The presentations today as a whole were great. There were some things however, that were of notable success. I really liked the fact that Andy used a “recap” or “rewind” slide to sum up all that was previously covered. Several of the presentations included this and I believe it worked well. I also liked how Mikey, Andrew, and Alison used audience participation to make their presentations a classroom discussion tool. That seemed to work very well and functionally, it had appeal because the answers were not listed right from the beginning. I also really enjoyed Paul’s use of animations and sound to make the slides seem to pop! His theme for the presentation also worked extremely well. He also started with a video, which made his presentation engaging and started off moving quickly.
There weren’t many things to complain about during these presentations. Aside from a few technical difficulties they all went well. Some slides had poor color contrast and were difficult to read, color and especially compliment become extremely important when the slide gets into small text. Overall though, people really had some great layouts that maybe have just needed a small amount of polishing to make perfect. I think the only large critique I can give is the importance of simple slides. When paragraphs or large bodies of text were displayed it tended to make the slide confusing and illegible. If a presenter had a large amount of text to present it might be best to read it, while displaying only the salient points.
After looking at other presentation I have only a few things I might change. I liked having my notes to read from, yet I could have added a few words to each to maybe clarify rules or dimensions to each shape. I also really liked the use of review slides and felt that my presentation would have done better with a few less slides and a recap at the end. I liked this as a function to sum up presentation and make sure all the material was covered twice.
I like using PowerPoint. It seems to function well and has the ability to display a lot of material quickly and simply. I can see the advantage of addressing crucial topics throughout a lesson or lecture while still having students fill in the blanks. It also seemed to work well when framing games or exercises that included rules. I can see this being a very functional tool when trying to get through direct methods of teaching. I worry that setting the stage to a dark room will put kids to sleep. It may also have the affect of causing some students to wander or drift because the material is so easy to access; they may not pay attention as closely. These aren’t considerations that would make me rethink using PowerPoint. I see its value and plan to use it as an integral teaching tool.
Wednesday, August 4, 2010
Social Justice - Technology in the Classroom.
Assessing the use of technology in and out of the classroom has to be carefully considered. When access outside the classroom is limited, the teacher has a crucial dilemma in implementation. If you demand the use of technology, then you place the burden on students who have limited access. If you don’t encourage use, then you are indirectly disengaging the use of technology as a life skill. Both articles point out the severity of technology as a digital divider, however, one chooses to empower, the other chooses independent success by using societal-provided tools. Although the library, community centers, and clubs provide computer access, the realistic view is that attaching expectations of technology use can seriously put students in a lower S.E.S. at a disadvantage.
Teachers, who provide proportionate use to technology inside the classroom, should strive to offer this to those students who are appropriately disadvantaged. This must be done with the understanding that some students may feel isolated or cut-off from the class as a whole. Suggestions for some teachers are helpful but for schools who have limited access to technology, e.g.: computer lab or instructional help centers, need to be aware tools such as spell-check and Google can greatly aid one student, while providing disparity to another. Grades on papers and assignments must willfully consider if these technologies are limited or unavailable.
I believe that deny or purposefully excluding technology from the curriculum is dangers. However, there needs to be a strong consideration for what is available as a whole. If you are in a school that has a single computer lab for 1200 students, that is not reasonable access when compared to a similarly sized school with seven staffed labs. So, as important technology is for future successes and future endeavors; district and school budgets must be considered by teachers for contextual reasons.
The future of industry and vocation will include technology. Jobs are obviously predicted to mostly technology based in the next 20 years. Teachers are responsible for bridging this education gap-as long as that is looked out through the eyes of equality and not at the sacrifice of equitable education. One way to mitigate this disparity would be to take a class survey, anonymously, at the beginning of the year and indentify those students with limited technology access. The instructor could then develop a plan to find local access points within the community and also add structured time during class where students could make use of schools limited facilities. Although this may not level the playing field--It would aid in closing the gap.
With regards to social justice, teachers can also take steps to help their students gain access to technology within the community. There are many programs setup in Portland that students can volunteer with and be given credit to purchase a refurbished computer. If a teacher can target those students in need, they can help align them with these program and also programs that offer discounted internet access or free educational programs. Open Office and Linux are great resources that have aided in the free or low-cost market.
