Mader, Jared (2009). Science + Technology = Creativity (and Fun!). Learning and Leading with Technology, 1, Retrieved 08/07/2009, from http://www.iste.org/AM/Template.cfm?Section=August_No_1_2&Template=/MembersOnly.cfm&NavMenuID=4363&ContentID=23906&DirectListComboInd=D
The article Science + Technology = Creativity (and Fun!) discusses ways to integrate technology and creativity with science. Science is usually thought of as a very systematic, methodical subject with little room for creativity. The first thing that article stresses in combining science and creativity is giving the students the right tools. The article lists as examples, microphones, camcorders, and digital cameras as tools that students would find useful in this integration process. The article suggests students make digital recordings of themselves relaying information about a specific scientific topic. It then goes on to suggest taking it a step further once students become comfortable with this, and adding digital images to their research. In the second semester, the article states that teachers should begin giving assignments that are vague in the procedure and open ended in the product description. The article gives an example of this by a teacher instructing a class to do a project on how waves work. The teacher was vague and open ended. The majority of class chose to do Powerpoint presentations, but one group chose to create a music video in which the lyrics defined how waves worked. This type of creativity is exactly what the article is getting at. The article also stresses the point that student will need to be given more time to complete these sort of open ended projects, to transition into the new approach and to figure out how to use the new technology tools. Eventually students will require less time once they become acclimated.
How much time does it take to teach students how to use new types of technology? Teachers are pressed for time as it is, how much time will be taken away from science lessons to teach students how to use technology that has nothing to do with science? Are students really going to benefit from technology that they are only going to use to present projects? My only concern is that too much time may be devoted to making science fun and not enough time devoted to actual lessons. The way the article described the usage of new technology seemed like suggestions on how to incorporate media tools that students either already know how to use, or don't have any real scientific value. They were using digital cameras, not Geiger counters.
Is being vague good for the majority of students? The article listed an example of the teacher being purposely vague that actually got students to be creative and think "outside the box" but what did it do for the rest of the class? I think that the majority of students resent teachers that are vague in instructions and procedures, and often times it is frustrating and leads to poorer results then if a teacher is explicit. I would like to know how many projects were below expectations because the students did not know what to do. I personally don't believe creativity has any place in the science class. I think if teachers continue down this path, facts and application are going to take a back seat to creativity, which should be encouraged in an art or creative writing class.
Saturday, August 8, 2009
Jornal Article #8: Choosing the Perfect Tools for One-to-One
Bouterse, Brian (2009/08). Choosing the Perfect Tools for One-to-One. Learning and Leading with Technology, 1, Retrieved 08/07/2009, from
http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_August.htm
The article Choosing the Perfect Tools for One-to-One deals with the issue of selecting the right computer for the classroom. The article lists three types of computers, the thick, ultraportable, and thin. Thick devices are traditional computers, ultraportable devices that can't handle application or educational content locally, and thin devices are not portable and cannot work unless they are connected to a network. The article also lists six critical questions that should be addressed before selecting the type of devices needed to create a portable educational atmosphere. 1. Does the schools have the need for single-purpose machines or does it have the need for multipurpose machines? 2. What sort of operating systems does the school have the resources to support? What system do the teachers feel most comfortable with? 3. Does the school want to install local applications, web-based applications, or both? 4. Does the school want to install local content, web-based content, or both? 5. Will the school be using peripheral equipment such as probes, microscopes, GPS units, digital cameras, etc.? 6. How well can the school protect its devices from the everyday wear and tear from students and staff? Schools need to take into consideration the robustness of the device, battery life, virus protection, etc. The article also lists some important expenditure consideration in regards to new technology: device, support, professional development, connectivity and networking, software, replacement, and retrofitting. It is also important for schools when purchasing new technology not to be overly concerned with the initial expense of the device itself. The total cost of ownership reflects many more considerations. If the technology is inexpensive, but the output is poor, then the overall investment is a bad one.
What good is new technology if it can't do it all? The article lists several alternatives to a traditional computer, but what are the advantages of buying new technology that is so limited. The article listed a TI graphing calculator as one of the alternatives, but it seems almost pointless. What school plans on buying new technology to perform single-purpose functions. It seems to me that the logical thing for a school to do is just spend the money for traditional computers that can do it all.
What exactly is an ultraportable and thin device? The article listed what they can and cannot do, but it did not give any examples of each (except for the graphing calculator, which I don't even think of as a real computer, and an Alphasmart, and I have no idea what that is). The article did not make a very good case for these alternative devices because they did not explicitly define what they are. Are they computers or not? I would like to see a picture of what an ultraportable and thin device look like.
http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_August.htm
The article Choosing the Perfect Tools for One-to-One deals with the issue of selecting the right computer for the classroom. The article lists three types of computers, the thick, ultraportable, and thin. Thick devices are traditional computers, ultraportable devices that can't handle application or educational content locally, and thin devices are not portable and cannot work unless they are connected to a network. The article also lists six critical questions that should be addressed before selecting the type of devices needed to create a portable educational atmosphere. 1. Does the schools have the need for single-purpose machines or does it have the need for multipurpose machines? 2. What sort of operating systems does the school have the resources to support? What system do the teachers feel most comfortable with? 3. Does the school want to install local applications, web-based applications, or both? 4. Does the school want to install local content, web-based content, or both? 5. Will the school be using peripheral equipment such as probes, microscopes, GPS units, digital cameras, etc.? 6. How well can the school protect its devices from the everyday wear and tear from students and staff? Schools need to take into consideration the robustness of the device, battery life, virus protection, etc. The article also lists some important expenditure consideration in regards to new technology: device, support, professional development, connectivity and networking, software, replacement, and retrofitting. It is also important for schools when purchasing new technology not to be overly concerned with the initial expense of the device itself. The total cost of ownership reflects many more considerations. If the technology is inexpensive, but the output is poor, then the overall investment is a bad one.
What good is new technology if it can't do it all? The article lists several alternatives to a traditional computer, but what are the advantages of buying new technology that is so limited. The article listed a TI graphing calculator as one of the alternatives, but it seems almost pointless. What school plans on buying new technology to perform single-purpose functions. It seems to me that the logical thing for a school to do is just spend the money for traditional computers that can do it all.
