Dave Nagel's article, "Kansas School District Rolls Out 1:1 MacBook Program," tells the story of a school district which is comprised of low socio-economic students and how it managed to obtain sufficient funding to get laptops to every student and teacher in the district. Despite cynicism of a local radio DJ and other naysayers, students did not sell their laptops for drugs, became excited about learning, and became producers as opposed to merely being customers. Not only did students prove these pessimists wrong but they also brought up their reading and math scores above and beyond original expectations.
I love this story of how successful integrating technology in schools benefits everyone. These students not only brought up their standardized test scores but now have the ability to do research, create videos and movies, and experience authentic and challenging learning. I also appreciate the pragmatic approach that the school district has taken by their leasing the computers and software because they will not be stuck with obsolete technology (which becomes "new and improved" on almost an hourly basis).
Monday, May 5, 2008
Critical Issue: Using Technology to Enhance Engage Learning for At-Risk Students
It is especially important that at-risk students have access to technology in the classroom. Students who come from low and lower socio-economic groups need to have the same advantages as all other students. In the past (and even today) students from financially disadvantaged areas have not had the same accessibility to educational technology except for the requisite "drill and kill" programs that are nothing more than glorified video games that teach content area by rote and do not allow students to use collaborative and /or knowledge-building skills in the learning context.
All students should be entitled to explore and produce their own work by using technology instead of schools using technology to instruct students. It is now understood that instruction (with the use of technology) should be interactive, generative, authentic, challenging, etc. How can students be held to a high standard and accompanying expectations when they historically have not been responsible for their own learning? How can we expect them to be energized by learning without the integration of technology?
Unless students can experience challenge and excitement in the learning process, we cannot expect more than what we "put out." Technology is a tool that can be implemented and utilized to help students discover their full potential. I believe Bill Clinton's dream of a computer for every child is an awesome goal; let's do what we can to help realize that dream.
All students should be entitled to explore and produce their own work by using technology instead of schools using technology to instruct students. It is now understood that instruction (with the use of technology) should be interactive, generative, authentic, challenging, etc. How can students be held to a high standard and accompanying expectations when they historically have not been responsible for their own learning? How can we expect them to be energized by learning without the integration of technology?
Unless students can experience challenge and excitement in the learning process, we cannot expect more than what we "put out." Technology is a tool that can be implemented and utilized to help students discover their full potential. I believe Bill Clinton's dream of a computer for every child is an awesome goal; let's do what we can to help realize that dream.
Authentic Learning for the 21st Century
I have always been a hands-on learner so Marilyn Lombardi's article really hit home for me. I didn't realize (before reading Lombardi's article) that most people learn best be doing instead of listening. Now, with the use of technology in the educational setting, this authentic learning is even more accessible than most people have ever imagined.
Authentic learning takes place when students can construct their own learning from computer programs, software, and simulations as opposed to reading about it in a book or having someone (e.g. a teacher or guest speaker) stand in front of the classroom and tell students about it. When students experience authentic learning, they are able to take that learning and apply it to real-life situations as well as future learning in the classroom.
When students can "get their hands dirty" via technology, the learning they construct and experience takes on a much deeper meaning for them than reading about it in a textbook or watching a video about the same subject matter. The learning is life-long and the encoding of the information becomes much more deeply ingrained in students when technology is implemented and integrated in the classroom.
Authentic learning takes place when students can construct their own learning from computer programs, software, and simulations as opposed to reading about it in a book or having someone (e.g. a teacher or guest speaker) stand in front of the classroom and tell students about it. When students experience authentic learning, they are able to take that learning and apply it to real-life situations as well as future learning in the classroom.
When students can "get their hands dirty" via technology, the learning they construct and experience takes on a much deeper meaning for them than reading about it in a textbook or watching a video about the same subject matter. The learning is life-long and the encoding of the information becomes much more deeply ingrained in students when technology is implemented and integrated in the classroom.
New Times Demand New Ways of Learning
Why is it that people want a definitive answer regarding the effectiveness of technology in boosting student learning? This is especially frustrating when it is obvious that educational technology cannot be used when the teaching and learning methods in certain classrooms are clearly outdated! Effective learning can only truly take place when:
There must be a vision of learning. Learners must take responsibility for their own learning, must take a strategic stance, be energized by their own learning (intrinsic motivation), and be a collaborative undertaking. Tasks must be authentic, challenging, and multidisciplinary while assessment must certainly be performance based, generative, seamless and ongoing, and equitable. The instructional model must be interactive and generative and the learning context must be collaborative, knowledge-building, and empathetic.
