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