What exactly is an ultraportable and thin device? The article listed what they can and cannot do, but it did not give any examples of each (except for the graphing calculator, which I don't even think of as a real computer, and an Alphasmart, and I have no idea what that is). The article did not make a very good case for these alternative devices because they did not explicitly define what they are. Are they computers or not? I would like to see a picture of what an ultraportable and thin device look like.
Friday, August 7, 2009
Journal Article #7: Beyond Social Networking: Building Toward Learning Commuities
Reynard, Ruth (2009/07/15). Beyond social networking: Building toward learning communities. The Journal, Retrieved 08/01/2009, from http://thejournal.com/Articles/2009/07/15/Beyond-Social-Networking-Building-Toward-Learning-Communities.aspx?Page=1
The article Beyond Social Networking: Building Toward Learning Communities deals with the issue of creating learning communities out of social networking tools. The article stresses the point that if educators only encourage students to socialize, the goal of building virtual learning communities will be missed. Relationships are an important part of the classroom, but this should evolve into idea exchange and educational discourse. The article also points out the necessity of teachers connecting with their students through social networking, the teacher should also have an educational goal in doing this. It is stated in the article that if students perceive that their teacher is only interested in the social aspects of networking, they students will often find this "creepy". If teachers are going to actively be engaged in networks such as Facebook, there should be an educational reason that accompanies this. There should be references to the class or a separate container for classroom discussions.
The article also stresses the point that social construction of knowledge does simply go hand-in-hand with social networking, it has to be done on purpose. The article offer several steps to encourage students to become active participants in the social construction of knowledge: 1. Maintain a constant presence; 2. Use a variety of technology tools to keep the students' interest; 3. The instructor should showcase the methodology they use, explaining to students how they have done what they have done; 4. Continue to constantly engage the students and treat them as individuals.
The article also lists some of the challenges associated with constructing a community of knowledge through technology. First, students will often times feel uncomfortable with using new technology. Second, students may have a problem with presenting their material to a wide audience over the Internet. There are several skills that students should acquire through this process of knowledge constructivism. Students should learn simulation or how to interpret and construct dynamic models of real world processes. They should also become familiar with collective knowledge or being able to pool knowledge and compare notes toward a common goal. They should also learn about negotiation, or being able to travel across diverse communities, discerning multiple perspectives and grasping alternative norms.
How can students in lower income families participate in these learning communities if they do not have Internet access at home? I would assume the best answer is for these students to stay after school if there is something pressing that needs their attention, or use a library that has free Internet access. However this sort of defeats the purpose of what is trying to be achieved. Students in these circumstances will not have the luxury of joining into this learning community at their leisure and this will then become more work for them instead collaborative environment that is meant to make things easier for them.
How do you keep students engaged? The article states one of the most important elements of creating a learning community via social networking is to keep the students engaged, but it does not offer any suggestions on how to do this.
The article Beyond Social Networking: Building Toward Learning Communities deals with the issue of creating learning communities out of social networking tools. The article stresses the point that if educators only encourage students to socialize, the goal of building virtual learning communities will be missed. Relationships are an important part of the classroom, but this should evolve into idea exchange and educational discourse. The article also points out the necessity of teachers connecting with their students through social networking, the teacher should also have an educational goal in doing this. It is stated in the article that if students perceive that their teacher is only interested in the social aspects of networking, they students will often find this "creepy". If teachers are going to actively be engaged in networks such as Facebook, there should be an educational reason that accompanies this. There should be references to the class or a separate container for classroom discussions.
The article also stresses the point that social construction of knowledge does simply go hand-in-hand with social networking, it has to be done on purpose. The article offer several steps to encourage students to become active participants in the social construction of knowledge: 1. Maintain a constant presence; 2. Use a variety of technology tools to keep the students' interest; 3. The instructor should showcase the methodology they use, explaining to students how they have done what they have done; 4. Continue to constantly engage the students and treat them as individuals.
The article also lists some of the challenges associated with constructing a community of knowledge through technology. First, students will often times feel uncomfortable with using new technology. Second, students may have a problem with presenting their material to a wide audience over the Internet. There are several skills that students should acquire through this process of knowledge constructivism. Students should learn simulation or how to interpret and construct dynamic models of real world processes. They should also become familiar with collective knowledge or being able to pool knowledge and compare notes toward a common goal. They should also learn about negotiation, or being able to travel across diverse communities, discerning multiple perspectives and grasping alternative norms.
How can students in lower income families participate in these learning communities if they do not have Internet access at home? I would assume the best answer is for these students to stay after school if there is something pressing that needs their attention, or use a library that has free Internet access. However this sort of defeats the purpose of what is trying to be achieved. Students in these circumstances will not have the luxury of joining into this learning community at their leisure and this will then become more work for them instead collaborative environment that is meant to make things easier for them.
How do you keep students engaged? The article states one of the most important elements of creating a learning community via social networking is to keep the students engaged, but it does not offer any suggestions on how to do this.
Journal Artical #6: Don't Feed The Trolls
Richardson, Karen W. (2008). Don't Feed The Trolls. Learning and Leading With Technology, 7, Retrieved 07/28/2009, from
http://www.iste.org/AM/Template.cfm?Section=May_No_7_&Template=/MembersOnly.cfm&NavMenuID=3972&ContentID=20817&DirectListComboInd=D
The article Don't Feed The Trolls deals with the issue of online civil discourse. The definition of a troll according to Wikipedia is a "person who posts rude or offensive messages on the Internet, such as online discussion forums, to disrupt discussion forums or to upset its participants." The article offers several guidelines, rules and suggestions in dealing with the issue. The article cites a writing program called MOOse Crossing that also promotes online civil discourse. According to MOOse Crossing, one of the most important things we can tell children is to review the rules that are already in place. This can broken down into the phrase, "don't say or do anything online that you wouldn't do at recess at school."