Grouping of learners must be heterogeneous to ensure diversity and different levels of knowledge, be fair and equitable, and flexible.
Teachers are no longer the "sage on the stage." They must take on new roles as facilitator and guide and must also consider themselves as actual co-learners and/or co-investigators while student roles are no longer those of passive spectators but actual explorers, cognitive apprentices, teachers (!), and producers.
Indicators of high technology performance are access, operability, organization, engagability, ease of use, and functionality. First and foremost, students must have access to technology in schools. This technology must be organized so that students know where it is stored, how transferable are the data and programs from one source to another, etc., and if the programs can sustain student engagement. Is it easy to use? Frustrating to use? If students don't find technology easy and pleasant in its use they will merely stop using it. And, of course, does the functionality of the technology allow for students to take basic concepts and use them as building blocks to take it to the next level?
These are extremely important questions to consider in the implementation, use, and success of technology in education.
- children are engaged in authentic and multidisciplinary tasks
- assessments are based on students' performance of real tasks
- students participate in interactive modes of instruction
- students work collaboratively
- students are grouped heterogeneously
- the teacher is a facilitator in learning
- students learn through exploration
There must be a vision of learning. Learners must take responsibility for their own learning, must take a strategic stance, be energized by their own learning (intrinsic motivation), and be a collaborative undertaking. Tasks must be authentic, challenging, and multidisciplinary while assessment must certainly be performance based, generative, seamless and ongoing, and equitable. The instructional model must be interactive and generative and the learning context must be collaborative, knowledge-building, and empathetic.
Grouping of learners must be heterogeneous to ensure diversity and different levels of knowledge, be fair and equitable, and flexible.
Teachers are no longer the "sage on the stage." They must take on new roles as facilitator and guide and must also consider themselves as actual co-learners and/or co-investigators while student roles are no longer those of passive spectators but actual explorers, cognitive apprentices, teachers (!), and producers.
Indicators of high technology performance are access, operability, organization, engagability, ease of use, and functionality. First and foremost, students must have access to technology in schools. This technology must be organized so that students know where it is stored, how transferable are the data and programs from one source to another, etc., and if the programs can sustain student engagement. Is it easy to use? Frustrating to use? If students don't find technology easy and pleasant in its use they will merely stop using it. And, of course, does the functionality of the technology allow for students to take basic concepts and use them as building blocks to take it to the next level?
These are extremely important questions to consider in the implementation, use, and success of technology in education.
Transforming Learning Through Technology
Tennessee governor Don Sundquist said it all when he stated, "We, as governors, cannot fail to have every child participating in the information age. If we fail, we set our workforce and industry back. If we succeed, we assure that jobs are retained in every community and our children have a bright, prosperous future."
This article, although quite long, explores what we have already learned: the integration of technology in education is a necessity if our children are to be able to live and work in the future, that standards and assessments for such need to be developed and implemented as a means to measure successful learning, and that technology in the classroom cannot take the place of student self-discovery and constructivism; it needs to enhance it.
It is the responsibility of our policy makers to ensure that the long term goals of educational technology are met and monitored accordingly.
This article, although quite long, explores what we have already learned: the integration of technology in education is a necessity if our children are to be able to live and work in the future, that standards and assessments for such need to be developed and implemented as a means to measure successful learning, and that technology in the classroom cannot take the place of student self-discovery and constructivism; it needs to enhance it.
It is the responsibility of our policy makers to ensure that the long term goals of educational technology are met and monitored accordingly.
Monday, February 18, 2008
Living Online: I'll Have to Ask My Friends
Liz Else and Sherry Turkle's questions in "Living Online: I'll Have to Ask My Friends" in itself asks us to reflect on how we feel about the instant gratification we have come to know in the use of electronic communications, cell phones, and other modes of "tethered relationships" that have become commonplace in today's world.
I find that unless I specifically take the time to reflect on the day's events and/or conversations, I can easily fall into the trap of what the authors have described as communication via "quick instant messages, "check-in" cell calls and emoticon graphics" with family members, friends, and colleagues.
However I still manage to take the time to reflect on my own and/or via this blog so that I can sort it all out and (hopefully) make sense of my life. When I blog, diary, or just spend time alone with a cup of coffee and KYOT playing on the stereo I am able to put things into perspective. I do, however, find it tempting to pick up the phone, email, instant message, or text message to "run it up the flagpole and see who salutes."
