Are Schools Inhibiting 21st Century Learning? by Dave Nagel
Nagel discusses the issue with the lack of technology access in school that results in inhibiting learning in schools. He uses data from surveys that demonstrate the restrictions imposed on students and educators alike. Web filtering policies that are in place to help students restrict their access to some areas that would benefit their research and their learning are the very policies that keep them from benefiting from technology. Educators can’t fully implement technology strategies because of these restrictions. The vast majority of those surveyed (educators, administrators, and students) believe that there are some pitfalls in online learning, especially in collaborative environments, such as not abiding by the proposed use like personal use, most believe that technology is essential to learn different ways to solve complex problems and stay engaged.
Why is it necessary for students to have an opportunity to online learning environments?
It is very obvious that education is moving closer to online learning environments to allow students additional access to conversations that continue beyond the confines of the classroom and the time limits of schools. Students will be required to participate in online projects for many of their classes at the university level. The earlier they are exposed to such environments, the better equipped they will be to function and succeed in such environments. Also, students will be better prepared for the working environment because many of the technologies that will help them in school are already being used in the business world.
How can students at the pre-college/university level have access to online learning environments?
Nagel’s article does address this issue. He believes mobile technologies can be part of the solution to allowing more students access to online learning environments: 1:1 laptops, research databases, and interactive whiteboards. Although having access to hardware may prove to be more difficult, districts can make student learning more beneficial if some of the web filtering policies were more practical and less restrictive. Educators may not be able to plan assignments and students may not have the flexibility when districts limit what sites they have and don’t have access to.
Tuesday, April 15, 2008
Journal #9
Technology Immersion Turns Around Texas Middle School by Linda L. Briggs
Briggs discusses how a school in Corpus Christi and how the technology immersion was instrumental in raising their students’ test scores since participating in this pilot program. The program outfits every teacher and student with a laptop computer for classroom use. Teachers are instructed in the new technology by an independent technology firm and are trained to use computers by maintaining the state standards and curriculum. Briggs explains that the majority of students receive free lunch and approximately one third of the students are in Gifted and Talented Education (GATE). Briggs also claims that the staff development is an important factor in the success of the school’s technology program. Teachers place homework assignments, follow-up questions to projects, grades, study strategies, and a host of other tools to work with students outside of class.
What are the benefits of having students and teachers equipped with their individual computer?
I feel the benefits are very obvious. If they (students) are being instructed by technologically proficient educators, the benefits would be endless. Students have access to a world bigger than the classroom they work in. Students can generate better quality work because they have a computer that gives them access to more data and information than their teacher can give them access to in the classroom. Students can also learn about how to collect this information on their own.
What are some of the potential problems students may experience when they leave this school with all its technological access for students?
While there may be some difficulty adjusting to a school that doesn’t have the same access to computers as this middle school, I feel that students will a broader understanding and willingness for learning. I believe students will be in a better position to feel they are in control of their education and better equipped for independent learning.
Briggs discusses how a school in Corpus Christi and how the technology immersion was instrumental in raising their students’ test scores since participating in this pilot program. The program outfits every teacher and student with a laptop computer for classroom use. Teachers are instructed in the new technology by an independent technology firm and are trained to use computers by maintaining the state standards and curriculum. Briggs explains that the majority of students receive free lunch and approximately one third of the students are in Gifted and Talented Education (GATE). Briggs also claims that the staff development is an important factor in the success of the school’s technology program. Teachers place homework assignments, follow-up questions to projects, grades, study strategies, and a host of other tools to work with students outside of class.
What are the benefits of having students and teachers equipped with their individual computer?
I feel the benefits are very obvious. If they (students) are being instructed by technologically proficient educators, the benefits would be endless. Students have access to a world bigger than the classroom they work in. Students can generate better quality work because they have a computer that gives them access to more data and information than their teacher can give them access to in the classroom. Students can also learn about how to collect this information on their own.
What are some of the potential problems students may experience when they leave this school with all its technological access for students?
While there may be some difficulty adjusting to a school that doesn’t have the same access to computers as this middle school, I feel that students will a broader understanding and willingness for learning. I believe students will be in a better position to feel they are in control of their education and better equipped for independent learning.
