Wednesday, November 13, 2013

Journal Post #11 Engaging Teachers and Students in Learning and Self-Reflection

Photo Credit to misternorris on Flickr

Tech Tool 11.1 Digital Portfolio Building Resources

     Tech Tool 11.1 discusses the importance of using digital portfolios. Not only can you completely make your own but you can use pre-made templates as well. TaskStream, iLife and EduTools are all examples of sites you can use. TaskStream involves portfolios, lesson plans, and tools to create classroom units. iLife is software that allows you to alter your images to include text and transitions. EduTools is a site that includes online reviews for educators. These include reviews for different ePortfolio programs as well as various courses. 

Photo Credit to sreffler on Flickr

Focus Question: What is performance-based assessment for teachers and for students?

     It's important for educators to assess both each other and their students based on their performance. These assessments are based solely on the work that has been finished as oppose to the entire course. For example, one week an educator might want to assess student growth with writing, and another week it could be how well students work in a group. This section also mentions dual focus- educators being evaluated by higher ups as they're evaluating their own students.


Photo Credit to vandycft on Flickr

Chapter Summary

     Chapter eleven focuses heavily on the importance of evaluating ourselves and our students in order to measure our learning growth. While educators are evaluating students, educators themselves are being evaluated by their bosses and so on and so forth. It also discusses the importance of using ePortfolios and presentations to assess students. Additionally, the chapter touches on surveys, student participation and how to increase overall engagement.


References

Maloy, R. W. (2011). Engaging Teachers and Students in Learning and Self-Reflection. Transforming learning with new technologies (p. 304-329). Boston: Pearson/Allyn and Bacon.

Tuesday, November 12, 2013

Journal Post #10 Promoting Success for All Students through Technology

Photo Credit to nawat on Flickr

Tech Tool 10.1 Extra-Large and Online Calculators

     Tech Tool 10.1 first discusses the popularity of extra-large calculators. Though large in size, these calculators do not weigh much. They also have large, visible, easy to use buttons. The section continues on to discuss the creation of place value using objects and giving symbols to numbers (1, 2, 3, etc). Using calculators allows students to understand the relationship between place value and written equations. The section then discusses the importance of making written equations applicable to everyday student's lives. For example, how many boxes of cereal can you buy with this month's paycheck, etc. Finally, Tech Tool 10.1 briefly mentions the use of online calculators. Specifically, it mentions using an online site with thousands of different programs for making calculations. This is a great way to tie in technology and computer use.



Photo Credit to jiscinfonet on Flickr

Focus Question: How does assistive technology support efforts by teachers to reach all learners?

     Assistive technology supports efforts by teachers to reach all learners in many ways. Assistive technologies are exactly that -- assistive. Not only for competent students but for those with learning disabilities as well. Things like large calculators, audiobooks, dictionaries, and screen enlargers can be incredibly helpful in a classroom setting. Aside from in the classroom, these technologies can also be helpful when students are doing homework at home, without the immediate aid of a teacher.


Photo Credit to phil_g on Flickr

Chapter Summary

Chapter ten discusses reaching all students, despite various learning styles and disabilities, through the use of technology. Differentiated Instruction and Universal Design for Learning are discussed in depth, followed by assistive technology and a tech tool. Multiple NETS-T standards are discussed as integrating technology and applying it to a curriculum for diverse learners encourages student success via technology. 


References

Maloy, R. W. (2011). Promoting Success for All Students through Technology. Transforming learning with new technologies (p. 274-303). Boston: Pearson/Allyn and Bacon.

Wednesday, October 30, 2013

Journal Post #9 Creating and Sharing Information with Multimedia Technologies

 
Photo Credit to mrjorgen on Flickr


Tech Tool 9.1 Visual Learning with Digital Projectors and Interactive Whiteboards

     Digital projectors are great because they display the information from your computer on a wider scale. This is imperative for students with visual impairments, as well as students sitting in the back of the classroom. You don't have to worry about your handwriting being illegible or changing sheets like you do with an overhead projector. Similarly, interactive whiteboards are a great tool within the classroom setting. Not only do they display your information on a wider scale, but they also allow student interaction and participation. Not only does the advanced technology interest them, but it gives professors more of an outlet with which to display their information. This is engaging and encourages students to think critically about the many methods with which to present.



