to the table. I see the benefits of technology integration in schools, and I also see the set backs that are keeping computers and other technologies from having a larger impact on schools. The chapter emphasized a key reasonsthat technology is not conducive with the current system of schools is due to characteristics of the teacher. This type of integration requires teachers to put in extra time to gather materials, plan, progress monitor, and maintain classroom management. There are many things that teachers bring to learning that computers and technology can not cover. Therefore, it is important for the teacher to remain the dominant force in the classroom, using technology simply as a resource for learning what you need when you need it.
The quote School fosters just-in-case-learning while technology fosters just-in-time learning really made the information from this chapter more clear to me. The way instruction occurs today emphasizes all students learning the same things at the same moment while focusing mainly on events and bodies of information that have accumulated over time. Learning with technology can ehnance higher order skills through group collaboration, integrating and evaluating technologies, and making use of the tools that are available.
Monday, February 1, 2010
Exit slip 3, Today's new learning...
Once again, today I am leaving class with tons of new information about accessing new technologies and ways to integrate tools into early childhood classrooms. After researching various websites last week that contain false information presented in ways that convince readers that they contain truthful information, I was a bit worried on how I would actually confront this issue in the classroom. It is obvious that even adults have trouble differentiating between factual and fake Internet sources. This issue is especially pressing in early childhood when young kids don't have the ability to discriminate between fact and fiction on the web. Young children tend to think that EVERYTHING on the web is factual and policed by some cyber-cop that makes sure all information is credible. Google.com/cse is a useful way to allow children to search the Internet and not have to worry about coming across unreliable or inappropriate information. With this program teachers or parents can edit and customize the websites that appear when students enter a search about a topic of interest or study. I think this tools is very useful for very young children when explaining ways to scrutinize websites might not be appropriate.
I also learned a lot about the technology enthusiasts' approach to the effects of technology on teaching and learning. It is apparent to me that the enthusiasts focus their attention more upon older children (upper elementary through high school), but the concepts they present are relevant to create life long learners. As teachers of any grade, it is important to be advocates of technology in the classroom to promote learning. There are many ways that learning can be made more accessible and individualized through the use of technology and Internet tools. The group presentation on this topic was engaging and a lot of interesting topics were discussed. Most importantly, there needs to be a balance among the use of technology and other methods of learning in the classroom. This means a balance between using word processors and pencil/paper approaches to writing, learning from technology and learning from teachers, etc. Students should be given every opportunity to succeed which means they need various approaches to learning. I enjoyed the way the presenters related the chapter to early childhood so that the content was more relevant to our educational focus on infants and toddlers through primary grade students.
Today I learned that it is important to be open-minded when learning about new technologies and ways to integrate. We have all been in a number of real-life early childhood classrooms and have seen the processes, procedures, and methodologies that different teachers use. We are teaching students to be successful learners for THEIR future and not our present. Preparing students for a future that involves a large amount of technological interaction requires teachers to stay current and to be optimistic about making changes or integrating new things into our pedagogical approaches. Getting stuck on "traditional" ways to do things or using methods just because they have been used in the past would be unfair to students who are learning to interact and an entirely different society.
Jeff said in class today that the computer should replace the teacher only if the teacher is less effective in facilitating learning than the computer. At first I was offended by this statement! How could the teacher be replaced by a computer? Although its a scary thought, it is true. If computers could provide our students with a more relevant education than teachers then we will be replaced in time. Therefore, it is important that we become experts in the area of technology while also being experts in ways to integrate technology into other ares such as social, motor, language, and cognitive development. Computers can't offer a warm, nurturing, and encouraging teacher-student relationship and learning environment that educators can provide.
I also learned a lot about the technology enthusiasts' approach to the effects of technology on teaching and learning. It is apparent to me that the enthusiasts focus their attention more upon older children (upper elementary through high school), but the concepts they present are relevant to create life long learners. As teachers of any grade, it is important to be advocates of technology in the classroom to promote learning. There are many ways that learning can be made more accessible and individualized through the use of technology and Internet tools. The group presentation on this topic was engaging and a lot of interesting topics were discussed. Most importantly, there needs to be a balance among the use of technology and other methods of learning in the classroom. This means a balance between using word processors and pencil/paper approaches to writing, learning from technology and learning from teachers, etc. Students should be given every opportunity to succeed which means they need various approaches to learning. I enjoyed the way the presenters related the chapter to early childhood so that the content was more relevant to our educational focus on infants and toddlers through primary grade students.