As educators, we should strive to prepare students for the future. We must do so with a careful context for those we are educating. This problem exists in the classroom but really needs to be addressed in the larger context of district and regional levels. If we don’t have the resources to fund children appropriately, we cannot reasonably expect the teachers to pick-up the slack.
Teachers, who provide proportionate use to technology inside the classroom, should strive to offer this to those students who are appropriately disadvantaged. This must be done with the understanding that some students may feel isolated or cut-off from the class as a whole. Suggestions for some teachers are helpful but for schools who have limited access to technology, e.g.: computer lab or instructional help centers, need to be aware tools such as spell-check and Google can greatly aid one student, while providing disparity to another. Grades on papers and assignments must willfully consider if these technologies are limited or unavailable.
I believe that deny or purposefully excluding technology from the curriculum is dangers. However, there needs to be a strong consideration for what is available as a whole. If you are in a school that has a single computer lab for 1200 students, that is not reasonable access when compared to a similarly sized school with seven staffed labs. So, as important technology is for future successes and future endeavors; district and school budgets must be considered by teachers for contextual reasons.
The future of industry and vocation will include technology. Jobs are obviously predicted to mostly technology based in the next 20 years. Teachers are responsible for bridging this education gap-as long as that is looked out through the eyes of equality and not at the sacrifice of equitable education. One way to mitigate this disparity would be to take a class survey, anonymously, at the beginning of the year and indentify those students with limited technology access. The instructor could then develop a plan to find local access points within the community and also add structured time during class where students could make use of schools limited facilities. Although this may not level the playing field--It would aid in closing the gap.
With regards to social justice, teachers can also take steps to help their students gain access to technology within the community. There are many programs setup in Portland that students can volunteer with and be given credit to purchase a refurbished computer. If a teacher can target those students in need, they can help align them with these program and also programs that offer discounted internet access or free educational programs. Open Office and Linux are great resources that have aided in the free or low-cost market.
As educators, we should strive to prepare students for the future. We must do so with a careful context for those we are educating. This problem exists in the classroom but really needs to be addressed in the larger context of district and regional levels. If we don’t have the resources to fund children appropriately, we cannot reasonably expect the teachers to pick-up the slack.
Thursday, July 29, 2010
Leave it on silent or at home
Cell phones do not belong in the class. They are not a learning tool. They are tool for communication and for social networking as the article pointed out. The teacher primary is to educate and although I understand the point about integration and getting to your children on their level—in this I firmly disagree. Keeping kids attention in the classroom is not enough, checking the merits of what student is using a cell phone for will prove even more pressing. Yes there are some interesting using for cellular phones, the internet, text messaging and even spell checking are all valid mediums for education, they are also mediums that a teacher can’t mindfully control. The article does suggest a social contract to aid in the students being equitable for time, I am however, not confident in my students judicious use of time. Nor can I confidently see the value of policing cell phones for the weak reward of a digital educational connection.
The other aspect that concerns me is the students who cannot afford the luxury of a cellular phone. The artificial assumption is that all students have cell phones, they have picture messaging, or they have mobile internet. At one hundred dollars per month, I don’t even have most of the features. My questions is hypothetical, I assign something that requires these tools. What supplemental material or assignment can I provide for those that do not have these luxuries? Wouldn’t it be more beneficial for learning to send the kids to the technology lab where I can monitor the device and productivity? Here I feel comfortable with the use and content. What if I am held responsible for a Childs unsafe or harmful use of a phone? In my class?
The author strikes a keen point on making the classroom a good fit for children. Pointing out, meeting them on a digital playing field that makes sense. I personally think there are better ways for our students to be engaged then through a pocket size digital device. If I am to engage my students I need to open there affective and cognitive senses, possibly even their physcomotor ones. I cannot do this by expecting them to use their keypad in inch by inch strokes. I need their minds primed, their bodies focused, and their learning to be interactive. Not micro-active.
If we wish to engage our students, I ask that cell phones be left outside the classroom.
