As I review my previous posts, I notice an obvious tone that tends to be, in a sense, anti-technology. It wasn't that I was necessarily against all of technology in the classroom, but I would be suspect of swinging the pendulum too far and wrote of my hesitation when hearing and reading about all the great things technology could bring.
Well, I have changed my tune, to a degree. I think I was justified in my feelings with videos and stories about the negative effects of multi-tasking, the crisis in South Korea with how technology can become an addiction and the dangers that being online poses for today's youths.
But now I can also see how many tools there are available to educators and students alike and that not only the benefits (online lesson plans for easy access, podcasts, teacher conferences across the world) but the variety that is out there.
This can be a bit overwhelming. What do I use? How do I keep everything in order? What if I am using an online tool when there is something better out there?
I suppose that is where a lot of the fun and excitement lies, that there is always another "scratch" another "webquest" another gadget that is ready to be discovered and assist in the education of, well, everyone.
So, yes I like technology in learning a lot more now than I did before. I think it is due to the seemingly endless possibilities about there. And now I am ready to go!
Now, who's looking to hire an educator with a parital Instruction and Design M.ed?
Wednesday, June 8, 2011
Wednesday, May 25, 2011
Lit Review 2: Keeping Technology at Bay? Not anymore.
http://chronicle.com/article/Reaching-the-Last-Technology/123659/
From: The Chronicle of Higher Education
Author: Jeffrey R. Young
Date: July 24. 2010
Throughout this course, I have continued to have a hint of suspicion that technology doesn't always need to be included into curriculum and that a classroom devoid of tech-teachings could be presented and received on the same level of interest-holding and flexible lesson plans that other, technology-based pedagogy provides.
Yet sometimes it doesn't take much to change someone's thinking and in my case, the following sentence really hit home:
Once again, a case is made for integrating technology in the classroom and this way this article presented it finally made sense to me. Like most everything else in life, teachings must be aware of how times change and what they can do to nuture their lesson plans and keep their classrooms alive. The article also compares a teacher that shuns technology to a doctor that uses the same intruments, medicines and techniques from one decade to the next. Who would want to go to such a doctor that didn't want to be up-to-date with the latest? The same can be said for a teacher that won't change when the world of education and how to apply it is changing all around them.
So, even though people may be afraid of change, it is imperative that technology be incorporated into lesson plans throughout all grade levels. Technology is not going to go away. Of course there's a balance between using technology in the classroom effectively and using many of its forms incorrectly and to rely too heavily upon, causing us to become multi-taskers who do all things poorly compared to a person focused on one, maybe two things at the most, at a single time. But even the teachers who have been in the classroom for 30, 40 years, can become students themselves and "keep up" with how the compostion of today's classrooms are structured.
As one of "non-techie converts" stated in the article about one of her first experiences teaching an online course:
I would think that in a short amount of time from now, technology in the classroom will be accepted rather than that invasive, newfangled thing that strikes uncertainty or even fear, into some of the world's educators.
From: The Chronicle of Higher Education
Author: Jeffrey R. Young
Date: July 24. 2010
Throughout this course, I have continued to have a hint of suspicion that technology doesn't always need to be included into curriculum and that a classroom devoid of tech-teachings could be presented and received on the same level of interest-holding and flexible lesson plans that other, technology-based pedagogy provides.
Yet sometimes it doesn't take much to change someone's thinking and in my case, the following sentence really hit home:
But a number of teaching experts hope to encourage professors to think of their teaching as something that needs constant care and feeding.
Once again, a case is made for integrating technology in the classroom and this way this article presented it finally made sense to me. Like most everything else in life, teachings must be aware of how times change and what they can do to nuture their lesson plans and keep their classrooms alive. The article also compares a teacher that shuns technology to a doctor that uses the same intruments, medicines and techniques from one decade to the next. Who would want to go to such a doctor that didn't want to be up-to-date with the latest? The same can be said for a teacher that won't change when the world of education and how to apply it is changing all around them.
So, even though people may be afraid of change, it is imperative that technology be incorporated into lesson plans throughout all grade levels. Technology is not going to go away. Of course there's a balance between using technology in the classroom effectively and using many of its forms incorrectly and to rely too heavily upon, causing us to become multi-taskers who do all things poorly compared to a person focused on one, maybe two things at the most, at a single time. But even the teachers who have been in the classroom for 30, 40 years, can become students themselves and "keep up" with how the compostion of today's classrooms are structured.
As one of "non-techie converts" stated in the article about one of her first experiences teaching an online course:
I'm very surprised how well I like it and how well you get to know your students
I would think that in a short amount of time from now, technology in the classroom will be accepted rather than that invasive, newfangled thing that strikes uncertainty or even fear, into some of the world's educators.
Tuesday, May 17, 2011
Never Too Young To Blog
http://dotsub.com/view/987ecebf-701a-4cee-87d5-2329c3b4e64b
Wow, I really wish I knew how to embed the above video without just adding a link. I suppose it is something I have to work on. Maybe if I was in a Kindergarten class I would know how to do that. Or would I?