The following are several rules presented by the article in regards to proper discourse: Use "I" statements to clarify what you are saying and who is saying it; Avoid labeling groups of people; Don't use name-calling; Discuss ideas and not people; Don't respond to provocations-the best way to deal with trolls is to ignore them; Stay on topic; Be willing to really listen to points of view that differ from your own; Realize that what you say may be taken differently than what you meant.
The article also encourages self monitoring. Students should constantly be using self restraint when engaged in online discourse. A rule of thumb is, "if you think that maybe you shouldn't post something, then you shouldn't." Students should be taught to think before they post. Students should also be encouraged to reflect about online conversations; they should be asking themselves 'what could I have said differently to avoid a miscommunication next time?' Teachers should also model civil discourse whenever the opportunity may arise. Lastly, teachers need to provide opportunities; civil discourse forms the foundation of a democratic society.
How are students supposed to handle a situation in which they have posted a comment that has been taken the wrong way? I would imagine the best way to handle this is to write another post explaining the miscommunication and apologizing for misunderstanding. I would like to know if there is some sort of etiquette or guideline that is in place for this sort of thing. I can imagine that I may someday post something that is taken the wrong way-I've done it several times with text messages.
At what age should students be trusted to engage in online discussions? It seems that online discussions involve a certain amount of tact that some students may not be mature enough for. Should third graders be allowed to post messages, or should they become more fluent in the subtleties of discourse first?
http://www.iste.org/AM/Template.cfm?Section=May_No_7_&Template=/MembersOnly.cfm&NavMenuID=3972&ContentID=20817&DirectListComboInd=D
The article Don't Feed The Trolls deals with the issue of online civil discourse. The definition of a troll according to Wikipedia is a "person who posts rude or offensive messages on the Internet, such as online discussion forums, to disrupt discussion forums or to upset its participants." The article offers several guidelines, rules and suggestions in dealing with the issue. The article cites a writing program called MOOse Crossing that also promotes online civil discourse. According to MOOse Crossing, one of the most important things we can tell children is to review the rules that are already in place. This can broken down into the phrase, "don't say or do anything online that you wouldn't do at recess at school."
The following are several rules presented by the article in regards to proper discourse: Use "I" statements to clarify what you are saying and who is saying it; Avoid labeling groups of people; Don't use name-calling; Discuss ideas and not people; Don't respond to provocations-the best way to deal with trolls is to ignore them; Stay on topic; Be willing to really listen to points of view that differ from your own; Realize that what you say may be taken differently than what you meant.
The article also encourages self monitoring. Students should constantly be using self restraint when engaged in online discourse. A rule of thumb is, "if you think that maybe you shouldn't post something, then you shouldn't." Students should be taught to think before they post. Students should also be encouraged to reflect about online conversations; they should be asking themselves 'what could I have said differently to avoid a miscommunication next time?' Teachers should also model civil discourse whenever the opportunity may arise. Lastly, teachers need to provide opportunities; civil discourse forms the foundation of a democratic society.
How are students supposed to handle a situation in which they have posted a comment that has been taken the wrong way? I would imagine the best way to handle this is to write another post explaining the miscommunication and apologizing for misunderstanding. I would like to know if there is some sort of etiquette or guideline that is in place for this sort of thing. I can imagine that I may someday post something that is taken the wrong way-I've done it several times with text messages.
At what age should students be trusted to engage in online discussions? It seems that online discussions involve a certain amount of tact that some students may not be mature enough for. Should third graders be allowed to post messages, or should they become more fluent in the subtleties of discourse first?
Wednesday, August 5, 2009
My Wiki Page: Studiyo; NETS IV
I created this Wiki page and had researched a quiz and poll tool called Studiyo, I created a sample quiz that can be accessed below.
NETS Power Point; NETS II
I created this Powerpoint presentation entailing the NETS-S for grades 3-5. I offered several suggestions on projects that could be done to accomplish specific NETS.
Intro to NETS for Students Grade Level 3
Intro to NETS for Students Grade Level 3
Fair Use Harbor/Copyright Assignment; NETS IV & V
This was a collaborative assignment I completed with two other group members using Google.docs, dealing with the issue of copyrighted material. I watched a twenty minute tutorial on audio-visual works and distance-education policies, and took a quiz relating to each. After the quiz, I wrote a paper describing the rules and regulations pertaining to each, and how these apply to teachers and students in the classroom. Fair Use Harbor
Safe Harbor
Safe Harbor
EdTech Profile; NETS II
This was a technology assessment I had taken at the beginning of the course. According to the results I was below average in my technology proficiency.
edtechjdavis-2
edtechjdavis-2
Excel Crossword; NETS II
This is a crossword I designed using Excel. I learned how to make this by watching a short tutorial by Atomic Learning. The crossword is about famous Americans. If the first letter of an answer is correct, the letter remains black, but if it is incorrect then the letter turns red.
Workbook 1
Workbook 1
iMovie; NETS I & II
This is a movie that I created using iMovie. It is a persuasive movie designed to encourage students to attend CSUSM. I had cut clips that were provided by the instructor, added a cameo appearance starring yours truly, and inserted background music that fades in and out, and opening and closing credits.
My newsletter; NETS I & III
This is a newsletter addressed to a pretend class that I created using Microsoft Word. I created a masthead, inserted columns, added graphics, used the drop-cap function, inserted customized bulets, and also utilized the word-wrap function.
My Inspiration NETS-T; NETS I & III
This is a graphics-driven brainstorm I created using program called Inspiration. The focus of the brainstorm is the NETS-T, and branching off from this are artifacts that I completed during the course that satisfy each NETS-T requirement.