Friday, March 28, 2008
Journal #8
Making Fieldtrips Podtastic! Use of Handheld Wireless Technology Alleviates Isolation and Encourages Collaboration by Aliece M. Weller, John C. Bickar, and Paul McGuinness
The authors of the article describe the benefits of creating podcasts for school fieldtrips. The idea centers on the previous notion and implementation of guided tours at museums using headphones and a portable device that explains the exhibits as one ventures from one exhibit to another. This concept is quite static and structured according to an unknown docent who is primarily concerned with a complete museum visit rather than how the podcasts are structured. The podcast fieldtrips are created by educators and students in collaboration and with a specific goal and theme in mind. Students are more engaged and in control of their learning.
Why is this type of fieldtrip better than the traditional fieldtrip?
I believe that this type of technology helps students engage with the exhibits more than listening to a teacher or docent rattle off some data and facts about something students may not connect with. The podcasts can have an impact on students that will cause them to retain, or even pay more attention to, the information they are being exposed to and even get excited about learning.
Is this type of technology affordable and accessible to students from schools with minimal budgets?
This technology does have many interesting and potentially helpful effects for students, but I am not sure that everyone has access to this technology. It sounds like a fantastic idea, but how can we get students to have access to this technology, which appears to cost more than most districts are both willing and able to spend. There are plenty of people who will say that there are sponsors who are willing to donate their products to help students, but how realistic is this?
The authors of the article describe the benefits of creating podcasts for school fieldtrips. The idea centers on the previous notion and implementation of guided tours at museums using headphones and a portable device that explains the exhibits as one ventures from one exhibit to another. This concept is quite static and structured according to an unknown docent who is primarily concerned with a complete museum visit rather than how the podcasts are structured. The podcast fieldtrips are created by educators and students in collaboration and with a specific goal and theme in mind. Students are more engaged and in control of their learning.
Why is this type of fieldtrip better than the traditional fieldtrip?
I believe that this type of technology helps students engage with the exhibits more than listening to a teacher or docent rattle off some data and facts about something students may not connect with. The podcasts can have an impact on students that will cause them to retain, or even pay more attention to, the information they are being exposed to and even get excited about learning.
Is this type of technology affordable and accessible to students from schools with minimal budgets?
This technology does have many interesting and potentially helpful effects for students, but I am not sure that everyone has access to this technology. It sounds like a fantastic idea, but how can we get students to have access to this technology, which appears to cost more than most districts are both willing and able to spend. There are plenty of people who will say that there are sponsors who are willing to donate their products to help students, but how realistic is this?
Thursday, March 27, 2008
Journal # 7
The Future of Education: Learning While Mobile by Mark Van ‘T Hooft
Hooft’s article discusses the student learning with mobile technology. Mobile technology covers elements like cell phones, GPS systems, wireless computers, media players, etc. Hooft believes that this mobile technology will help prepare students for an increasingly fluid educational future. He claims that teachers who expose students to this type of learning will be able to bridge formal and informal learning to allow students with more hands-on and interactive opportunities for learning. Students will also become more adept at communicating what they have learned with peers as well as operate in various contexts of learning that will go beyond the classroom. He also warns of potential problems with this type of learning like a fear of new technology by adults and ethics problems stemming from using technology.
Who can have access to this type of technology in their classroom?
I researched a few of the museums in San Diego. Most of the museums only have virtual tours and webcasts. The virtual tours take one on a simulated tour of the museum with accompanying voice-over to help guide visitors through each exhibit. The webcasts give specific information about events or research about such things like the San Diego fires: fire prevention or the science of fire and firefighting. Many of the mobile learning tools are only accessible in certain parts of the country. Being from Chicago and recently visiting there, I know that the Museum of Science and Industry have scavenger hunts that begin with classroom research on computers and end with a field trip, where students do their scavenger hunt.
Why is this type of technology useful?
Although this type of technology seems to be limited to a few places, it does appear to get students involved in real world scenarios and it gives them a different use of mobile technology (cell phones, wireless computers, and media players) than they are accustomed to. It forces students to see their everyday technology in a learning environment. This technology is useful because it involves students more in the learning process.
Hooft’s article discusses the student learning with mobile technology. Mobile technology covers elements like cell phones, GPS systems, wireless computers, media players, etc. Hooft believes that this mobile technology will help prepare students for an increasingly fluid educational future. He claims that teachers who expose students to this type of learning will be able to bridge formal and informal learning to allow students with more hands-on and interactive opportunities for learning. Students will also become more adept at communicating what they have learned with peers as well as operate in various contexts of learning that will go beyond the classroom. He also warns of potential problems with this type of learning like a fear of new technology by adults and ethics problems stemming from using technology.