In the podcast, educator Sharon Betts walks the viewer through the process of natigating VoiceThreads and Dipity. It was a nice little presentation that I'm sure is helpful to a number of teachers at this grade level. As I was watching, I had some thoughts, not on the technology Ms. Betts was presenting but about the setup of the educational system for this grade level and where and what role technology factors into. It wasn't until after the video was done that I read the first sentance of the Description:
Even though I suspected this I wasn't sure why. But thinking about it, teachers of this age level do have less access to technology because of their students. Ten, even maybe five years ago, there was not much thought that these four or five year-olds needed to be exposed to Web 2.0. But now, because of all the availability of technology in the classroom and the integration of it in the later class levels, there seems to be a need and push for incorporating it to these youngsters...kids I am sure have much more exposure at home to the Web or TV interactive games.
I think it is important that these classes do have the access to technology and, with Ms. Betts post, proper educational websites can be found. But like the quote above, teachers are getting old technology, the "hand-me-downs" from up above. That may be ok, and I'm sure budgets are stretched thin enough, but shouldn't there at least be school funding for signing up for some of these websites? Like VoiceThreads where it is $10 a year, but that only allows 3 exports, or $50 a year for unlimited exports. There has been a lot of comments in class, in articles I've read and in podcasts I've watched, where $10 here, $5 there, $50 for a year is tossed out there. That is all well and good, but it starts to add up after a while. I think it is important for schools to make sure that the bill for technology, whether new or old, isn't the sole responsiblity of the educator.
Now excuse me while my 4 year-old niece shows me how to embed video from a link and not from my computer.
Wow, I really wish I knew how to embed the above video without just adding a link. I suppose it is something I have to work on. Maybe if I was in a Kindergarten class I would know how to do that. Or would I?
In the podcast, educator Sharon Betts walks the viewer through the process of natigating VoiceThreads and Dipity. It was a nice little presentation that I'm sure is helpful to a number of teachers at this grade level. As I was watching, I had some thoughts, not on the technology Ms. Betts was presenting but about the setup of the educational system for this grade level and where and what role technology factors into. It wasn't until after the video was done that I read the first sentance of the Description:
Teachers of our youngest students are often left behind when trying to implement new technologies into their curriculum.
Even though I suspected this I wasn't sure why. But thinking about it, teachers of this age level do have less access to technology because of their students. Ten, even maybe five years ago, there was not much thought that these four or five year-olds needed to be exposed to Web 2.0. But now, because of all the availability of technology in the classroom and the integration of it in the later class levels, there seems to be a need and push for incorporating it to these youngsters...kids I am sure have much more exposure at home to the Web or TV interactive games.
I think it is important that these classes do have the access to technology and, with Ms. Betts post, proper educational websites can be found. But like the quote above, teachers are getting old technology, the "hand-me-downs" from up above. That may be ok, and I'm sure budgets are stretched thin enough, but shouldn't there at least be school funding for signing up for some of these websites? Like VoiceThreads where it is $10 a year, but that only allows 3 exports, or $50 a year for unlimited exports. There has been a lot of comments in class, in articles I've read and in podcasts I've watched, where $10 here, $5 there, $50 for a year is tossed out there. That is all well and good, but it starts to add up after a while. I think it is important for schools to make sure that the bill for technology, whether new or old, isn't the sole responsiblity of the educator.
Now excuse me while my 4 year-old niece shows me how to embed video from a link and not from my computer.
Tuesday, May 10, 2011
Lit Review about the Backwards Classroom
http://thejournal.com/Articles/2011/02/02/The-Backwards-Class.aspx?admgarea=pre&Page=1
Throughout our class we have discussed how to make the classroom lecture more enjoyable. Or at least a bit more tolerable.
I came across an article written in The Journal from earlier this year about a math teacher in Maryland that completely changed her approach to teaching her class.
And the results were what I expected and happily so.
After attenting a conference in Boston, the teacher Stacey Roshan, came across a presentation of Camtasia Studio, a lecture capture video program that records screen and voice. Ms. Roshan used this for her calculus class and in short time, the participation, the quality of homework and (I assume) the genuine interest in the subject greatly rose.
In my current class about using technology in the classroom, we have been shown similar devices. Yet this was the first article I read that proved that teachers in other parts of the country were able to use such a teaching a tool.
For all my apprehensions about allowing technology to seep into the classroom too quickly, I think this type of teaching is fantastic. It is a great way to integrate technology while maintaining the tradtional studies that I feel are important to student success. The students go home, watch the video, work out their math problems, write any questions down and then the next day come into class, don't have to sit through a lecture (that's what the video was for) and get more one-on-one interaction.
And that is what technology in the classroom should be all about: not completely replacing what was already there but enhancing and complimenting what has already existed.
