"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.
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