The other aspect that concerns me is the students who cannot afford the luxury of a cellular phone. The artificial assumption is that all students have cell phones, they have picture messaging, or they have mobile internet. At one hundred dollars per month, I don’t even have most of the features. My questions is hypothetical, I assign something that requires these tools. What supplemental material or assignment can I provide for those that do not have these luxuries? Wouldn’t it be more beneficial for learning to send the kids to the technology lab where I can monitor the device and productivity? Here I feel comfortable with the use and content. What if I am held responsible for a Childs unsafe or harmful use of a phone? In my class?
The author strikes a keen point on making the classroom a good fit for children. Pointing out, meeting them on a digital playing field that makes sense. I personally think there are better ways for our students to be engaged then through a pocket size digital device. If I am to engage my students I need to open there affective and cognitive senses, possibly even their physcomotor ones. I cannot do this by expecting them to use their keypad in inch by inch strokes. I need their minds primed, their bodies focused, and their learning to be interactive. Not micro-active.
If we wish to engage our students, I ask that cell phones be left outside the classroom.
Sunday, July 25, 2010
Cyber-bullying
‘Cyber bullying' is bullying which uses e-technology as a means of victimizing others. It is the use of an Internet service or mobile technologies - such as e-mail, chat room discussion groups, instant messaging, web pages or SMS (text messaging) - with the intention of harming another person. Examples include communications that seek to intimidate, control, manipulate, put down or humiliate the recipient.'
With today being an age of interconnectivity, there is a real threat to children that goes far beyond the schoolyard. Children today demand information faster and more interactively, they are armed with mobile phones that would river computers from even five years ago. Children have become consumers of digital content on an immense scale; so it would stand to reason, as content becomes more elaborate-so too does the delivery of information and it’s speed. When students are looking to communicate, they sms, or use a chat room, this happens very quickly and in some cases with without much emotion. This is where I believe there is a propensity for danger. When students communicate actively, they are privy to knowledge, context, and body language. All of which make an unbelievable primer for a person’s conversation. As content has gone digital, the capacity to misinterpret to disassociate has become very high.
The National Crime Prevention Council has a veritable list of tactics and identifiers that can help a person recognize if they are a victim of cyber-crime. The problem comes to the legality of it. There are some cases that provide jurisprudence for schools; the issue hasn’t been address enough to provide districts with precedent on how to legally maneuver. Right now the Supreme Court mandates that schools can intervene and limit first amendment rights if those exercising them are ‘reasonably’ limiting the school to act on its mission-education. The ambiguity of these claims has made it difficult for districts to garner much legal support. In order for legislation and support to trickle down, an important first step is defining the schools role in this matter. I can see valid points for getting involved. However, the primary mode of the school is to provide education and development. They are not tasked with-nor responsible for enforcement.
In my classroom I will encourage respect and rapport for behavior in and out of the classroom. I will not, like my peers, draw up a contract or politic primer for my students on the issue. I can encourage good conscience and treatment within my room, I am not comfortable trying to enforce it beyond that. I do not believe there is a clearly defined set of rules or a support system in place to go that far. As administrators and officials become clearer on school supported guidelines, I will be more keen to support this issue more clearly. To close, the issue of cyberbullying is very serious, I don’t make light of that. But as we interconnect digitally we have to navigate a whole new realm of laws and with connecting our kids to these technologies there are bound to be some clear set consequences.
That's my take. Now it's time to read yours...
Some great resources:
http://www.ncpc.org/cyberbullying
http://www.schools.sa.gov.au/speced2/pages/cybersafety/36277/?reFlag=1
http://blogs.abcnews.com/nightlinedailyline/2010/07/viral-cyberbullying-whos-to-blame-for-jessi-slaughters-online-infamy.html
With today being an age of interconnectivity, there is a real threat to children that goes far beyond the schoolyard. Children today demand information faster and more interactively, they are armed with mobile phones that would river computers from even five years ago. Children have become consumers of digital content on an immense scale; so it would stand to reason, as content becomes more elaborate-so too does the delivery of information and it’s speed. When students are looking to communicate, they sms, or use a chat room, this happens very quickly and in some cases with without much emotion. This is where I believe there is a propensity for danger. When students communicate actively, they are privy to knowledge, context, and body language. All of which make an unbelievable primer for a person’s conversation. As content has gone digital, the capacity to misinterpret to disassociate has become very high.