Photo Credit to whartz on Flickr



 
Focus Question How can teachers create PowerPoint presentations for maximum teaching potential and learning impact?

     Teachers can use PowerPoints in many ways; the most important question is who is the audience. The design of the information has a huge impact on how it's perceived and hopefully retained. It's important to keep educational PowerPoints clean and organized with few words on each slide in order to maintain focus. I think it's a great idea to keep it to one topic per slide so things don't get confusing. It's also important to use graphics, videos, or animations to ensure student interest and make the slides a bit more colorful. Using slides as attention-getters is a great way to keep your audience in check, and adding a question or two at the end of some of your slides is also a great way to see who's paying attention. It's also a nice idea to give a handout to students to further explain your presentation point.


Photo Credit to 29233640@N07 on Flickr



Chapter Summary

     Overall this chapter discusses many methods for relaying information with multimedia technology. It's incredibly important to integrate technology into the classroom to encourage student engagement. PowerPoints are a great way for professors to relay their information and digital projectors and interactive whiteboards are a great way to share those PowerPoints with their students. Additionally, video in the classroom is an interesting way to encourage student engagement as digital storytelling can be quite interesting. Having students create film is an even better way to ensure that a) you're integrating technology into your lesson and b) you're encouraging student participation. Podcasts are also a great way to share information, especially if you conduct a Podcast for your class prior to an upcoming quiz or exam. This chapter follows the NETS standards really well as it discusses teaching with digital tools and collaborating with students.








References
Maloy, R. W. (2011). Creating and Sharing Information with Multimedia Technologies. Transforming learning with new technologies (p. 240-273). Boston: Pearson/Allyn and Bacon.

Wednesday, October 23, 2013

Journal Post #8 Communicating and Networking with Websites, Blogs, Wikis, and More

Photo Credit to skokiepl on Flickr


Tech Tool 8.2 Posting and Publishing with Digital Image Scanners

     This tech tool discusses the use of digital image scanners. When notes or images are created by hand on paper, we only have that one copy of them. While a photocopy machine would be useful, this tech tool explains why a digital image scanner is the way to go. Not only does the scanner transfer the image to a digital copy, but it can then be uploaded to anything. Not only can I attach this image to an email, but I could put it on Canvas for my students to see. I could also save this image to my desktop for future use. Overall, digital image scanners are a great way to publish your handwritten work online. Additionally, if you only have one copy of something, handwritten or not, the scanner allows you to digitize it so you can then make multiple copies or simply upload it somewhere online. This is a great tech tool to be applied to the classroom. 


Photo Credit to etamil on Flickr


Focus Question How can teachers use a website or blog to improve teaching and learning?

     The first most important factor to address when considering blogs is that they are both free and easily accessible. A teacher/classroom blog would involve the various day to day activities within the classroom as well as teacher planning and lesson templates. A teacher blog can be a bit more personal, including interaction between students and/or other teachers. The beauty of a blog is the ability for outsiders to be involved. Others are generally able to comment on specific areas of the blog with their own personal questions and thoughts. 
     Websites on the other hand are a bit more professional. These are loaded with information and comment sections are generally disabled. The benefit to websites is that they are informational and a great resource to students. However, when it comes to the classroom, I would suggest the use of blogs to encourage student interaction and to increase overall classroom participation. The use of websites and blogs is a great way to integrate technology into the classroom.


Photo Credit to shufgy on Flickr

Chapter Summary

     Chapter eight discusses the use of websites, blogs,and wikis. It's important to use technology in the classroom because it's so widely known and used outside of the classroom. Using websites and wikis to communicate with students is a great way to encourage their participation as most of them are tech savvy these days. The first section of the chapter discusses the important of communicating electronically as a teacher. The use of social networking and electronic communication is great because students can access classroom information from any computer. Emailing and instant messaging are other ways the students can receive classroom help outside of the classroom. This is incredibly influential in the learning environment as it is both simple and convenient. The next section of the chapter discusses the use of teacher websites and blogs. I prefer the idea of teacher blogs as students are then able to contribute to the page as it is fully interactive. Another great thing to look into is the use of wikis. Wikis are great for collaborative group work as anyone is capable of editing the information displayed within the webpage. Collaborative online projects like these allow students to complete their portion of the assignment whenever they find most convenient. This is the beauty of technology; the ability to work at your own pace without having to be in any specific classroom to complete your work. 