Sunday, July 26, 2009
Journal #4: Interactive Boards
For this journal entry I chose to focus on interactive boards. These are boards that are replacing traditional white boards and chalkboards, and can show a class anything that can be shown on a computer. There are several different types, some of the most common are the SMART Board, Activboard, and the Ebeam. The interactive boards are useful for a variety of reasons; lessons can be recorded on them and saved for students that may have been absent, built-in maps, teaching whole group computer or keyboarding skills, digital story telling, brain storming, creating project calendars, diagramming activities, teaching steps to a math lesson, and many other uses. Most of the threads dealt with one of two topics in regards to the interactive boards: first, whether or not they are necessary and cheaper alternatives, and second, different ways in which to use them and what teachers find most helpful about them. For the first set of arguments, most teachers agreed that they are not necessary, but they are extremely nice to have. The same argument kept coming up over and over again, "for the last century kids have had the ability to come to the front of the class and interact with the board." However most teachers would agree that the SMART Board is a far cry from the traditional chalk board. There were also several cheaper alternatives to the SMART Board that some of the teachers swore by, such as the wireless projector. For the second set of threads concerning the different uses and the most common functions of the interactive board, comments varied drastically. Some of these teachers claimed that its most important function was simply being turned on, that the white board is only a mouse touch away and that they can interact with it by simply touching it. Some teachers claimed that they couldn't give it up. Other teachers reported using it to create graphic organizers for reading, making concept maps for science lessons, and using it for all math lessons. Still other felt that the greatest advantage was that of being able to seamlessly integrate video and interactive websites into the classroom lesson plan. Some teachers encourage adding audio clips with Audacity, showing video using Smart player so you can pause and annotate and capture to NotebookOne thing that fairly common among all respondents was that students love to play games on it.
Journal #3: Assessment Made Easy
Zucker, Andrew. (2009, 6/7). Assessment Made Easy. Learning & Leading With Technology, retrieved July 24, 2009, from http://www.learningandleading-digital.com/learning_leading/20090607/
The article Assessment Made Easy details the advantages of having a laptop computer for every student in a particular school. The focus of this article is a charter school in Denver, CO, that was given a $1 million grant from Hewlitt Packard to initiate the program. One of the most helpful things about having a laptop to every student is that assessment is easier and far more effective. According to the article, students have access to their scores almost instantaneously. In schools where work is handed in on paper and then graded and then returned, students will often go days without knowing how they scored on a particular assignment. Not only do students receive their scores much faster then the traditional method, the teachers are freed from grading work that a machine can grade, allowing them much more time to grade subjective work such as essays. However, essays can also be graded with the use of technology. One teacher reported that she can display an electronic essay for the whole class to see, and mark it up it front of them with the use of a tablet and stylus. While doing this, the teacher can explain to the class how she is grading an editing the essay. The school has so far produced very positive results, it was stated that every graduating senior had been accepted to a four year university (18). The article did say that laptops were not the only reason the school had such a high success rate. Technology alone cannot substitute good teachers and good administration.
How well had the school done before every student was issued a laptop?
The article did not give any facts relating to this question, but it is one that I would like to know the answer. I thought that one of the most compelling statements in the whole article is the one in which it was confessed that the laptops are not the only reason for the school's success. I wish there was some way to document or graph exactly how much of the school's success is attributable to the laptops. Today it is common to hear schools and teachers make the claim that if only they had more money to work with or if only they had more technology. This article certainly makes a case for those statements, but it would be nice to see exactly how much of a role technology plays in the overall performance of the students.
Are students losing the art of the hand-written word?
With these students spending so much time on laptops, I would imagine that certain elements of the hand-written word are disappearing. Not just the obvious, which would be penmanship, but spelling and grammar. I believe that penmanship is basically a forgotten art; handwriting today does not look nearly as neat as it did fifty years ago, in general. That is not so much what I'm getting at though. I would be more concerned with the fact that students use grammar and spell checker programs to the point where they are concerned with neither. If they were to misspell a word or misuse a semicolon, computers will automatically fix it for them, and the student has learned nothing in the process. As much as I believe that technology is an integral part of education and that it should be used as much as possible, I do think students should spend some time writing assignments out by hand.
The article Assessment Made Easy details the advantages of having a laptop computer for every student in a particular school. The focus of this article is a charter school in Denver, CO, that was given a $1 million grant from Hewlitt Packard to initiate the program. One of the most helpful things about having a laptop to every student is that assessment is easier and far more effective. According to the article, students have access to their scores almost instantaneously. In schools where work is handed in on paper and then graded and then returned, students will often go days without knowing how they scored on a particular assignment. Not only do students receive their scores much faster then the traditional method, the teachers are freed from grading work that a machine can grade, allowing them much more time to grade subjective work such as essays. However, essays can also be graded with the use of technology. One teacher reported that she can display an electronic essay for the whole class to see, and mark it up it front of them with the use of a tablet and stylus. While doing this, the teacher can explain to the class how she is grading an editing the essay. The school has so far produced very positive results, it was stated that every graduating senior had been accepted to a four year university (18). The article did say that laptops were not the only reason the school had such a high success rate. Technology alone cannot substitute good teachers and good administration.
How well had the school done before every student was issued a laptop?
The article did not give any facts relating to this question, but it is one that I would like to know the answer. I thought that one of the most compelling statements in the whole article is the one in which it was confessed that the laptops are not the only reason for the school's success. I wish there was some way to document or graph exactly how much of the school's success is attributable to the laptops. Today it is common to hear schools and teachers make the claim that if only they had more money to work with or if only they had more technology. This article certainly makes a case for those statements, but it would be nice to see exactly how much of a role technology plays in the overall performance of the students.
Are students losing the art of the hand-written word?
With these students spending so much time on laptops, I would imagine that certain elements of the hand-written word are disappearing. Not just the obvious, which would be penmanship, but spelling and grammar. I believe that penmanship is basically a forgotten art; handwriting today does not look nearly as neat as it did fifty years ago, in general. That is not so much what I'm getting at though. I would be more concerned with the fact that students use grammar and spell checker programs to the point where they are concerned with neither. If they were to misspell a word or misuse a semicolon, computers will automatically fix it for them, and the student has learned nothing in the process. As much as I believe that technology is an integral part of education and that it should be used as much as possible, I do think students should spend some time writing assignments out by hand.