The National Crime Prevention Council has a veritable list of tactics and identifiers that can help a person recognize if they are a victim of cyber-crime. The problem comes to the legality of it. There are some cases that provide jurisprudence for schools; the issue hasn’t been address enough to provide districts with precedent on how to legally maneuver. Right now the Supreme Court mandates that schools can intervene and limit first amendment rights if those exercising them are ‘reasonably’ limiting the school to act on its mission-education. The ambiguity of these claims has made it difficult for districts to garner much legal support. In order for legislation and support to trickle down, an important first step is defining the schools role in this matter. I can see valid points for getting involved. However, the primary mode of the school is to provide education and development. They are not tasked with-nor responsible for enforcement.
In my classroom I will encourage respect and rapport for behavior in and out of the classroom. I will not, like my peers, draw up a contract or politic primer for my students on the issue. I can encourage good conscience and treatment within my room, I am not comfortable trying to enforce it beyond that. I do not believe there is a clearly defined set of rules or a support system in place to go that far. As administrators and officials become clearer on school supported guidelines, I will be more keen to support this issue more clearly. To close, the issue of cyberbullying is very serious, I don’t make light of that. But as we interconnect digitally we have to navigate a whole new realm of laws and with connecting our kids to these technologies there are bound to be some clear set consequences.
That's my take. Now it's time to read yours...
Some great resources:
http://www.ncpc.org/cyberbullying
http://www.schools.sa.gov.au/speced2/pages/cybersafety/36277/?reFlag=1
http://blogs.abcnews.com/nightlinedailyline/2010/07/viral-cyberbullying-whos-to-blame-for-jessi-slaughters-online-infamy.html
Monday, July 19, 2010
Have You Googled Your Teacher Lately?
Where am I? Apparently I have almost no online presence. When I searched my own name, derivatives and previous nicknames; even addresses and zip codes yielded no results. Google and Pipl.com did not show anything that resembled me. I looked for various “handles” and pseudonyms of myself-negative.
I can’t really think of anything specific I would like to change in regards to my teacher persona. Because there isn’t much-that might be a place to start. I think that some information provided by myself, as the critical source, might be important in my own professional development. Because there is a vital lack of information about, I need to be careful about presenting myself and differentiating clearly.
Speech is a right. It is constitutionally protected and vital the formation of a democratic government. Although there are some lines to be drawn, as reporters are protected until reporting becomes slander; teachers must be protected until it impacts their classroom. We are human. We have beliefs, feeling, and the right to express those; we encourage our students to associate expression with learning. Therefore we must be allowed to follow those same precepts.
The line between our personal and professional lives is becoming more and more blurred. With the life of our online persona and that of our profession mingling very closely, the article eludes to some very unseen consequences. Teachers who have information available to potential employers, students, or even fellow staff can lead to some disastrous situations. Although I firmly believe we are held to an unreasonably high standard; the merits, context, and intention of online information can be used in a very antagonistic and hurtful manner.
Now that I understand the consequences of not being proactive, I will be checking myself and my online persona far more often. I realize that what goes up in to the “www-world” may be there forever, careful consideration and discreteness will be integral to keeping my private and professional lives separate.
I can’t really think of anything specific I would like to change in regards to my teacher persona. Because there isn’t much-that might be a place to start. I think that some information provided by myself, as the critical source, might be important in my own professional development. Because there is a vital lack of information about, I need to be careful about presenting myself and differentiating clearly.
Speech is a right. It is constitutionally protected and vital the formation of a democratic government. Although there are some lines to be drawn, as reporters are protected until reporting becomes slander; teachers must be protected until it impacts their classroom. We are human. We have beliefs, feeling, and the right to express those; we encourage our students to associate expression with learning. Therefore we must be allowed to follow those same precepts.