Throughout our class we have discussed how to make the classroom lecture more enjoyable. Or at least a bit more tolerable.
I came across an article written in The Journal from earlier this year about a math teacher in Maryland that completely changed her approach to teaching her class.
And the results were what I expected and happily so.
After attenting a conference in Boston, the teacher Stacey Roshan, came across a presentation of Camtasia Studio, a lecture capture video program that records screen and voice. Ms. Roshan used this for her calculus class and in short time, the participation, the quality of homework and (I assume) the genuine interest in the subject greatly rose.
In my current class about using technology in the classroom, we have been shown similar devices. Yet this was the first article I read that proved that teachers in other parts of the country were able to use such a teaching a tool.
For all my apprehensions about allowing technology to seep into the classroom too quickly, I think this type of teaching is fantastic. It is a great way to integrate technology while maintaining the tradtional studies that I feel are important to student success. The students go home, watch the video, work out their math problems, write any questions down and then the next day come into class, don't have to sit through a lecture (that's what the video was for) and get more one-on-one interaction.
And that is what technology in the classroom should be all about: not completely replacing what was already there but enhancing and complimenting what has already existed.
Thoughts about the video "Digital Nation"
I'm not surprised that mutil-taskers think they are great at multi-tasking when in fact they are pretty bad at it. There is nothing that can replace the quality of work receives from being focused on one thing.
Maybe that would be a wake-up call for these college, high school and even middle school students. however, once in college, these adults are on their own as far as altering their behavior. And that is where I think a failure is evident in setting the tone for kids that live at home--younger kids, from k to 12. It is the responsiblity of the parent to make sure the computer does not completely engulf their child to the point where it becomes a health issue. If technology is not reigned in, then it does affect student learning in a negative way. Yes, technology is fun and can be used for exciting games and a time to either connect or escape, but for students, it should be used in equal time for learning, without it getting out of control.
Yet it is very easy for technology to get out of control. In Chapter 6 of the video, it is said at the start "I'm on my computer 24/7. It's kind of sad, but also kind of a good thing that we should embrace the technology we have." No, we should not embrace the technology in the way that it is being used, if we are on it 24/7, or if a person gets the shakes when their blackberry is out of arm's reach.
Once again, balance is the key. The pendulum was swung too far to the technology side. Maybe it will take the next generation or two to pull back, once the allure of technology immerison has waned.
Saturday, April 16, 2011
Equal classroom access to the digital world
There are numerous examples of technology not being shared: TV remote, video game controller and an i-pod, just to name a few. So it could be easy for an educator, without realizing it, to monopolize technology in the classroom and think that there is equal access for all.
Just like anything else in the classroom, the notion of fairness and equal time must be applied to access to the digital world. Teachers need to be aware of who is using the computer and for how long and to ensure that everyone gets a chance to participate. If there aren't devices to go around and the classroom is formed into groups, then a timed rotation must be implemented. There are some people that learn better by watching and some better by doing, but there can only be benefits to students being in the driver seat, so to speak. By allowing everyone to have hands-on time to the classroom technology, the learning experience and active involvement in the subject greatly increases.
As teachers, it is important that the monopolization of technology does not enter the classroom.
Just like anything else in the classroom, the notion of fairness and equal time must be applied to access to the digital world. Teachers need to be aware of who is using the computer and for how long and to ensure that everyone gets a chance to participate. If there aren't devices to go around and the classroom is formed into groups, then a timed rotation must be implemented. There are some people that learn better by watching and some better by doing, but there can only be benefits to students being in the driver seat, so to speak. By allowing everyone to have hands-on time to the classroom technology, the learning experience and active involvement in the subject greatly increases.
As teachers, it is important that the monopolization of technology does not enter the classroom.
Using E-Books to Motivate Pupils Writing
This presentation was made by Colin Hill, a primary teacher in the UK town of Southport. The video showed how his class contributed to an E-Book with entries on different subjects, like the Trojan Horse and recipes from Greece.
I found it interesting that this is another way to integrate technology in the classroom and get students interested in writing. Having an audience for one's work can get the creative juices flowing and instill a sense of pride in what a student is posting. And by seeing work done by other classmates they know have access to a level of comparing, contrasting and just plain appreciating what other's do. Furhermore, classrooms from one side of the globe can see what another culture is like by going online and reading different class projects.
To me, E-Books offer an opportunity not just to have technology in a classroom, but to combine it into a lesson plan and provide another way for students to be inspired.
I found it interesting that this is another way to integrate technology in the classroom and get students interested in writing. Having an audience for one's work can get the creative juices flowing and instill a sense of pride in what a student is posting. And by seeing work done by other classmates they know have access to a level of comparing, contrasting and just plain appreciating what other's do. Furhermore, classrooms from one side of the globe can see what another culture is like by going online and reading different class projects.
To me, E-Books offer an opportunity not just to have technology in a classroom, but to combine it into a lesson plan and provide another way for students to be inspired.
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