References
Maloy, R. W. (2011). Communicating and Networking with Websites, Blogs, Wikis, and More. Transforming learning with new technologies (p. 206-239). Boston: Pearson/Allyn and Bacon. 





Monday, October 7, 2013

Journal Post #7 Problem Solving and Inquiry Learning with Software and Web Tools

Focus Question: What are intelligent tutoring systems and how can students and teachers use them successfully?

Photo Credit to yish on Flickr

      Intelligent tutoring systems are computer programs that allow students to be tutored without human interaction. As students answer questions shown to them, the program tracks their answers and then provides the next question based on previous answers and observed skill level and/or learning style. The lack of human interaction has been proven to affect overall self-confidence which I find fascinating. The fact that the computer program can track and display results not only quickly but objectively is incredible.
      Intelligent tutoring systems are not all inquiry based but many are. This is accomplished with the use of real-life scenarios ie) math problems involving world hunger. Creating stories and asking for feedback is a great way to promote inquiry based learning. Overall I think these programs are a great way to keep students on track but as a former tutor I really do enjoy the human interaction involved with tutoring. However, because these online programs have been proven to work, I think they're really beneficial in a classroom setting.

Tech Tool 7.1: Discovery Learning Using Squeak and Scratch

Photo Credit to hunter0405 on Flickr

      This Tech Tool discusses two web tools, Squeak etoys and Scratch. Squeak etoys is a program that allows elementary and middle school aged students to participate in problem solving activities. This program is specifically targeted towards math and science students, but it can be used for many academic endeavors.
      The second web tool discussed is Scratch. Scratch is actually a toolkit that's incredibly interactive. Students are able to create their own games and software. Very similar to an easy to use version of Photoshop, students are able to work in both 2D and 3D while they create stories, pictures, videos, websites, and a plethora of other things.
      The main reason these two programs are discussed is because they allow students to create their own rules and build/create/invent anything assuming they have the support of their educators. These are great tools as they really enable the student and remove the stigma of following mundane rules to create someone else's idea. I'm now a big fan of both of these programs and I look forward to exploring them in depth.

Chapter Summary: Problem Solving and Inquiry Learning with Software and Web Tools

Photo Credit to zstasiuk on Flickr

      Chapter seven consists of multiple topics that contribute to the overall idea of integrating technology into inquiry based classrooms. The first section is about using computers and software that's educational. It discusses Word, Excel, Databases, etc. The section continues on to explain the process of evaluating the aforementioned software to ensure it's educational and not invasive.
      The first computer program I remember using in school was a typing program that I hated. Now that I type almost 100 wpm I suppose I owe it a thank you, but at the time I despised it. Once I got to my technology class in middle school and learned how to create blueprints and spill my thoughts onto a page it became much easier to accept the idea of educational computer software. The lack of limitations always encouraged me to continue creating.
      The next section is about using this software with inquiry based learning. It discusses software that involves composing and calculating ie) Word and Excel. These allow students to build, invent, and create – a process which doesn't have one correct answer. These programs are very hands-on and visual which means the process in it's entirety has very few limitations. I personally find it much easier to think when I'm sitting in front of a blank Word document than with a pen in my hand – something about that flashing cursor makes me want to keep trying.
      Additionally, the chapter discusses computer games used in the classroom. I've seen a lot of this during my observations at local schools. Many classrooms have computer “stations” that groups of students visit during “station rotations”. These games involve a lot of interaction and promote problem solving skills as most games have goals and objectives.
      The rest of the chapter discusses intelligent tutoring systems. These systems are essentially in-person tutors without the human-to-human interaction. The systems track student responses and asks the following questions based on tracked information and potential skill levels. Hints appear with problem solving tips to encourage students to think analytically. These programs are a great way to keep students up to speed with the rest of the class and promote inquiry based learning throughout the entire process.

Photo Credit to thomasgegenhuber on Flickr

References
Maloy, R. W. (2011). Problem Solving and Inquiry Learning with Software and Web Tools. Transforming learning with new technologies (p. 175-205). Boston: Pearson/Allyn and Bacon. 

Monday, September 30, 2013

Journal Post #6 Teaching with Educational Websites and Other Online Resources

Photo Credit to Violinha on Flickr

What are WebQuests and virtual field trips?