The line between our personal and professional lives is becoming more and more blurred. With the life of our online persona and that of our profession mingling very closely, the article eludes to some very unseen consequences. Teachers who have information available to potential employers, students, or even fellow staff can lead to some disastrous situations. Although I firmly believe we are held to an unreasonably high standard; the merits, context, and intention of online information can be used in a very antagonistic and hurtful manner.
Now that I understand the consequences of not being proactive, I will be checking myself and my online persona far more often. I realize that what goes up in to the “www-world” may be there forever, careful consideration and discreteness will be integral to keeping my private and professional lives separate.
Thursday, July 15, 2010
"Digital Immigrant, Digital Native" -Prensky
Have we fallen behind? I am constantly impressed with the level of ease my little brothers navigate the world. Effortlessly finding directions, a new restaurant, or taking a picture which shortly arrives to their best friend’s phone. How does it all work? I am in a state of constant denial or more specifically adversity. Just when I think I have grasped the latest and greatest-something new shows up that I don’t have the slightest idea how to use. With that said I think I fall to the Digital Immigrant column. Technology obligates us to a state of constant flux and with that comes a constant state of learning. Something I thought; until the iPhone, I did fairly well. Students cross campus with what look like mobile super computers and I still find relief in my ten key mobile that dials and receives calls with the best of them.
Am I adverse? Probably. I don’t think anything beats a good book and a stiff cup of coffee in an old ratty arm chair. Apparently, a device exists called the Kindle—a magical apparatus that stores books for you. Before knowing what that really meant, I was guilty of asking if you could turn the page. I was met with omnipresent sighs of repugnance. Apparently it doesn’t. It seems that I show my age on a daily basis, questions like that are typically met with adolescent laughs. How could I not know that? This generation is slick. In fact this generation is downright savvy. The tech world has coined that term for those in the know. My 16 year old brother processes information in such a different way than I do. He is a connoisseur of digital content. He uses technology for homework, school, as a dictionary; doesn’t have a clue what a thesaurus is, yet can tell you where the synonym button is on Microsoft Word-and how to use it! His school isn’t equipped with DVD players or VCR’s; if the teacher wants to show a class movie they head to the computer lab to watch it on YouTube. When the teacher wishes them to participate in the egg drop, you all remember, some of the students head to the lab to create their contraptions on CAD or AutoDesk. (Prensky, Digital Native, Digital Immigrants, 2001) I think we had construction paper, glue and toothpicks. Maybe PlayDoo if we were lucky.
So as educators where does this leave us? Are we to compete with elaborate 3D video games and interactive content of today? There is a strong push back from the older generation that this medium is destroying our children. If this is the case, then how might we hope to connect? It might be time to embrace technology and the language associated with it. It might be time to devise some clever strategies to trick my Robo-Kid’s into learning. Those that know me know that I don’t watch television. I don’t even own a television. I have probably been to the IT help desk more than anyone in the class. However, even I see the value of integrating technology into the classroom. The issue for me is content delivery. With so much information readily available, it’s intimidation for me to know how to delivery relevant content.
There are educational sites. However, I fear my kids will lose interest? They expect to be dazzled-average content doesn’t appeal to them. Even though I am in the “Native” medium, most of my students can probably smell an immigrant like a hound can smell his mate in heat. Marc Prensky suggests we need to meet them in their medium with their language. Let them use the savvy they have gained and take ownership of their learning. Not limit it. He discusses the merits of edutainment. Engage students to explore their own learning in an interactive medium-attempts have been made, some failing. Future teachers will become elaborate story tellers on a different playing field, on that uses XML and Flash, not three by five note cards and felt tipped markers. We are moving to an age or production. Educators are developing products or devices for learning. I won’t go as far as to say lesson plans will disappear, I do think they will become less significant though. Prensky suggests that although games will engage our students, old school teachers will be pleasantly surprised that it’s not the graphics that are engaging to them. It’s not the sounds or the elaborate controls, it’s the game play. (Prensky, Engage Me or Enrage Me, 2005) The interaction is genuine and immersive. As teachers work to create and use products that engage their students, they might be pleasantly surprised to know that Monopoly or Jeopardy offers the same level of investment.
