"School 2.0: The Science Leadership"
by Christopher Lehmann
This article explains some of the issues facing schools of the future. It also describes the Science Leadership Academy (SLA) and how it is adjusting its curriculum to meet changing student needs. Many teachers are currently communicating more with parents then ever. Although email is not face-to-face, it provides an easy way for parents to contact teachers and check their child’s progress. The internet has also provided students with a plethora of resources; however, they become responsible for evaluating legitimacy of the source. The article argues that a successful School 2.0 will be born of the idea that “active, engaged, constructivist learning will lead to active, engaged students and people. At the SLA, for example, curriculum is inquiry driven and based on what the students know and create using all available resources.
1) Can parent-teacher email replace face-to-face conferences?
I believe the best policy would be to include both forms of communication. I love the use of email for quick and frequent communication between parents and teachers; however, I feel meeting someone a few times in person allows you to better know and understand him or her. While observing, I was shown an online school community system, similar to WebCT, which allows parents to log on to view their child’s progress, provided they are given permission by the teacher.
2) Do schools need to compete with new technologies for student attention?
I think schools have always had to compete for student attention. I think personal technologies can be a distraction for some students at schools; however, it is the responsibility of a teacher to ensure the various technologies are stored away when it is time to focus on academics.
Friday, April 27, 2007
Journal 7
"Virtual Schooling"
by Niki Davis & Dale S. Niederhausen
This article tackles the issue of virtual schooling, which continues to become more popular. Successful virtual schooling programs are well organized, use appropriate technologies, and provide technical and pedagogical support from teachers and administrators. Like classroom teachers, online teachers must be skilled communicators and organizers because they are required to engage students virtually. Administrators must provide for the resources and maintenance necessary for virtual schooling and site facilitators are needed to assist students with the required technology. Student success in virtual schooling requires organizational skills, study skills, self motivation, and ability with manipulating technologies. Social interactions and relationships are maintained through video conferences, email, and discussion boards for example. Also, many teachers need to be taught the necessary methods for teaching in an online environment.
1)Will virtual schooling replace school as we know it?
I do not think this will be an issue in the near future, but could see it occurring in the distant future. Regardless, I certainly hope this will never occur. I believe that social interaction is one of the greatest benefits of school. People need to learn to accept and work with others to succeed in our society and, therefore, students without this experience are at a disadvantage.
2) Should students be encouraged to try virtual schooling?
I do not think it is a bad idea for students to experiment with virtual schooling. Since many colleges offer online courses, providing students with the chance at learning in a virtual environment could be seen as an issue of social justice. Nevertheless, I think students should only be involved in one or possibly two online classes at a time. I think virtual schooling could be a great solution for athletes and other school members who are consistently excused from class. A virtual class in place of a final class would allow these students to not miss class and complete work when they have time in their busy schedules.
by Niki Davis & Dale S. Niederhausen
This article tackles the issue of virtual schooling, which continues to become more popular. Successful virtual schooling programs are well organized, use appropriate technologies, and provide technical and pedagogical support from teachers and administrators. Like classroom teachers, online teachers must be skilled communicators and organizers because they are required to engage students virtually. Administrators must provide for the resources and maintenance necessary for virtual schooling and site facilitators are needed to assist students with the required technology. Student success in virtual schooling requires organizational skills, study skills, self motivation, and ability with manipulating technologies. Social interactions and relationships are maintained through video conferences, email, and discussion boards for example. Also, many teachers need to be taught the necessary methods for teaching in an online environment.
1)Will virtual schooling replace school as we know it?
I do not think this will be an issue in the near future, but could see it occurring in the distant future. Regardless, I certainly hope this will never occur. I believe that social interaction is one of the greatest benefits of school. People need to learn to accept and work with others to succeed in our society and, therefore, students without this experience are at a disadvantage.
2) Should students be encouraged to try virtual schooling?
I do not think it is a bad idea for students to experiment with virtual schooling. Since many colleges offer online courses, providing students with the chance at learning in a virtual environment could be seen as an issue of social justice. Nevertheless, I think students should only be involved in one or possibly two online classes at a time. I think virtual schooling could be a great solution for athletes and other school members who are consistently excused from class. A virtual class in place of a final class would allow these students to not miss class and complete work when they have time in their busy schedules.