Who can have access to this type of technology in their classroom?
I researched a few of the museums in San Diego. Most of the museums only have virtual tours and webcasts. The virtual tours take one on a simulated tour of the museum with accompanying voice-over to help guide visitors through each exhibit. The webcasts give specific information about events or research about such things like the San Diego fires: fire prevention or the science of fire and firefighting. Many of the mobile learning tools are only accessible in certain parts of the country. Being from Chicago and recently visiting there, I know that the Museum of Science and Industry have scavenger hunts that begin with classroom research on computers and end with a field trip, where students do their scavenger hunt.
Why is this type of technology useful?
Although this type of technology seems to be limited to a few places, it does appear to get students involved in real world scenarios and it gives them a different use of mobile technology (cell phones, wireless computers, and media players) than they are accustomed to. It forces students to see their everyday technology in a learning environment. This technology is useful because it involves students more in the learning process.
Journal #6: Collaborative Idea Maps
Collaborative idea maps are similar to document sharing because one can collaborate on idea maps with other students. These idea maps can be used for free on various sites: www.bubbl.us; www.freemind.com; mindmiester.com (used by one educator for his physics students); www.managemyideas.com; and www.kayuda.com. Traditionally, students created idea/mind maps on paper, making circles and writing in their ideas. This is a solitary process and not very practical if one doesn’t know exactly where the ideas are going. This results in lots of drafts that end up in the trash. With these online idea maps, students can move their ideas around and graphically see where they want to position their ideas without trashing their drafts, resembling how Inspiration and Kidspiration function. The most exciting part of these idea maps is the collaborative aspect of the software. Students can share their work with other students they select to share with, similar to Google Docs.
The forums in Classroom 2.0 – Collaborative Idea Maps discuss idea maps and how the educators participating in the discussion use them in their classroom. The discussion thread begins with how one educator uses www.bubbl.us in his classroom to get students to collaborate on research paper ideas. Others in the discussion asked questions about specific use and specific classroom applications; others offer different sites that offer distinct applications for different disciplines: math, science, etc.
I think this is a great way of interacting with students. It makes students more involved in the learning process. They are placed in the “driver’s” seat and may feel more excited about learning and more willing to participate. A couple of the members in the discussion forum feel that this collaborative process allows for more differentiated instruction. They didn’t explicitly state this, but their use of www.bubbl.us allowed lower performing students to gain much needed confidence and early on successes with collaboration. I believe these collaborative tools will help students engage the learning, giving them the security to succeed without the pressure to perform in front of a whole class.
The forums in Classroom 2.0 – Collaborative Idea Maps discuss idea maps and how the educators participating in the discussion use them in their classroom. The discussion thread begins with how one educator uses www.bubbl.us in his classroom to get students to collaborate on research paper ideas. Others in the discussion asked questions about specific use and specific classroom applications; others offer different sites that offer distinct applications for different disciplines: math, science, etc.
I think this is a great way of interacting with students. It makes students more involved in the learning process. They are placed in the “driver’s” seat and may feel more excited about learning and more willing to participate. A couple of the members in the discussion forum feel that this collaborative process allows for more differentiated instruction. They didn’t explicitly state this, but their use of www.bubbl.us allowed lower performing students to gain much needed confidence and early on successes with collaboration. I believe these collaborative tools will help students engage the learning, giving them the security to succeed without the pressure to perform in front of a whole class.
Monday, March 3, 2008
Journal #5
Interaction Fiction Enhances Reality by Brendan Desilets (L&L)
Desilets' article focuses on language arts and technology. He discusses a computer-based form of literature called Interactive Fiction (IF) to get students involved in reading and learning basic features and elements of literature and reading strategies. Conventional reading, according to Desilets, doesn’t allow for constant interruptions, but IF is based on various interruptions because it forces students to take on an active role in creating the story they are reading. They can interact with the story by assuming the role of one of the characters in the story and making decisions about behavior and speech.
Question #1: How does a computer-based story help students?
IF is intriguing because it helps students learn to solve problems. There are a series of pauses in interactive fiction that force students to solve problems based on the reading. In these pauses, students take time to use unfamiliar words, in the story, to solve a larger puzzle that will give them clues about what a character needs to do in order to proceed further with the plot. Students become more involved with the reading and comprehension increases.
Question #2: How does IF helps students with problem solving?