      The definition of a WebQuest is very similar to it's title. It's a trek via a website that then leads you to one site after the other in order to gather the information you're trying to accumulate. Similar to searching a library and copying excerpts of multiple books to review for a research project, WebQuests differ in that they are solely electronic. Rather than searching book by book, students are told to visit website after website. This is a great way to integrate technology into the classroom and it also ensures that the sites the WebQuests link to are professor approved. Assuming there is a specific task at hand and an understood process, students are able to complete their projects by exploring the world wide web. The rapidity of internet search results encourages students to continue as there tends to be a lack of search frustration. I love the idea of a WebQuest, though I've never had a professor that's assigned one. I think they're a great way to encourage student interest and involvement. 

      Virtual field trips are exactly as they sound as well. Though students may have to be in school six and a half hours a day, virtual field trips can take away from the mundane classroom setting and enhance reading comprehension, studies say. Many companies including “museums, science centers, and historical sites have developed online field trip programs that do not require any human-to-human interaction, so no reservation is needed.” This allows students to not only learn about various organizations, but to begin to comprehend other cultures as well. For example, sites like “ePals” allow classrooms from across the world to connect with each other. After connecting, professors can work together to have students join forces and complete projects. Projects like these are much more possible with the presence of virtual field trips and even WebQuests. I wish that virtual field trips had been around when I was in high school, I feel as though I could have gained a lot of insight on outside perspectives. Overall virtual field trips are a great way to expose students to places they might not otherwise be able to attend.

Photo Credit to Orphanjones on Flickr

Tech Tool 6.1 Using Bookmarks in Your Teaching Portaportal and Filamentality

      Tech Tool 6.1 discusses teacher approved sites for students and giving them easy access to a list of links. In class we've used both Symbaloo and Delicious, both great examples of this kind of technology. With a site called Portaportal educators are able to create a compilation of teacher-approved sites for their students to use. By doing this, the possibility of both distraction and using unreliable sites is heavily lessened. A great advantage to sites like Portaportal is that users can access their favorites from any computer. This eliminates all issues involved with bookmarking on home computers, as links are saved to an account that can then be logged into by accessing the site's homepage. I didn't expect to use my Symbaloo and Delicious accounts to the extent that I have but I've found them to be incredibly helpful with my schooling. When professors bring up sites in class, I go ahead and bookmark them just in case I'd like to access them when I'm studying later on. I've found sites like these to be a bit of a lifesaver, I just wish they were better advertised!


Photo Credit to Hdz on Flickr

Summary

      In short, chapter six discusses integrating online resources in the classroom and using educational sites within the curriculum. A big portion of the chapter discusses online bookmarking, which involves sites like Portaportal, Delicious, and Symbaloo. These sites allow users to keep all of their favorite links on one account, easily accessible from any computer. This eliminates confusion and allows students to access sites used in class while studying later on. Another section of the chapter discussed WebQuests and virtual field trips. Both of these encourage students to use the internet to research for their projects. However, they especially encourage the use of professor approved websites that follow the rules of AAOCC (Accuracy, Authority, Objectivity, Currency, and Coverage). Aside from virtual field trips and WebQuests the chapter includes a short section on videoconferencing with others whether they be a block away or five countries. This too is a good method for enhancing student's understanding of various cultures and ethnicities whilst integrating technology into the classroom. The chapter then goes on to discuss educational websites and their many uses. Not only does the section mention websites for teachers to use but it mentions potential classroom activities as well. Overall the chapter provided multiple methods for using educational websites in the classroom and simple ways to keep track of them. I especially enjoyed the section on WebQuests and virtual field trips and would love to try either or in the near future. 



References
Maloy, R. W. (2011). Teaching with Educational Websites and Other Online Resources. Transforming learning with new technologies (p. 155). Boston: Pearson/Allyn and Bacon.

Thursday, September 26, 2013

Journal Post #5 Researching and Evaluating Internet Information

Photo Credit to David Erickson on Flickr

Focus Question
What are search engines and how do they work?
According to the book, a search engine “retrieves information from the internet”. When you type something into the search bar of Google or Bing, what comes up? Generally a compilation of various sites that include your search terms will be listed.  The major benefit of search engines is that they are incredibly fast. The time that it would take you to search through hundreds of library books is no longer necessary. In a matter of seconds you’re provided a plethora of search results to choose from. If you’re looking for more education based results, you can always use library database search engines or refer to education blog sites such as Edutopia.