Journal 6
"Technology Integration: What Happens Now?"
by Linda Merillat, Jennifer Holvoet, & Doug Adams
Changes in federal funding have stripped educators of the professional development and technological assistance provided by R*TECs, which was a program to help states, schools, districts, and other educational institutions employ advanced technologies to raise teacher and student achievement. Nonetheless, the authors of this article identify resources to aid teachers and schools with technological integration. There are teacher and learning resources available that create lessons, quizzes, and rubrics for teachers and others that provide study resources for students. Mentoring programs are available to assist educators with technology integration and a handbook has been compiled consisting of the best resources in lesson plans, lesson ideas, and technological tips. There are also resources available providing effective online learning programs for teachers, administrators, and students as well as sites dedicated to providing resources for differentiated instruction.
1)How will federal funding cutbacks affect your classroom?
I do not think that federal cutback on programs like R*TECs will have too much of an affect. There are an abundance of outside resources available to teachers if they are willing to put the work and research into finding them. I hope that I will have the determination and motivation to seek and attain outside resources.
2) Who is responsible for providing schools with successful technological integration?
I believe the responsibility is shared by all parties involved. Students need to be prepared for a technological based society; therefore, the federal government should have a financial commitment. Districts, schools, and teachers also must consistently find new ways to incorporate and improve technologies used in education.
by Linda Merillat, Jennifer Holvoet, & Doug Adams
Changes in federal funding have stripped educators of the professional development and technological assistance provided by R*TECs, which was a program to help states, schools, districts, and other educational institutions employ advanced technologies to raise teacher and student achievement. Nonetheless, the authors of this article identify resources to aid teachers and schools with technological integration. There are teacher and learning resources available that create lessons, quizzes, and rubrics for teachers and others that provide study resources for students. Mentoring programs are available to assist educators with technology integration and a handbook has been compiled consisting of the best resources in lesson plans, lesson ideas, and technological tips. There are also resources available providing effective online learning programs for teachers, administrators, and students as well as sites dedicated to providing resources for differentiated instruction.
1)How will federal funding cutbacks affect your classroom?
I do not think that federal cutback on programs like R*TECs will have too much of an affect. There are an abundance of outside resources available to teachers if they are willing to put the work and research into finding them. I hope that I will have the determination and motivation to seek and attain outside resources.
2) Who is responsible for providing schools with successful technological integration?
I believe the responsibility is shared by all parties involved. Students need to be prepared for a technological based society; therefore, the federal government should have a financial commitment. Districts, schools, and teachers also must consistently find new ways to incorporate and improve technologies used in education.
Journal 5
"Social Justice: Choice or Necessity?"
by Colleen Swain & David Edyburn
Integration of technology into the classroom is a responsibility of teachers; however, the amount they incorporate is their decision. As the world continues to shift towards global, technological, and information based societies, the authors of this article raise an interesting question; is providing technology to students an issue of social justice? Students who are not proficient with technology will be at a disadvantage in terms of future education and employment. The article also breaks down the various ways technology relates to social justice. Technology must be available, routinely used, relate to the real world, and enhance learning. Schools must provide technological access for all students and ensure they share time equally. Teachers and schools should also identify students without computers at home and make certain they get additional help. Technologies to aid learning impairments and special needs students should also be integrated whenever necessary to provide students the most equitable education. Finally, the article identifies resources for schools to purchase inexpensive yet effective technologies.
1)Is providing students with technology an issue of social justice?
I decided to weigh in with my thoughts on the question asked by the article because it provided me with a new perspective. I had never thought of technology as a social issue, but after reading the article, I would have to agree with the authors. Our world is becoming continually more reliant on technology and if students are denied equal access and time with technology, then those without experience will undoubtedly be at a large disadvantage in terms of future educational and economical opportunities.
2) How can you as a teacher make technology access more equitable?
If my school did not have the proper technological resources, I could propose the idea of seeking alternatives such as purchasing refurbished computers at cheaper prices. In the classroom, I will make sure to incorporate technology into my lessons whenever possible and ensure that my students share time and use of the technology.
by Colleen Swain & David Edyburn
Integration of technology into the classroom is a responsibility of teachers; however, the amount they incorporate is their decision. As the world continues to shift towards global, technological, and information based societies, the authors of this article raise an interesting question; is providing technology to students an issue of social justice? Students who are not proficient with technology will be at a disadvantage in terms of future education and employment. The article also breaks down the various ways technology relates to social justice. Technology must be available, routinely used, relate to the real world, and enhance learning. Schools must provide technological access for all students and ensure they share time equally. Teachers and schools should also identify students without computers at home and make certain they get additional help. Technologies to aid learning impairments and special needs students should also be integrated whenever necessary to provide students the most equitable education. Finally, the article identifies resources for schools to purchase inexpensive yet effective technologies.
1)Is providing students with technology an issue of social justice?