Journal #2: How Teenagers Consume Media: The Report That Shook The City
Robson, M. (2009, July 13). How teenagers consume media: The report that shook the city.Retrieved July 24, 2009, from guardian.costanley.uk Web site: http://www.guardian.co.uk/business/2009/jul/13/teenage-media-habits-morgan-
The article How Teenagers Consume The Media: The Report That Shook The City is a report that was written by a fifteen year old boy in the UK. Most of his statistics and facts are not supported and not cited, however he actually sounds fairly credible. The point of the article is to determine the nature of effective media in regards to teenagers. What I understand after reading the article is that teens, at least in the UK, don't consume all that much media. One of the major themes in his article was that teens don't like advertisements. The only advertisements that teens could stomach were outdoor advertisements that were unique. Teens despised pop-up and commercial television advertisements, and opted to listen to the radio via the Internet where stations are advertisement-free. Mr. Robson did have some interesting things to say about the kinds of technology that teens preferred. I was surprised that teens in the UK mostly wanted types of technology that were low cost. I would have to say the opposite is true in the United States (at least for what I can see with my own eyes). Teens in the UK would apparently rather watch a pirated movie than actually go the movies, and they would also prefer to have the most basic cable package because it is so much cheaper. I was also surprised to read what Mr. Robson had to say about cell phone preferences, that teens would rather have a basic phone to call and text, provided that it was a touch screen model. In the United States it seems like teens want every crazy option there is for their cell phones; navigation, mobile Internet, mobile tv, bluetooth, etc.
Why was this article controversial when it was published by Morgan Stanley?
I would have to guess that the reason this article was controversial when it was published was because of the author's credibility. In all reality, the only credibility that the author has is his age--he is in fact a teenager. Ironically, for this same reason, he has very little credibility. He does not have a degree or any real world experience in advertising or marketing, and his statistics and his facts have no references. Several times in his article he gave statistics and no support, he could have made them up for all the reader knows. I believe it was this lack of credibility that made the article controversial. There are probably many experts in technology and media or related fields that have never had anything published by Morgan Stanley, and I'm sure they were annoyed at reading an article by a fifteen year old.
Why Would Morgan Stanley publish an article written by a fifteen year old?
I believe that Morgan Stanley published this article because they probably figured they could get the inside dope on what teenagers want and find appealing in terms of technology and media by having one of them write an article. However, I doubt that a fifteen year old boy is capable of answering this question completely. I don't believe that he did the research necessary to identify with an entire generation of teenagers. I think that at best, he may be able to speak for a small sample of teenagers that are close to him in age, economic status, and vicinity.
The article How Teenagers Consume The Media: The Report That Shook The City is a report that was written by a fifteen year old boy in the UK. Most of his statistics and facts are not supported and not cited, however he actually sounds fairly credible. The point of the article is to determine the nature of effective media in regards to teenagers. What I understand after reading the article is that teens, at least in the UK, don't consume all that much media. One of the major themes in his article was that teens don't like advertisements. The only advertisements that teens could stomach were outdoor advertisements that were unique. Teens despised pop-up and commercial television advertisements, and opted to listen to the radio via the Internet where stations are advertisement-free. Mr. Robson did have some interesting things to say about the kinds of technology that teens preferred. I was surprised that teens in the UK mostly wanted types of technology that were low cost. I would have to say the opposite is true in the United States (at least for what I can see with my own eyes). Teens in the UK would apparently rather watch a pirated movie than actually go the movies, and they would also prefer to have the most basic cable package because it is so much cheaper. I was also surprised to read what Mr. Robson had to say about cell phone preferences, that teens would rather have a basic phone to call and text, provided that it was a touch screen model. In the United States it seems like teens want every crazy option there is for their cell phones; navigation, mobile Internet, mobile tv, bluetooth, etc.
Why was this article controversial when it was published by Morgan Stanley?
I would have to guess that the reason this article was controversial when it was published was because of the author's credibility. In all reality, the only credibility that the author has is his age--he is in fact a teenager. Ironically, for this same reason, he has very little credibility. He does not have a degree or any real world experience in advertising or marketing, and his statistics and his facts have no references. Several times in his article he gave statistics and no support, he could have made them up for all the reader knows. I believe it was this lack of credibility that made the article controversial. There are probably many experts in technology and media or related fields that have never had anything published by Morgan Stanley, and I'm sure they were annoyed at reading an article by a fifteen year old.
Why Would Morgan Stanley publish an article written by a fifteen year old?
I believe that Morgan Stanley published this article because they probably figured they could get the inside dope on what teenagers want and find appealing in terms of technology and media by having one of them write an article. However, I doubt that a fifteen year old boy is capable of answering this question completely. I don't believe that he did the research necessary to identify with an entire generation of teenagers. I think that at best, he may be able to speak for a small sample of teenagers that are close to him in age, economic status, and vicinity.
Journal #1: Do Teachers Need A personal Trainer?
Owens, Aileen. (June, July 2009). Do Teachers Need Personal Trainers. Learning & Leading With Technology, Retrieved July 23, 2009 from http://www.learningandleading-digital.com/learning_leading/20090607/.
In the article Do Your Teachers Need A Personal Trainer, Aileen Owens discusses a program implemented to aid elementary teachers in their usage of technology in the classroom. Ms. Owens is the instructional technology coordinator for the Mt. Lebanon School District in Pittsburgh, Pennsylvania. Though she enjoys her job, she had admitted that the system in place was flawed. There was one technology coordinator for 365 teachers. She would generally hold 4-6 meetings each week lasting 45 minutes with the teachers. The system was time consuming and inefficient. She then came up with a system in partnership with Duquesne University in which students advanced in technology skills would become interns for elementary teachers. The interns would help the teachers implement their lesson plans, and design their own lesson plans, integrating and using technology in the classroom. The interns at times also held workshops for the teachers to advance their own knowledge and fluency of technology. The results were fantastic, the system appeared to a success. The interns were helping the students use all different kinds of technology; Podcasts, Powerpoint, Word, etc. The benefits of the system proved to be two-fold; the teachers as well as the interns both gained a lot from the system. Teachers got much needed help, and the interns got in-class experience. Not too mention that the program was extremely cost efficient.
At what expense are children learning more about technology?
I think children learning about technology in the classroom is a great idea and needs to be done. With a limited number of school days, and a limited number of hours in each school day, where are the teachers finding time to teach about technology. I am only wondering how much time each day is spent on technology. With the increased pressure placed on teachers for students to do well on standardized tests, how much time do they have to spend on teaching technology. Is the time they are spending on teaching technology all for nothing? Eventually certain programs are going to become obsolete, like Powerpoint for example. Is teaching technology in elementary school taking time away from other vital subjects such as language arts and social studies?