I don't believe I am alone in these feelings; it's obvious by Else's and Turkle's article that there are a multitude of millions out there who suffer the same malady. There is nothing wrong with asking others for their opinions or the desire for feedback but I believe there is a valid point made in the article that there is a lot less of self-reflection in this "Electronics Age" than in days past.
Hopefully others who read this article will take the time to reflect on their own practices in this area.
I find that unless I specifically take the time to reflect on the day's events and/or conversations, I can easily fall into the trap of what the authors have described as communication via "quick instant messages, "check-in" cell calls and emoticon graphics" with family members, friends, and colleagues.
However I still manage to take the time to reflect on my own and/or via this blog so that I can sort it all out and (hopefully) make sense of my life. When I blog, diary, or just spend time alone with a cup of coffee and KYOT playing on the stereo I am able to put things into perspective. I do, however, find it tempting to pick up the phone, email, instant message, or text message to "run it up the flagpole and see who salutes."
I don't believe I am alone in these feelings; it's obvious by Else's and Turkle's article that there are a multitude of millions out there who suffer the same malady. There is nothing wrong with asking others for their opinions or the desire for feedback but I believe there is a valid point made in the article that there is a lot less of self-reflection in this "Electronics Age" than in days past.
Hopefully others who read this article will take the time to reflect on their own practices in this area.
Myths and Realities About Technology in K-12 Schools
Glenn Kleiman's article really spooked me! Allow me to elaborate. It's not his words that I found disturbing or his myth-busting - it was the fact that all of the myths seem to have been written about the school district in which I am teaching!
Besides the PC at my desk, my classroom has two computers for student use. My largest class contains 27 students and my smallest class (a math intervention class) is comprised of 14 students (when they are all present). Other than Fun Brain, a software program that resembles nothing more than a video game that is disguised with some math, the kids can use a program called Success Maker which does not always include the units that the students are studying at a given time.
I have access to the computer lab when I want it but that only allows for the same software the students can use in my classroom but affords access to the entire class at one time. That is the extent of technology that I have available through the district.
It is apparent to me that I will have to spend more than the 12-hour days on campus that I have been putting in as a new teacher to research and/or create appropriate technological links for my students in order to have the rich inter-woven technology the kids so desperately need and want!
Our middle school is a Title I school and I do not see the equity between our school district and the more affluent ones. Although I may be a babe in the woods in regard to the world of education, I can see that only the cursory steps required for federal funding have been made regarding technology in our district.
I attended a "class" at our in-service this past Friday and was thrilled to see all of the technology that is available to educators in our district but became even more aware after the mini-class that the students were not the direct beneficiaries of such technology. I have a lot of questions for our district IT director in the coming weeks.
Stay tuned!
Besides the PC at my desk, my classroom has two computers for student use. My largest class contains 27 students and my smallest class (a math intervention class) is comprised of 14 students (when they are all present). Other than Fun Brain, a software program that resembles nothing more than a video game that is disguised with some math, the kids can use a program called Success Maker which does not always include the units that the students are studying at a given time.
I have access to the computer lab when I want it but that only allows for the same software the students can use in my classroom but affords access to the entire class at one time. That is the extent of technology that I have available through the district.
It is apparent to me that I will have to spend more than the 12-hour days on campus that I have been putting in as a new teacher to research and/or create appropriate technological links for my students in order to have the rich inter-woven technology the kids so desperately need and want!
Our middle school is a Title I school and I do not see the equity between our school district and the more affluent ones. Although I may be a babe in the woods in regard to the world of education, I can see that only the cursory steps required for federal funding have been made regarding technology in our district.
I attended a "class" at our in-service this past Friday and was thrilled to see all of the technology that is available to educators in our district but became even more aware after the mini-class that the students were not the direct beneficiaries of such technology. I have a lot of questions for our district IT director in the coming weeks.
Stay tuned!
Teaching with New Eyes
John Snyder's article restated one of the main reasons why I decided to switch career paths and go into teaching. He stated,
"The fact that students need to acquire technology skills does not mean that they must sacrifice other skills. The fact that we need to help students learn to act ethically and kindly and responsibly does not mean that we need to neglect other areas. Good teaching is still good teaching, and kids are still the focus. If we can use technology to shape their assumptions about connections to the community, we will have given them treasure that will be measured in lives, transformed by insight."