Today I learned that it is important to be open-minded when learning about new technologies and ways to integrate. We have all been in a number of real-life early childhood classrooms and have seen the processes, procedures, and methodologies that different teachers use. We are teaching students to be successful learners for THEIR future and not our present. Preparing students for a future that involves a large amount of technological interaction requires teachers to stay current and to be optimistic about making changes or integrating new things into our pedagogical approaches. Getting stuck on "traditional" ways to do things or using methods just because they have been used in the past would be unfair to students who are learning to interact and an entirely different society.
Jeff said in class today that the computer should replace the teacher only if the teacher is less effective in facilitating learning than the computer. At first I was offended by this statement! How could the teacher be replaced by a computer? Although its a scary thought, it is true. If computers could provide our students with a more relevant education than teachers then we will be replaced in time. Therefore, it is important that we become experts in the area of technology while also being experts in ways to integrate technology into other ares such as social, motor, language, and cognitive development. Computers can't offer a warm, nurturing, and encouraging teacher-student relationship and learning environment that educators can provide.
Teaching students to evaluate websites for credibility
When addressing the issue of finding credible articles on the web there are a few guidelines that I will emphasize to my students. First, using common sense and logical thinking will help to differentiate between truthful and fanciful websites. For example, a website about "saving the north pacific tree octopus" can be discredited by using common knowledge that such an animal does not exist. If students are still questionable about the validity of a certain site, such as this one, they can attempt to research the topic further to find any other sources that provide similar information.
Providing students with information about internet addresses will also help them weed out mythical sources. Websites with ".org, .gov, and .edu" usually tend to be more credible since they are sponsored by researchers and policy makers. Students can trust that these sites have been checked for accuracy and can still research the topic further by checking other websites if they are unsure.
When reviewing a few websites that were unreliable and untrue, I noticed that many advertisements and links appear on the page. Students can use this information to find sources that may be less than credible. If an abundance of advertisements and links to other websites are found on a website students can recognize this as a red flag.
Another aspect that I noticed regarding websites that convey false information is the frequency of grammar and spelling mistakes. If students locate many of these errors it is a clue that the website was created by someone who did not take the time to organize a well written and accurate source of information. I question the credibility of someone who takes the time to create a website that presents factual information, but does not take the time to correct errors and use professional language.
Determining the credibility of a website can be a difficult process even for adults. If I had not been informed that the websites that I visited to research this topic were false, there is a chance I might have perceived one or two of them as true. It is important that educators inform students that the internet is a fantastic source for locating useful and important information. However, the internet is also a place where anyone can create websites and sources. Therefore, discression must be used when relying on a specific website for facts. Students should be aware that they might be confronted with opinions, stories, and complete lies when searching the web. When given guidelines by teachers to weed out such information the students will be more successful internet surfers.
Providing students with information about internet addresses will also help them weed out mythical sources. Websites with ".org, .gov, and .edu" usually tend to be more credible since they are sponsored by researchers and policy makers. Students can trust that these sites have been checked for accuracy and can still research the topic further by checking other websites if they are unsure.
When reviewing a few websites that were unreliable and untrue, I noticed that many advertisements and links appear on the page. Students can use this information to find sources that may be less than credible. If an abundance of advertisements and links to other websites are found on a website students can recognize this as a red flag.
Another aspect that I noticed regarding websites that convey false information is the frequency of grammar and spelling mistakes. If students locate many of these errors it is a clue that the website was created by someone who did not take the time to organize a well written and accurate source of information. I question the credibility of someone who takes the time to create a website that presents factual information, but does not take the time to correct errors and use professional language.
Determining the credibility of a website can be a difficult process even for adults. If I had not been informed that the websites that I visited to research this topic were false, there is a chance I might have perceived one or two of them as true. It is important that educators inform students that the internet is a fantastic source for locating useful and important information. However, the internet is also a place where anyone can create websites and sources. Therefore, discression must be used when relying on a specific website for facts. Students should be aware that they might be confronted with opinions, stories, and complete lies when searching the web. When given guidelines by teachers to weed out such information the students will be more successful internet surfers.
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