IF helps students with problem solving by giving them opportunities to ask questions, within the computer program, to achieve a certain goal, and try to solve a problem based on the information given. Students learn to ask precise questions that make the characters successful in achieving their goals. Therefore, students are more aware of the information they are reading, more aware of potential solutions, and more aware of outcomes associated with the kinds of questions they ask. Students’ problem-solving skills play a vital role in reading these interactive stories, skills that are not as easily learned with traditional textbooks.
Desilets' article focuses on language arts and technology. He discusses a computer-based form of literature called Interactive Fiction (IF) to get students involved in reading and learning basic features and elements of literature and reading strategies. Conventional reading, according to Desilets, doesn’t allow for constant interruptions, but IF is based on various interruptions because it forces students to take on an active role in creating the story they are reading. They can interact with the story by assuming the role of one of the characters in the story and making decisions about behavior and speech.
Question #1: How does a computer-based story help students?
IF is intriguing because it helps students learn to solve problems. There are a series of pauses in interactive fiction that force students to solve problems based on the reading. In these pauses, students take time to use unfamiliar words, in the story, to solve a larger puzzle that will give them clues about what a character needs to do in order to proceed further with the plot. Students become more involved with the reading and comprehension increases.
Question #2: How does IF helps students with problem solving?
IF helps students with problem solving by giving them opportunities to ask questions, within the computer program, to achieve a certain goal, and try to solve a problem based on the information given. Students learn to ask precise questions that make the characters successful in achieving their goals. Therefore, students are more aware of the information they are reading, more aware of potential solutions, and more aware of outcomes associated with the kinds of questions they ask. Students’ problem-solving skills play a vital role in reading these interactive stories, skills that are not as easily learned with traditional textbooks.
Tuesday, February 26, 2008
Journal #4
Storytelling in the Web 2.0 Era by Glenn Bull
Bull’s article explains the relative ease to create stories on the web using a variety of tools that are free to the public. He begins by defining Web 2.0 as a term encompassing technological advances and user participation as advancing facilitating this advance. Glenn also discusses some of the tools and their applicability to specific disciplines and learning styles. He also discusses the low cost to educational budgets and the positive impact these web-based tools have on students and achievement.
Question #1: Can the use of Web 2.0 tools diminish students’ writing as a result of relying too much on the technology to tell their story?
Although this can become an issue, I believe this tool can be used as a final project a student can use to either present a story or an essay project. Students, like most movie concept artists, can present their stories or projects on story boards or graphic organizers in the initial stages and progress to a final written product, can tell their story using the Web 2.0 tools. I believe writing must be the foundation to any of these final storytelling projects. The finished product may not have all the writing traditional educators expect, but the preparation stages should be replete with notes, research, and at least a short essay or story.
Question #2: Can these web-based tools help all students?
While these tools appear significantly more interesting and potentially more engaging than traditional teaching pedagogies, it is probably not the one-size-fits-all approach to teaching or reaching all students. I do believe that this is simply another resource educators have at their disposal to help them reach more students. I feel many students will embrace this style of learning and engage content in a more meaningful and interesting manner. As I have mentioned before though, all students MUST have access to this technology in order for these tools to be of any use.
Bull’s article explains the relative ease to create stories on the web using a variety of tools that are free to the public. He begins by defining Web 2.0 as a term encompassing technological advances and user participation as advancing facilitating this advance. Glenn also discusses some of the tools and their applicability to specific disciplines and learning styles. He also discusses the low cost to educational budgets and the positive impact these web-based tools have on students and achievement.
Question #1: Can the use of Web 2.0 tools diminish students’ writing as a result of relying too much on the technology to tell their story?
Although this can become an issue, I believe this tool can be used as a final project a student can use to either present a story or an essay project. Students, like most movie concept artists, can present their stories or projects on story boards or graphic organizers in the initial stages and progress to a final written product, can tell their story using the Web 2.0 tools. I believe writing must be the foundation to any of these final storytelling projects. The finished product may not have all the writing traditional educators expect, but the preparation stages should be replete with notes, research, and at least a short essay or story.
Question #2: Can these web-based tools help all students?
While these tools appear significantly more interesting and potentially more engaging than traditional teaching pedagogies, it is probably not the one-size-fits-all approach to teaching or reaching all students. I do believe that this is simply another resource educators have at their disposal to help them reach more students. I feel many students will embrace this style of learning and engage content in a more meaningful and interesting manner. As I have mentioned before though, all students MUST have access to this technology in order for these tools to be of any use.
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