Although I teach 6th grade math, I believe that I am instilling in my students social conscience, social graces, and good citizenship along with the course content I am required to teach. Many times I feel that the importance of the role in loco parentis is vastly underestimated by many educators. Along with the responsibility of role model, educators also must include in their repertoire that of technology facilitator/teacher.
Snyder's reminiscence of an almost off-handed comment made at a convention brought it all together not only for him but for me as well: "To adults, computers are something to marvel at. To kids, they're just a part of the fabric of their lives."
How true!
"The fact that students need to acquire technology skills does not mean that they must sacrifice other skills. The fact that we need to help students learn to act ethically and kindly and responsibly does not mean that we need to neglect other areas. Good teaching is still good teaching, and kids are still the focus. If we can use technology to shape their assumptions about connections to the community, we will have given them treasure that will be measured in lives, transformed by insight."
Although I teach 6th grade math, I believe that I am instilling in my students social conscience, social graces, and good citizenship along with the course content I am required to teach. Many times I feel that the importance of the role in loco parentis is vastly underestimated by many educators. Along with the responsibility of role model, educators also must include in their repertoire that of technology facilitator/teacher.
Snyder's reminiscence of an almost off-handed comment made at a convention brought it all together not only for him but for me as well: "To adults, computers are something to marvel at. To kids, they're just a part of the fabric of their lives."
How true!
Implementing the Standards into Projects
As a new teacher I almost seem to have no choice but to know the standards before organizing and scheduling a lesson (an unit) let alone design a project! In my M.Ed. program in Secondary Education, I had to read, know, and live Understanding by Design in order to fully comprehend the importance of knowing where the student needs to go before designing the road map.
I attended a seminar put on by the Arizona Department of Education last month where once again Understanding by Design was brought to the table as a viable means of getting students from Point A to Point B (no geometry pun intended). Aimless meandering along course content is no longer an acceptable manner in which to facilitate student learning. Now it is imperative, along with course content, to plan from the assessment backward in order to promote student learning along with the inclusion of the technology standards.
Rosemary Shaw's article only reinforced what I instinctively knew before I signed up for EDT530.
I attended a seminar put on by the Arizona Department of Education last month where once again Understanding by Design was brought to the table as a viable means of getting students from Point A to Point B (no geometry pun intended). Aimless meandering along course content is no longer an acceptable manner in which to facilitate student learning. Now it is imperative, along with course content, to plan from the assessment backward in order to promote student learning along with the inclusion of the technology standards.
Rosemary Shaw's article only reinforced what I instinctively knew before I signed up for EDT530.
Constructivism, Technology, and the Future of Classroom Learning
Strommen and Lincoln's article regarding constructivism by way of technology and the future of classroom learning really hit home for me. Being that the world of today's child is so connected to technology, how can we merely think of technology as a tool here and there that will grab students' attention so we can get them to learn?
Technology needs to not only be integrated into the classroom but also let the student drive the technology bus! How can we expect today's young students to put aside the vast array of technology available to them when they enter the classroom and revert to pencil and paper?
Technology needs to follow children from one realm of their lives to the next. Also important is to find an appropriate method of assessing student learning and how technology works with their learning.
Technology needs to not only be integrated into the classroom but also let the student drive the technology bus! How can we expect today's young students to put aside the vast array of technology available to them when they enter the classroom and revert to pencil and paper?
Technology needs to follow children from one realm of their lives to the next. Also important is to find an appropriate method of assessing student learning and how technology works with their learning.
Friday, February 1, 2008
My Thoughts on WebQuests
Before last week, I had never heard of a WebQuest. I learned quickly, however, by reading about WebQuests this past week but did not get the full effect of the impact of such a tool until I personally explored an actual WebQuest. I'm in awe! To have such a powerful tool available to students is much akin to Prometheus' access to fire! At first the thought of using WebQuest as an educational portal worried me because of the fact that all I have heard for years from naysayers is how educational technology will take the place of teachers by making human educators obsolete. I no longer feel that way. Although the Introduction, Task, Process, and Resources available are important, I believe that the Evaluation, Conclusion, Reflection, and Extension are crucial to the success of the WebQuest. After all, what good is having the first four sections if students are not able to tie it all together for the total and all-encompassing experience of the final four? Without them it would be like waiting for the other shoe to drop!
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