As our students tune us out, and they will, it’s important remember a major point. Don’t turn the music up louder. Change the radio station. Children want to be invested. They are interested in learning. They want to be engaged. However, they simply aren’t listening because we aren’t playing the music they like. Prensky says that the route these youth will choose as Digital Natives is so heavily dependent on us, our choices, and our willingness to adapt. (Prensky, Do They Really Think Differently, 2001) We can’t make a lackadaisical stance and see if they hop on-board. Turn the radio dial-change the style-adapt-succeed.
Another article you guys might find interesting is posted here:
http://www.edutopia.org/fantastic-super-use-technology
Am I adverse? Probably. I don’t think anything beats a good book and a stiff cup of coffee in an old ratty arm chair. Apparently, a device exists called the Kindle—a magical apparatus that stores books for you. Before knowing what that really meant, I was guilty of asking if you could turn the page. I was met with omnipresent sighs of repugnance. Apparently it doesn’t. It seems that I show my age on a daily basis, questions like that are typically met with adolescent laughs. How could I not know that? This generation is slick. In fact this generation is downright savvy. The tech world has coined that term for those in the know. My 16 year old brother processes information in such a different way than I do. He is a connoisseur of digital content. He uses technology for homework, school, as a dictionary; doesn’t have a clue what a thesaurus is, yet can tell you where the synonym button is on Microsoft Word-and how to use it! His school isn’t equipped with DVD players or VCR’s; if the teacher wants to show a class movie they head to the computer lab to watch it on YouTube. When the teacher wishes them to participate in the egg drop, you all remember, some of the students head to the lab to create their contraptions on CAD or AutoDesk. (Prensky, Digital Native, Digital Immigrants, 2001) I think we had construction paper, glue and toothpicks. Maybe PlayDoo if we were lucky.
So as educators where does this leave us? Are we to compete with elaborate 3D video games and interactive content of today? There is a strong push back from the older generation that this medium is destroying our children. If this is the case, then how might we hope to connect? It might be time to embrace technology and the language associated with it. It might be time to devise some clever strategies to trick my Robo-Kid’s into learning. Those that know me know that I don’t watch television. I don’t even own a television. I have probably been to the IT help desk more than anyone in the class. However, even I see the value of integrating technology into the classroom. The issue for me is content delivery. With so much information readily available, it’s intimidation for me to know how to delivery relevant content.
There are educational sites. However, I fear my kids will lose interest? They expect to be dazzled-average content doesn’t appeal to them. Even though I am in the “Native” medium, most of my students can probably smell an immigrant like a hound can smell his mate in heat. Marc Prensky suggests we need to meet them in their medium with their language. Let them use the savvy they have gained and take ownership of their learning. Not limit it. He discusses the merits of edutainment. Engage students to explore their own learning in an interactive medium-attempts have been made, some failing. Future teachers will become elaborate story tellers on a different playing field, on that uses XML and Flash, not three by five note cards and felt tipped markers. We are moving to an age or production. Educators are developing products or devices for learning. I won’t go as far as to say lesson plans will disappear, I do think they will become less significant though. Prensky suggests that although games will engage our students, old school teachers will be pleasantly surprised that it’s not the graphics that are engaging to them. It’s not the sounds or the elaborate controls, it’s the game play. (Prensky, Engage Me or Enrage Me, 2005) The interaction is genuine and immersive. As teachers work to create and use products that engage their students, they might be pleasantly surprised to know that Monopoly or Jeopardy offers the same level of investment.
As our students tune us out, and they will, it’s important remember a major point. Don’t turn the music up louder. Change the radio station. Children want to be invested. They are interested in learning. They want to be engaged. However, they simply aren’t listening because we aren’t playing the music they like. Prensky says that the route these youth will choose as Digital Natives is so heavily dependent on us, our choices, and our willingness to adapt. (Prensky, Do They Really Think Differently, 2001) We can’t make a lackadaisical stance and see if they hop on-board. Turn the radio dial-change the style-adapt-succeed.
Another article you guys might find interesting is posted here:
http://www.edutopia.org/fantastic-super-use-technology
Monday, July 12, 2010
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