I decided to weigh in with my thoughts on the question asked by the article because it provided me with a new perspective. I had never thought of technology as a social issue, but after reading the article, I would have to agree with the authors. Our world is becoming continually more reliant on technology and if students are denied equal access and time with technology, then those without experience will undoubtedly be at a large disadvantage in terms of future educational and economical opportunities.
2) How can you as a teacher make technology access more equitable?
If my school did not have the proper technological resources, I could propose the idea of seeking alternatives such as purchasing refurbished computers at cheaper prices. In the classroom, I will make sure to incorporate technology into my lessons whenever possible and ensure that my students share time and use of the technology.
Saturday, March 10, 2007
Journal 4
“From Toy to Tool”
By Liz Kolb
Cell phones in the classroom are typically problematic because they can interrupt class and distract students. However, this article provides information on how cell phones can be positively used as learning tools. The article is an interesting read and describes audioblogging with cell phones. Basically, students and teachers can create an account with a website like Gabcast.com, which will allow them to record conversations on their cell phones and automatically post them on their blog. An example of how this application could be used is provided in the article. Teachers could ask students to interview someone outside of class and have the students record and post the interviews using only their cell phones. This technology could help reduce the need of expensive resources such as microphones, tape recorders, or digital recorders. Students could then edit their audioblogs by adding text or pictures. Concerns with audioblogging include privacy issues, copyright issues, and cost issues. Nevertheless, audioblogging is a free resource with great potential for the classroom. Furthermore, it connects technologies students use daily to meaningful classroom learning.
1)How could I use the technology in my classroom?
As a future math teacher, I doubt that I would have my students interview someone outside of class. However, I could use audioblogs to post specific segments of my lectures. This would allow students who were sick to hear the lecture they were missing on the same day. This same idea could also allow students to get additional help at home because they could review parts of the classroom lecture while doing homework.
2)How will cell phone audioblogs impact schools?
I am not sure how significant of an impact audioblogs from cell phones will have in school. I do think the technology is interesting and could potentially have many uses in the classroom. In my opinion, the technology mentioned in this article is a good idea that could become a great idea with time and tweaking.
By Liz Kolb
Cell phones in the classroom are typically problematic because they can interrupt class and distract students. However, this article provides information on how cell phones can be positively used as learning tools. The article is an interesting read and describes audioblogging with cell phones. Basically, students and teachers can create an account with a website like Gabcast.com, which will allow them to record conversations on their cell phones and automatically post them on their blog. An example of how this application could be used is provided in the article. Teachers could ask students to interview someone outside of class and have the students record and post the interviews using only their cell phones. This technology could help reduce the need of expensive resources such as microphones, tape recorders, or digital recorders. Students could then edit their audioblogs by adding text or pictures. Concerns with audioblogging include privacy issues, copyright issues, and cost issues. Nevertheless, audioblogging is a free resource with great potential for the classroom. Furthermore, it connects technologies students use daily to meaningful classroom learning.
1)How could I use the technology in my classroom?
As a future math teacher, I doubt that I would have my students interview someone outside of class. However, I could use audioblogs to post specific segments of my lectures. This would allow students who were sick to hear the lecture they were missing on the same day. This same idea could also allow students to get additional help at home because they could review parts of the classroom lecture while doing homework.
2)How will cell phone audioblogs impact schools?
I am not sure how significant of an impact audioblogs from cell phones will have in school. I do think the technology is interesting and could potentially have many uses in the classroom. In my opinion, the technology mentioned in this article is a good idea that could become a great idea with time and tweaking.
Journal 3
“Video in the Age of Participation”
By Glenn Bull
The explosion of YouTube in the past year is an example of digital videos growing impact on the technological world. The possibilities for digital video continue to increase as a result of increased bandwidth and compression standards that make it possible to stream video on demand over the Net. Movies and videos have been used by teachers in classrooms for many years; however, new digital video technology allows teachers to quickly locate clips and makes it easier for them to integrate the short video segments into the lesson plan. There are a number of sources for free classroom oriented video clips such as the Discovery Education website which offers video resources in a format that provides connections to explicit curriculum objectives. Some sites even allow teachers and students to edit and remix videos into a format that is more conducive to classroom learning. Digital video resources may also help schools save money on resources such as educational video tapes because the teachers can use free sources from the web.
1) How can I use this technology in my classroom?
I have a math professor at Saddleback College who is create digital video tutorials to add to his class website. As a future math teacher, I would love to integrate similar tutorials into my classroom. I think it would be advantageous for students to be able to view math problems being solved and explained at home while they are doing their homework.
2) How will this technology affect general school learning?