Photo Credit to Nando Quintana on Flickr


Tech Tool 5.2
                Tech Tool 5.2 is titled “customizing your web browser with iGoogle.” iGoogle allows you to make your homepage more relevant to your own personal interests. You are able to link to the sites you use daily, so that when you open your browser the links are already there and you’re ready to go. This eliminates any time wasted trying to remember the various sites you use weekly. Additionally, you’re able to choose your own theme which changes the background and the colors of the page. You can also add search engines for easier access to the internet. To me this seems very similar to the Symbaloo and Delicious sites we’ve used in class. Personally I think I’d prefer Symbaloo and Delicious because you’re able to log into them from any computer no matter where you are. Overall I think that iGoogle is great for your home computer, but I definitely think that there are better options.


Photo Credit to Astronomy Blog on Flickr


Summary
                Chapter five discusses researching and evaluating internet information. The first section discusses search engines and how they work. The books goes into detail about how to use keywords and how to find results that are relevant to the information you’re looking for. Another big section in this chapter discusses plagiarism. While it is okay to use someone else’s work, we must give them due credit by using quotation marks and listing references. This section of the chapter discusses the importance of discussing plagiarism with students prior to having them complete assignments. By mentioning the issues caused by plagiarism prior to having them turn things in, teachers are hopefully able to stop some of the issues before they get a chance to occur. Aside from plagiarism, another big issue discussed is misinformation and using sites that aren’t credible. It is important to mention that sites that aren’t current or accurate are not to be used. A good way to discuss this is by teaching the acronym “AAOCC” (Accuracy, authority, objectivity, currency, and coverage). The chapter then ends with a potentional lesson plan involving technology in the classroom at a middle school or high school level.

References


Maloy, R. W. (2011). Researching and Evaluating Internet Information. Transforming learning with new technologies (p. 112). Boston: Pearson/Allyn and Bacon.


Wednesday, September 11, 2013

Journal Post #4 Integrating Technology and Creating Change



 Photo Credit to Curtis Palmer on Flickr

Focus Question: How does technology promote educational change?

     Technology is constantly changing and improving. The commercial for the next iPhone comes on and suddenly we have to have it. There’s almost an innate need for evolvement within us, and sometimes technology can satisfy that need (until the next best version comes out). It is well known that students generally understand and enjoy technology, so why not integrate it into the classroom? Assuming teachers are willing to take this step, technology could change education in numerous ways. The first of these is instant research. “Ask anyone over the age of 50 with a PhD what it was like to get the information that they needed and they will generally begin to swear and discuss how young people these days have it so soft” (Wilhelm). Students have tiny computers in their pockets, and when used correctly, their questions can be answered almost immediately. Another big reason is simulating motivation and self-esteem. “Through either personal experience or a review of the literature, many innovators perceived the dramatic effects that technology can have on students' interest in class activities and their sense of their own capabilities” (Reasons for Bringing Technology Into Schools).  As I said earlier, why not integrate technology that students are comfortable using and enjoy using? 

Photo Credit to James F Clay on Flickr

Tech Tool4.1: Online Technology Integration Resources

     Edutopia is a great website. I did last week’s post with some Edutopia articles and I was very impressed with the selection. The second site mentioned was the National Educational Technology Standards for Teachers (NETS-T). This website shows teachers how others have integrated technology into their classroom and discusses the different effects it’s had on their teaching methods. The third site listed is NCTE. It first discusses a weekly summary of English/language arts but also mentions posts from teachers that use technology within their classrooms. Because I already know and use Edutopia, I think NCTE is what interests me the most from this week’s Tech Tool. I love the idea of a blog of feedback from teachers that already use technology with their students.