Is becoming an intern taking away from the Duqusne students' educational experience?
Are the students that become interns really gaining anything by teaching teachers and elementary students technology tools? The article claimed that the interns were gaining practical experience in the classroom, but what are the technology students that don't plan on teaching gaining from the experience? I can obviously see the benefits for those that are going into the teaching profession, but those that are not seem like they are volunteering their time to help elementary student and teachers. Of course their is nothing wrong with volunteering time, but I'm sure it costs a lot of money to attend Duquesne, and the students have the right to get as much for their money as they can.
In the article Do Your Teachers Need A Personal Trainer, Aileen Owens discusses a program implemented to aid elementary teachers in their usage of technology in the classroom. Ms. Owens is the instructional technology coordinator for the Mt. Lebanon School District in Pittsburgh, Pennsylvania. Though she enjoys her job, she had admitted that the system in place was flawed. There was one technology coordinator for 365 teachers. She would generally hold 4-6 meetings each week lasting 45 minutes with the teachers. The system was time consuming and inefficient. She then came up with a system in partnership with Duquesne University in which students advanced in technology skills would become interns for elementary teachers. The interns would help the teachers implement their lesson plans, and design their own lesson plans, integrating and using technology in the classroom. The interns at times also held workshops for the teachers to advance their own knowledge and fluency of technology. The results were fantastic, the system appeared to a success. The interns were helping the students use all different kinds of technology; Podcasts, Powerpoint, Word, etc. The benefits of the system proved to be two-fold; the teachers as well as the interns both gained a lot from the system. Teachers got much needed help, and the interns got in-class experience. Not too mention that the program was extremely cost efficient.
At what expense are children learning more about technology?
I think children learning about technology in the classroom is a great idea and needs to be done. With a limited number of school days, and a limited number of hours in each school day, where are the teachers finding time to teach about technology. I am only wondering how much time each day is spent on technology. With the increased pressure placed on teachers for students to do well on standardized tests, how much time do they have to spend on teaching technology. Is the time they are spending on teaching technology all for nothing? Eventually certain programs are going to become obsolete, like Powerpoint for example. Is teaching technology in elementary school taking time away from other vital subjects such as language arts and social studies?
Is becoming an intern taking away from the Duqusne students' educational experience?
Are the students that become interns really gaining anything by teaching teachers and elementary students technology tools? The article claimed that the interns were gaining practical experience in the classroom, but what are the technology students that don't plan on teaching gaining from the experience? I can obviously see the benefits for those that are going into the teaching profession, but those that are not seem like they are volunteering their time to help elementary student and teachers. Of course their is nothing wrong with volunteering time, but I'm sure it costs a lot of money to attend Duquesne, and the students have the right to get as much for their money as they can.
Monday, July 20, 2009
Social Bookmarking Posts: Nets I and III
These are the results of a research assignment I completed that required the utilization of social bookmarking, which was completed using a website called Delicious.com. I searched the Internet for specific sites given by the instructor, and once there I tagged and bookmarked the site and completed the research requirement. After the assignment was completed, I embedded the tags on this blog.
1. National Archives:
I visited the online exhibit that showed the political cartoons of Clifford Berryman. These were very insightful as a means of depicting how media in this specific way has not changed much in the last 120 years. Mr. Berryman was a phenomenal artist, and had a very unique way of getting his points across. I noticed that he had stylized his drawings in a very distinguishable way; a common theme in his cartoons were bees. Mr. Berryman also had a wonderful sense of using subtleties to indicate whatever campaign issue he may have been addressing. Mr. Berryman, unlike a lot of political cartoonists today, was not mean or underhanded in his drawings; he basically drew the obvious facts in a humorous way without being, at least, overtly partisan. I felt that it rather hard to tell by the drawings whether he was a Republican or a Democrat.
2.National Education Association (NEA); Achievement Gaps:
Most commonly, achievement gaps have been identified among racially and ethnic minorites, English language learners, students with disabilities, females, and students that come from low-income families. For becoming a culturally competent educator, there are three areas that I feel pertain to my teaching style: a.) Gather and organize resource materials related to culturally diverse groups for use by school staff. I feel this is important because I'm a firm believer in cultural relevancy. I feel that the more relevant a student finds a particular assignment, the more effort will be put into it. b.) Network with parent, family, minority community, and faith-based organizations concerned with the needs of diverse students. Solicit their involvement and input in the design and implementation of initiatives for culturally, linguistically, racially, and ethnically diverse groups. I feel this is important because I feel that it hints towards community and parental involvement which I believe is integral in student success. I think this is one of the major reasons for an achievement gap with minority students. c.) Network with other schools that are developing and implementing culturally competent systems. Adapt the processes and information that are consistent with your school's needs and interests. Lastly, I believe this is important because I think it is important to borrow systems that work. I think it is a major disservice to all minority students and underachievers to not utilize a program that has been proven to work. It should be the responsibility of educators to find out what works, and then implement it.
3.Cyberbullying:
After taking the cyberbullying quiz I found that I am a cybersaint. It has never occurred to me to do any of the things that that were listed in the quiz. For one thing, I don't know enough about computers to do most of the things listed even if I wanted to. I have no idea how to send someone a virus or a Trojan horse, don't know how to conduct an online poll to bash someone, haven't the faintest idea how to hack into someones computer, I don't even know how to change my profile to be rude. The only thing I'm guilty of as far as being a cyberbully is I have used foul language a time or two in my fantasy baseball emails-but who doesn't do that? I learned two important things while visiting the website, both dealing with the different types of cyberbullies. The first is the "vengeful Angel." This is important to know because it was said that most times the vengeful angel doesn't even know that they are being a bully. They see themselves as a do-gooder making wrongs into rights via the Internet. This is important so I will be able to identify the different types of cyberbullies and put a stop to it. The other type of cyberbullt I identified was the "revenge of the nerd" type bully. I learned that this type of bully is often times the victim of schoolyard bullying. I learned that much of the time they are looking for power or revenge and rely on their technical savvy to accomplish this end.