Although I believe textbooks will continue to be the primary source in schools, I think there is definitely a growing place for digital videos in classrooms. Digital video will allow many teachers to seamlessly integrate videos into lessons without wasting time to setup a VCR and tape. Moreover, short digital video segments will allow teachers to provide quick examples without wasting an entire class period showing VCR tapes.
By Glenn Bull
The explosion of YouTube in the past year is an example of digital videos growing impact on the technological world. The possibilities for digital video continue to increase as a result of increased bandwidth and compression standards that make it possible to stream video on demand over the Net. Movies and videos have been used by teachers in classrooms for many years; however, new digital video technology allows teachers to quickly locate clips and makes it easier for them to integrate the short video segments into the lesson plan. There are a number of sources for free classroom oriented video clips such as the Discovery Education website which offers video resources in a format that provides connections to explicit curriculum objectives. Some sites even allow teachers and students to edit and remix videos into a format that is more conducive to classroom learning. Digital video resources may also help schools save money on resources such as educational video tapes because the teachers can use free sources from the web.
1) How can I use this technology in my classroom?
I have a math professor at Saddleback College who is create digital video tutorials to add to his class website. As a future math teacher, I would love to integrate similar tutorials into my classroom. I think it would be advantageous for students to be able to view math problems being solved and explained at home while they are doing their homework.
2) How will this technology affect general school learning?
Although I believe textbooks will continue to be the primary source in schools, I think there is definitely a growing place for digital videos in classrooms. Digital video will allow many teachers to seamlessly integrate videos into lessons without wasting time to setup a VCR and tape. Moreover, short digital video segments will allow teachers to provide quick examples without wasting an entire class period showing VCR tapes.
Journal 2
“Breathing Fire into Web 2.0”
by Justin Hardman & David Carpenter
This article, written by Justin Hardman and David Carpenter, suggests how schools may adapt and become up-to-date with the “Web 2.0 World.” Specifically, this article describes the building of virtual learning communities by citing The Hong Kong International School’s online community, myDragonNet. The idea for myDragonNet and similar technologies resulted from teacher needs to enhance communication and collaboration, provide curriculum mapping and resources, and to create online portfolios for assessing student performance. Programs like myDragonNet are a one stop shop for students to find information on classes, sports, clubs, and events. They also provide students with a calendar, email, forums for discussions, and access to other resources and documents. Teachers enjoy benefits from virtual communities such as myDragonNet. Classroom management systems and the curriculum are completely integrated, helping increase efficiency in planning and organizing. Teachers also find increased communication with programs like myDragonNet because they are only a mouse click away from communicating with a student, parent, or administrator. Social networking online is an increasing part of the lives of many and it only makes sense that schools would exploit the power of interacting online.
1) As a student, what is my opinion of virtual learning communities?
My experience with virtual learning communities has been positive. It is assuring to know that I can find all the information for my classes on one website. I also like being able to submit papers online since it’s always nice to save a tree. Moreover, online forums allow everyone a voice and it’s always nice to have direct contact with your peers and teachers outside of school.
2) How could I see myself using this technology in my classroom?
I would love to have access to this type of technology when I teach. I think the increased communication and one stop shop for class/school information could be extremely beneficial. I really like the idea of including information on school events, clubs, and sports as a way to build school pride. My only concern with incorporating a virtual community would be the equality of student access.
by Justin Hardman & David Carpenter
This article, written by Justin Hardman and David Carpenter, suggests how schools may adapt and become up-to-date with the “Web 2.0 World.” Specifically, this article describes the building of virtual learning communities by citing The Hong Kong International School’s online community, myDragonNet. The idea for myDragonNet and similar technologies resulted from teacher needs to enhance communication and collaboration, provide curriculum mapping and resources, and to create online portfolios for assessing student performance. Programs like myDragonNet are a one stop shop for students to find information on classes, sports, clubs, and events. They also provide students with a calendar, email, forums for discussions, and access to other resources and documents. Teachers enjoy benefits from virtual communities such as myDragonNet. Classroom management systems and the curriculum are completely integrated, helping increase efficiency in planning and organizing. Teachers also find increased communication with programs like myDragonNet because they are only a mouse click away from communicating with a student, parent, or administrator. Social networking online is an increasing part of the lives of many and it only makes sense that schools would exploit the power of interacting online.
1) As a student, what is my opinion of virtual learning communities?
My experience with virtual learning communities has been positive. It is assuring to know that I can find all the information for my classes on one website. I also like being able to submit papers online since it’s always nice to save a tree. Moreover, online forums allow everyone a voice and it’s always nice to have direct contact with your peers and teachers outside of school.
2) How could I see myself using this technology in my classroom?