Photo Credit to audiovisualjunkie on Flickr

Chapter Summary: Integrating Technology and Creating Change

     This chapter discusses integrating technology into classrooms, and the pros and cons that come with it. The main problems addressed are the digital divide, inequality, and the gap in participation. The divide discusses students that aren’t able to access the internet as easily as others. Digital inequality states that simply having computers around school isn’t enough. When students are outside of school, not all of them have internet access on weeknights and weekends. This leads to the participation gap, which states that students that have ready access are much more technologically knowledgeable as they have more exposure than students who do not have the same opportunities. “Often, economically advantaged kids get to do more intellectually challenging activities, a consequence of tracking by test scores where some youngsters are seen as talented and gifted while others are defined as lacking proficiency in basic skills”  (Maloy, 2011). I think that as long as teachers are willing to work with the technology they have, that any change and integration is good change/integration. Personally I’ve found that technology in the classroom is incredibly helpful. I really enjoyed the activity we did with Socrative, as I found the app itself to be very innovative. I also think that access to class materials via portal/canvas is something I can’t imagine not having. Without technology aiding my schooling, I’m not sure where I’d be; yet I’m continually learning about new sites, apps, and methods to access them. We are lucky enough to have constant access here at Edison, and I personally am lucky enough to have a small computer in my pocket 24/7.

References:

Maloy, R. W. (2011). Integrating Technology and Creating Change. Transforming learning with new technologies (p. 95). Boston: Pearson/Allyn and Bacon.
Reasons for Bringing Technology Into Schools. (n.d.). U.S. Department of Education. Retrieved September 11, 2013, from http://www2.ed.gov/pubs/EdReformStudies/EdTech/reasons.html
Wilhelm, Alex. "How Technology Has Changed Education - The Next Web." The Next Web - International technology news, business & culture. N.p., n.d. Web. 11 Sept. 2013. <http://thenextweb.com/insider/2011/01/05/how-technology-has-changed-education/>.

Thursday, September 5, 2013

Journal Post #3 Common Core Standards


Photo credit to scubasteveo on Flickr

The Common Core standards are basic rules for grades K-12. They are important because they set a specific set of goals to be accomplished prior to entering college whether it be for two years or four. Pros and cons vary (unarguably), though I found a blog that not only presented both sides well but discussed them in depth. There was one pro vs. con that specifically stood out to me. 
"Pro: The Common Core Standards are not finding the lowest common denominator to build on, but are in fact designed to build upon the best standards so that even states with successful standards will be taking a step forward in education. Con: The Common Core Standards is a program pushed by the government – Adopt the program or no money" (Common Core).
I think the idea behind it all is brilliant. I love the idea of everyone being able to improve including states that have previously been successful. However, I think that budget is and always will be the elephant in the room. 
 "Budget has always – and probably will always – be a point of contention and concern for institutes of education. It costs money to educate others, so when the federal government promises money in return for adhering to new educational programs, many schools cannot help but jump through the hoops disregarding the purpose of education in order to maintain numbers and jobs" (Common Core).
        I think it's great that the government's trying to be more involved in order to better the futures of both current and future students, however "opponents assert that more government involvement will not necessarily translate into higher quality education" (NES). However well-intentioned, I think one program for so many diverse schools/counties/classrooms is a bit far fetched. 







Article Credit:

Sunday, September 1, 2013

Journal Post #2 K-12 Technology: Benefits & Drawbacks

      
Photo Credit to Alec Couros on Flickr

     K-12 Technology is an article written by Matthew Lynch discussing technology's current benefits and drawbacks. Mr. Lynch opens with an MLK quote discussing change and the effort required to achieve it. He then goes on to state that he is indeed in favor of technological advancement but fears the “indirect effects of technology on the comprehension habits of our youngest learners.” This was the first point I truly agreed with. Mr. Lynch discusses how helpful technology can be in terms of acquiring information but at what point do we draw the line? He mentions that “98% of children have access to a TV while 72% have access to a computer.” At what point do we decide that Skype is better than a face to face conversation? What happens when we lose whatever sense of socialization we have left?

      Mr. Lynch then discusses instant gratification. Most children have mini computers in their pockets and become used to the idea of a “quick fix” as Mr. Lynch puts it. I 100% agree with his comment on children not understanding waiting for answers. Professor Coleman made a point last class about keeping students interested by integrating the technology they've grown to know and love. I think using apps like “Socrative” could genuinely help with this. Don't try to change methods students have grown accustomed to, but instead incorporate them into lesson plans and assignments in order to avoid that gap between your methods and theirs.

