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.
Monday, February 18, 2008
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!
Subscribe to:
Posts (Atom)