I would love to have access to this type of technology when I teach. I think the increased communication and one stop shop for class/school information could be extremely beneficial. I really like the idea of including information on school events, clubs, and sports as a way to build school pride. My only concern with incorporating a virtual community would be the equality of student access.
Journal 1
"Professors adjust their methods to reach technology-savvy generation"
by Eleanor Yang su
In this article, Su describes how classrooms are changing with the integration and increased use of technology. From a teacher’s perspective, the change has been both positive and negative. The positives are that the use of multimedia tools and interactive websites and discussions has provided professors more contact with students and the ability to respond quicker to students’ questions and needs. The main frustration expressed by professors concerning technology is the competition for students’ attention. Some teachers find it difficult to engage students who may be surfing the net, emailing, chatting, or playing poker online in class. This online multitasking by students has raised questions. Are students learning more through varied technological formats? Some students feel the use of technology makes them more productive and connected and could not imagine sitting through an entire class without the ability to be online. Nevertheless, the article mentions that experts say switching attention is not advantageous and that Millennials make more mistakes and complete tasks more slowly when trying to do several things at once.
1)How can I make technology in the classroom engaging?
For technology in the classroom to be engaging, I think it has to be seamlessly integrated into the lesson. I really liked the idea of the Clickers and similar technologies mentioned in the article. Clickers and accompanying software could be used to collect data from students in a math lesson on graphs or statistics. I think students would be more engaged because the data they are analyzing is their own.
2)Will teaching at the middle school level be affected by online multitasking?
I hope not. I think students at the college level are able to get away with surfing the net while in class because they are more capable of teaching themselves the material later. I also believe that learning skills and understanding concepts is more important at a younger age and question the maturity of young students to multitask online. In my opinion, online multitasking is the only considerable drawback to increased use of computers and technology in schools.
by Eleanor Yang su
In this article, Su describes how classrooms are changing with the integration and increased use of technology. From a teacher’s perspective, the change has been both positive and negative. The positives are that the use of multimedia tools and interactive websites and discussions has provided professors more contact with students and the ability to respond quicker to students’ questions and needs. The main frustration expressed by professors concerning technology is the competition for students’ attention. Some teachers find it difficult to engage students who may be surfing the net, emailing, chatting, or playing poker online in class. This online multitasking by students has raised questions. Are students learning more through varied technological formats? Some students feel the use of technology makes them more productive and connected and could not imagine sitting through an entire class without the ability to be online. Nevertheless, the article mentions that experts say switching attention is not advantageous and that Millennials make more mistakes and complete tasks more slowly when trying to do several things at once.
1)How can I make technology in the classroom engaging?
For technology in the classroom to be engaging, I think it has to be seamlessly integrated into the lesson. I really liked the idea of the Clickers and similar technologies mentioned in the article. Clickers and accompanying software could be used to collect data from students in a math lesson on graphs or statistics. I think students would be more engaged because the data they are analyzing is their own.
2)Will teaching at the middle school level be affected by online multitasking?
I hope not. I think students at the college level are able to get away with surfing the net while in class because they are more capable of teaching themselves the material later. I also believe that learning skills and understanding concepts is more important at a younger age and question the maturity of young students to multitask online. In my opinion, online multitasking is the only considerable drawback to increased use of computers and technology in schools.
Monday, January 29, 2007
Intro Letter
What up Ed 422 my name is Joey Vavala and I am from Dewey Beach, Delaware. My current “job” is skimboarding and I will turn 23 on Thursday. I graduated from Cape Henlopen High School in 2002 and then attended Binghamton University in Upstate New York on a lacrosse scholarship. After two years I decided I was tired of the cold weather and lacrosse and moved to San Diego. I next went to Mesa College in San Diego for a year in order to gain California residency. I have been a Cougar for the past two years. I should be graduating this May and hope to enter the credential program in the fall. I have a concentration in Math and am deciding whether I want to teach elementary or middle school math.
I think I’m in the middle ground when it comes to technology. I don’t really know too much about it, but I’m typically able to figure out how to hook-up and work something when I want or need it. I’m comfortable with a PC because I have always had one; however, a few of my friends have recommend Macs and I’m interested learning about them. On a daily basis I use technology whenever I’m not sleeping or at the beach. In no particular order, the technologies I use on a daily basis are computers, TVs, car, PS2, and my I-pod.
The CSUSM/COE Mission Statement was not a factor in my applying to San Marcos; however, if the College of Ed resembles its statement, I will be honored to be a part of it. I have always felt that education is the path to understanding and acceptance and I appreciate that the COE feels passionate about topics such as diversity and social justice. The one COE class I took definitely upheld its mission statement.
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