4.Kathy Schrock:
The first area that I chose to focus on in "Subject Access" was a copyrighting lesson for eighth graders. I felt that this is important because it is often an issue that is not discussed until high school, and it is every bit as relevant in middle school. It is a lesson plan designed by Laura Keamming. Students begin by completing a copyright worksheet to familiarize them with the content and concept. Then they are to listen to several songs such as "Ice, Ice, Baby" by Vanilla Ice and "Under Pressure" by Queen. They are then to compare the songs and see if they believe ant copyright laws had been violated. It is an interactive and hands-on lesson plan in which students get to work in groups. The second area that I chose to focus on in the "Teacher Helper" section was a web project rubric. This is important for me because I want my students to be comfortable with the computer, even though I am not as comfortable with it as I should be. I would like for them at some point to prepare their own web page, but I was not totally sure how to grade them. The Teacher Helper showed a well thought-out web project rubric. It included areas of focus being; a. content, b. writing process, c. development process, d. web skill, e. layout, f. images, g. group work. I found this to be extremely helpful as a way to grade the assignment as well as how to format it relating to what should be focused on.
5. Report On Multiple Intelligences:
After taking the multiple intelligences quiz I found that I was most a verbal/linguistic person, I scored a 92% in this area. I was actually very surprised by this. I found that I also am a naturalistic person, I scored a 72% in this area. Again I found this rather surprising. I also found that I am an interpersonal and logical/mathematical person, in each of these areas I scored a 69%. This was surprising because I would have assumed that I was much higher in logical/mathematical. I watched the interview of Howard Gardner. I found the interview to be extremely interesting. I learned that the theory of Multiple Intelligences is based on the fact that all students do not have the same minds. All humans have different intellectual strengths because of this. Teachers need to be aware of this and stop placing the emphasis of education on being teacher centered and shift this to being more student centered.
6.Teaching Tolerance:
I focused on grades 7-12, social studies, and the specific topic is the legality of prayer in school. The lesson plan is unique and sounds like a lot of fun. The class is supposed to have a mock trial. One student is the plaintiff, a small group of students are the defendants, another two groups of students are the legal teams, and one student is the judge. To prepare, the students are given a handout created by the US Supreme court which is basically a checklist to see if civil rights had been violated. From here, it is pretty much a standard mock trial. One side of the court is arguing that they should be allowed to pray in school while the other side argues that it is a violation of the separation of church and state. I think this a wonderful exercise for the students. It involves group work and hands-on application. Students will not only be confronted with a hotly debated current event issue, but they will become familiar with the workings of the judicial/legal system.
7. The first question that I found to be extremely interesting was the question, "According to the National Center for Education Statistics, what is the percentage of U.S. schools with no teachers of color on staff?" I was amazed that the answer was 40%. In fact I am so surprised by that number, that almost half of the schools in the United States don't have a single staff member of color, that I would like to verify the answer. I honestly find that hard to believe. If it is true, I am amazed. The second question that I found interesting was, "In a 2007 study, UNICEF rated the treatment of children in the 23 wealthiest countries in the world based on 40 indicators of child well-being. Which two countries received the lowest ratings?" Again, I was stunned to learn the answer was the United States and the U.K. I would like to know how they came up with these answers and what their definition of child well-being is. I am unclear to whether the UNICEF is implying that children are treated poorly in the United States and the U.K. or that children in these two countries are socially maladjusted or discontented.
8. Nettiquette:
I really have never been taught proper nettiquette, but I did score an 80% on the quiz. I think a lot of it is common sense. It is however important to teach nettiquette in the classroom, if nothing else, for the golden rule, which is remember the human. Students more so than adults will often forget that the people involved in Internet communication are actual human beings with feelings and emotions. Students should be taught to respect this just as they would respect people in face to face conversations. :-@
1. National Archives:
I visited the online exhibit that showed the political cartoons of Clifford Berryman. These were very insightful as a means of depicting how media in this specific way has not changed much in the last 120 years. Mr. Berryman was a phenomenal artist, and had a very unique way of getting his points across. I noticed that he had stylized his drawings in a very distinguishable way; a common theme in his cartoons were bees. Mr. Berryman also had a wonderful sense of using subtleties to indicate whatever campaign issue he may have been addressing. Mr. Berryman, unlike a lot of political cartoonists today, was not mean or underhanded in his drawings; he basically drew the obvious facts in a humorous way without being, at least, overtly partisan. I felt that it rather hard to tell by the drawings whether he was a Republican or a Democrat.
2.National Education Association (NEA); Achievement Gaps:
Most commonly, achievement gaps have been identified among racially and ethnic minorites, English language learners, students with disabilities, females, and students that come from low-income families. For becoming a culturally competent educator, there are three areas that I feel pertain to my teaching style: a.) Gather and organize resource materials related to culturally diverse groups for use by school staff. I feel this is important because I'm a firm believer in cultural relevancy. I feel that the more relevant a student finds a particular assignment, the more effort will be put into it. b.) Network with parent, family, minority community, and faith-based organizations concerned with the needs of diverse students. Solicit their involvement and input in the design and implementation of initiatives for culturally, linguistically, racially, and ethnically diverse groups. I feel this is important because I feel that it hints towards community and parental involvement which I believe is integral in student success. I think this is one of the major reasons for an achievement gap with minority students. c.) Network with other schools that are developing and implementing culturally competent systems. Adapt the processes and information that are consistent with your school's needs and interests. Lastly, I believe this is important because I think it is important to borrow systems that work. I think it is a major disservice to all minority students and underachievers to not utilize a program that has been proven to work. It should be the responsibility of educators to find out what works, and then implement it.