 Photo Credit to Sonja Stark on Flickr
      I think there's one strong technological drawback that wasn't discussed, and that's mental illness. I think mental issues are swept under the rug much too often, and that technology plays a huge role with mental illness in K-12 students. I found an article discussing the impact technology has on mental health that I wanted to share with you all. It discusses a recent study conducted on internet usage and lack thereof. 
     “When many of these participants stepped away from the World Wide Web, they had a lot of difficulty and exhibited signs similar to those of someone going through withdrawal from alcohol or drugs. It was clearly more difficult for the younger participants to step away. Fifty-three percent reported they were upset when they could not use the Internet and another 40% said that they were lonely when they could no longer interact with their friends online. In fact, many could not (or were not totally willing to) give up the Internet completely, even for just 24 hours.” Wow! The article then goes on to discuss the effects of these internet addictions. “Internet users are losing touch with the traditional ways that many of the previous generations enjoyed just being kids. Going outside, playing with friends or reading a book are far less common than they once were. We are raising youngsters that will succeed in the Internet driven world, but will they be able to interact with each other when they aren’t doing so over a computer screen?” The author ends her post saying “we need to have a better balance between face-to-face communications and online ones.” Without actual socialization, I fear the presence of mental illness will skyrocket.

      Overall I was very impressed with Mr. Lynch's article and even more-so by the article written by Emily Murray. I think both authors made strong points on the effects of technology. I especially enjoyed Mr. Lynch's point on instant gratification and students that don't understand waiting; though I disagreed with his point on reading for pleasure. I was surprised he didn't mention more pressing issues, such as mental health. I think that's a huge subject to consider when discussing the K-12 age group. After reading the statistics he posted regarding children and their access to technology, all I could think about was how much earlier they'd find themselves involved with cyber-bullying and internet addiction. While technology does and will continue to benefit educators in the classroom, there are some serious issues to be considered. 



Article Credit:
Matthew Lynch's Article



Thursday, August 29, 2013

Journal Post #1 David Warlick: Schools that Practice Learning-Literacy


Photo Credit to Scott McLeod on Flickr

     I've chosen to reflect upon three of the seven points Mr. Warlick made that I thought stood out.


  • There is a natural convergence between the rich information skills of literacy and numeracy, and the information and data that define the content areas.


     After reading this section, I began to think about the differences technology has made on both learning and learning environments. The information that is now available to us through networking is astounding. Warlick discusses accessing information and translating it through digital mediums. Years ago he would have been searching through archives in the backs of libraries and supply rooms. It is amazing to think how far we've come, and even more exciting to think about where technology will take us in the future. 


  • The distinctions between teacher and student begin to blur.


     My favorite point made in this section is as follows. "It (literacy) no longer seeks to make readers.  It makes master learners, people who can successfully learn, unlearn, and relearn." The rest of this section discusses focusing on the best learning practices as opposed to the best teaching practices. I think this is a wonderful point. All students think, process, and learn differently from one another. Focusing on addressing those differences is KEY in my opinion. There are always differences and acknowledging them leads to success. This point in the article also discusses teaching as a valuable way to learn. I completely agree with this. As a student working in Cornerstone classrooms, I've found that the more classes I attend and the more chapters I attempt to teach the more I pick up. These are subjects I'd thought I'd mastered until I go over them in class and think about them in a whole new way. 


  • There is less reliance on textbooks and authority, and more reliance on the work of learning.


     This portion of the article discusses being an active participant when it comes to learning. Warlick discusses going to school years ago and never questioning his textbooks or teachers. At the time, there wasn't much reason to. Now that the internet exists and is open to all, we have learned to be cautious about what we read and question everything in order to ensure accuracy. The last paragraph to this section was my favorite. Warlick states: "To become literate, students should learn within an information environment that exemplifies today’s information landscape, where discussions of an idea’s validity become part of learning the idea." I love the idea of incorporating validity into lesson plans around the world. It's incredibly important to teach students to formulate their own opinions and do the research necessary to back up their ideas. Without this, learners everywhere would take each statement as is, and failure to explore validity results in failure to learn.

     Warlick ends his article with this quote: In a school that practices learning-literacy, teachers model learning, students learn to teach themselves, and schools educate the community.“ I adore this quote. I find that it sums up every point Warlick discussed throughout in a simple and positive manner. After reading this article in it's entirety, I've already looked into some more of Warlick's work. I'm very impressed!