3.Cyberbullying:
After taking the cyberbullying quiz I found that I am a cybersaint. It has never occurred to me to do any of the things that that were listed in the quiz. For one thing, I don't know enough about computers to do most of the things listed even if I wanted to. I have no idea how to send someone a virus or a Trojan horse, don't know how to conduct an online poll to bash someone, haven't the faintest idea how to hack into someones computer, I don't even know how to change my profile to be rude. The only thing I'm guilty of as far as being a cyberbully is I have used foul language a time or two in my fantasy baseball emails-but who doesn't do that? I learned two important things while visiting the website, both dealing with the different types of cyberbullies. The first is the "vengeful Angel." This is important to know because it was said that most times the vengeful angel doesn't even know that they are being a bully. They see themselves as a do-gooder making wrongs into rights via the Internet. This is important so I will be able to identify the different types of cyberbullies and put a stop to it. The other type of cyberbullt I identified was the "revenge of the nerd" type bully. I learned that this type of bully is often times the victim of schoolyard bullying. I learned that much of the time they are looking for power or revenge and rely on their technical savvy to accomplish this end.
4.Kathy Schrock:
The first area that I chose to focus on in "Subject Access" was a copyrighting lesson for eighth graders. I felt that this is important because it is often an issue that is not discussed until high school, and it is every bit as relevant in middle school. It is a lesson plan designed by Laura Keamming. Students begin by completing a copyright worksheet to familiarize them with the content and concept. Then they are to listen to several songs such as "Ice, Ice, Baby" by Vanilla Ice and "Under Pressure" by Queen. They are then to compare the songs and see if they believe ant copyright laws had been violated. It is an interactive and hands-on lesson plan in which students get to work in groups. The second area that I chose to focus on in the "Teacher Helper" section was a web project rubric. This is important for me because I want my students to be comfortable with the computer, even though I am not as comfortable with it as I should be. I would like for them at some point to prepare their own web page, but I was not totally sure how to grade them. The Teacher Helper showed a well thought-out web project rubric. It included areas of focus being; a. content, b. writing process, c. development process, d. web skill, e. layout, f. images, g. group work. I found this to be extremely helpful as a way to grade the assignment as well as how to format it relating to what should be focused on.
5. Report On Multiple Intelligences:
After taking the multiple intelligences quiz I found that I was most a verbal/linguistic person, I scored a 92% in this area. I was actually very surprised by this. I found that I also am a naturalistic person, I scored a 72% in this area. Again I found this rather surprising. I also found that I am an interpersonal and logical/mathematical person, in each of these areas I scored a 69%. This was surprising because I would have assumed that I was much higher in logical/mathematical. I watched the interview of Howard Gardner. I found the interview to be extremely interesting. I learned that the theory of Multiple Intelligences is based on the fact that all students do not have the same minds. All humans have different intellectual strengths because of this. Teachers need to be aware of this and stop placing the emphasis of education on being teacher centered and shift this to being more student centered.
6.Teaching Tolerance:
I focused on grades 7-12, social studies, and the specific topic is the legality of prayer in school. The lesson plan is unique and sounds like a lot of fun. The class is supposed to have a mock trial. One student is the plaintiff, a small group of students are the defendants, another two groups of students are the legal teams, and one student is the judge. To prepare, the students are given a handout created by the US Supreme court which is basically a checklist to see if civil rights had been violated. From here, it is pretty much a standard mock trial. One side of the court is arguing that they should be allowed to pray in school while the other side argues that it is a violation of the separation of church and state. I think this a wonderful exercise for the students. It involves group work and hands-on application. Students will not only be confronted with a hotly debated current event issue, but they will become familiar with the workings of the judicial/legal system.
7. The first question that I found to be extremely interesting was the question, "According to the National Center for Education Statistics, what is the percentage of U.S. schools with no teachers of color on staff?" I was amazed that the answer was 40%. In fact I am so surprised by that number, that almost half of the schools in the United States don't have a single staff member of color, that I would like to verify the answer. I honestly find that hard to believe. If it is true, I am amazed. The second question that I found interesting was, "In a 2007 study, UNICEF rated the treatment of children in the 23 wealthiest countries in the world based on 40 indicators of child well-being. Which two countries received the lowest ratings?" Again, I was stunned to learn the answer was the United States and the U.K. I would like to know how they came up with these answers and what their definition of child well-being is. I am unclear to whether the UNICEF is implying that children are treated poorly in the United States and the U.K. or that children in these two countries are socially maladjusted or discontented.
8. Nettiquette:
I really have never been taught proper nettiquette, but I did score an 80% on the quiz. I think a lot of it is common sense. It is however important to teach nettiquette in the classroom, if nothing else, for the golden rule, which is remember the human. Students more so than adults will often forget that the people involved in Internet communication are actual human beings with feelings and emotions. Students should be taught to respect this just as they would respect people in face to face conversations. :-@
Monday, July 13, 2009
My name is Joe Davis and I'm originally from La Habra. I moved to Temecula when I was 9 and have lived there for the majority of my life; I lived in Encinitas and Chico for a little while. I went to Faith Lutheran Christian School until I moved to Temecula and then I went through all the local Temecula schools, and eventually graduated from Temecula Valley High School in 1998. I then went on to have too much fun and didn't end up graduating from University of California, Riverside until 10 years later.
I don't have much experience with technology; I didn't even know how to turn a computer on and off until I started at UCR in 2006. I've always figured I was caught in the middle of a technology gap. When I was in high school, the internet was still a new thing and it was discouraged as a use for information. Since I didn't go to college right out of high school or get a good job that required technical skills, I never really learned how to use the computer. I was too old to have grown up with computers, and too young or too unskilled to use them at work. Basically I have never really had any use for computers other then as a way to manage my fantasy baseball and football teams. I do however understand the value of computers and technology, and am actually very eager to learn more about them. I honestly don't know which Office I am most comfortable with-which ever is on my computer I suppose.
The part of the mission statement that really speaks to me is the first sentence, "the mission of the college of education community is to collaboratively transform public education by preparing thoughtful educators and advancing professional practice." What this says to me is that the College Of Education is going to make educators out of its students. This is all I ask of the COE; make me a thoughtful and effective educator and advance my professional practice. This is why I am at CSUSM, to become an educator. To be completely honest, the mission statement had nothing to do with why I chose CSUSM. I chose to come to CSUSM because it was far cheaper then UCR, it was closer, and it was a way better drive. I had never read the mission statement until I was getting ready for my group interview after I had already decided to come to CSUSM.
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