Journal 8 - Readers Choice #2

Elizabeth A.Baker. Creating Valuable Class Web Sites. Learning & Leading with Technology, 35(7), 18-22. Website location: http://www.iste.org/AM/Template.cfm?Section=May_No_7_&Template=/MembersOnly.cfm&NavMenuID=3972&ContentID=20453&DirectListComboInd=D

This is a nicely written article on developing websites for your classroom. The author describes three different methods for website creation so that everyone from the beginner to the advanced can begin using the resources. There are also three tables listing a number of useful websites for each method of development.

Method 1 – Web Site Providers
This method is for people who are tentative about using the internet and computers. The listed websites are for sites that create websites for you. Some are teacher based and others are more general. The free websites will have advertising or there are websites that create advertisement free websites for a nominal fee. The advantage is that you get a site up and running quickly but it will be simple and not portable.

Method 2 – Blogs, Groups and Wikkis
This method is for people who are more skilled but lack the time to learn web creation software. You can create websites that multiple users can post to. Many students may already have experience with these tools so you can build on their knowledge. If you decide to build your own website level you can link to these sites. We have used these tools in class.

Method 3 – Be Your Own Developer
There are free tools that allow you to create simple websites like Nvu and Netscape Composer. There are also purchasable software for developing more sophisticated websites like Dreamweaver, FrontPage and iWeb. You will need time to learn the software and server space to host your website.

1. What is the value of signing up for an RSS in method 2? It notifies you of any changes to your website and it will email you when posts are made to your website.

2. Can I use Microsoft Office to build a website? If you have office you probably have FrontPage which you can use to build websites. You will need some time to learn the tools.

Journal 7 - Reader's choice #1

David M. Marcovitz and John David Son. Is Educational Technology Shortening Student Attention Spans? Learning & Leading with Technology, 36(1), 8-9. website at: http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3620082009/AugustNo1/L_L_August_2008.htm

This article was presented as a Point/Counter-Point between the two authors.

David Marcovitz took the position that Technology is shortening the attention span of students. His argument is that we reward students with digital candy for learning facts. Technology trains children to learn in sound bites. Much can be learned using technology but there is often a hidden downside. By example he describes using software to see a flower’s growth cycle in a few seconds. After this, who will take the time to study it in real-time. Deep thought and attention to important matters go by the wayside.

John Son argues that attention spans are not shortened as children have developed the ability to process multiple tasks simultaneously. We need to change our teaching styles from a single fact-at-a-time plodding style to more imaginative uses of technology the challenge the students. He contrasts a classroom with challenged, creative students using technology with another classroom of student in a traditional lecture style class taking notes with no creative process taking place. He want teachers to use technology to engage and stimulate students minds.

1. Which side do I side with? I support the idea that if used properly technology can be used to stimulate the students’ minds and to challenge them.

2. So then technology should become exclusive in classrooms? I see technology as being used to enhance the classroom, Also, some thought should be given to the software and the goal it is meant to meet and if it is most appropriate. I can see using the wrong technology like using the VCR for a babysitter. You can use educational tapes to simulate their minds or any movie that comes to hand to occupy them.

Journal 6 - Learning & Leading with Technology

Mapping Students Minds by Ariel Owen

This article looks to be an excellent example of incorporating technology into the lessons plans to enhance the learning experience. The students are eased into using the tool. I liked having them first do the actual visit to the site to collect the data and then have them input and analyze the data making it very real to them rather than just some numbers pulled off a website not corresponding to anything real for the students. The tools and methods are refined by the teacher, for example, going from manual entry in two steps to using the Palm to enter directly to the database. The teacher gave some direction on how to use the tool and then re-schooled herself to step back and let the student’s figure things out for themselves and self-correct rather than taking the easier path of directing the students to the desired answer. The maps progressed from simple to quite complicated in stages rather than all at once giving students a chance to make connections and analysis deeper than they would have in a single pass at the mapping.

1. How else could casual mapping be used in an education environment? This tool would seem to lend itself to the character building part of education. Students could be posed ethical dilemmas that they could then map positive and negative impacts of the choices they make.

2. Was there really value to aid an “absurd” version of the presentations by the students to the city council? It allows the students to learn to take many possibilities into account and to adapt to unexpected changes in direction on projects or in life. Eventually they will learn that “absurd” variations to us, quite often do actually get proposed and implemented by government agencies.

Journal 5 - Forbes

Can You Hear Me Now? by Sherry Turkle

The dehumanization of people by our wonderful new technologies has been a worry to me for a while now. When I had design meetings, I would have my engineers leave their computers out of the meeting room and the sales people would have to turn off their Blackberrys. If I didn’t enforce this, the meetings were about half as productive. I also found I got better input because everyone had to focus on the problem at hand rather than having split attention or actually having a few people attending another meeting in the middle of the current meeting.

One of my least favorite things about shopping, other than it is shopping, is when you get to the register and in the middle of ringing your order up they stop to take an order on the phone.

1. Does the use of robots instead of live animals cause confused learning in students? I remember going to the Wild Animal Park and seeing the robot dinosaurs. Quite a few of the small children seemed to think they were alive and real. It left me wondering how many other mistakes in learning come about because of the intermix of real and fantasy using robot images.
2. I guess I always wondered why the person coming in on the cell or other device had to be answered immediately? Do text messages have a short expiration date so that if they are not answered immediately they become stale? I really don’t now the final answer to this, but I think young folk aren’t raised with the same set of manners as in previous generations. Then again maybe the answer is why should the person there in rl have priority or the person in cyberland.

Journal 4 - The Journal

Moderating and Ethics for the Classroom Instructional Blog by Patricia Deubel, Ph.D.

I had been pondering the use of Blogs in my lesson plans since we took a look at them in class. I had many of the same concerns addressed in this article, especially as to how you manage the site with a class of 30-40 students all doing multiple posts. You want to give the students as much freedom as possible to express thoughts and share ideas, without letting it go too far. It would seem that students who would have a tendency to speak together rather than paying attention while you are teaching might do the same thing on the blog, focusing on each other’s posting rather than contributing to the group as a whole. The idea of passing part of the load to the students and allowing them to moderate makes a great deal of sense.

1. How does having students moderate help them outside the classroom blog? The skills they learn moderating the blog teaches them good internet etiquette. The controls placed on them in the classroom blog will become a natural part of their practices and the move on to the World Wide Web.

2. How do you keep the student moderators from going mad with power? When setting up the structure of the blog you make it clear that being a moderator is a privilege and not a right. Making the moderator position a rotating position gives everyone a chance to gain experience. You could have the previous moderator mentor the new moderator until they are more comfortable with the position.

Journal 3 - Learning & Leading with Technology

Too Cool for School? No Way! by Punya Mishra and Matthew Koehler

The TPACK framework makes a great deal of sense. Where we once needed a balance of pedagogical content and content knowledge we know need to gain the knowledge level of technology and how it can be used to successfully merge it into of lesson plans. While technology can be a boon and make life easier, just trying to use a technology without adapting it to your students needs can be wasted effort and actually keep students from learning. The examples of how technology can be used were interesting but I could see problems with the microblogging and DJ software with kindergarteners though maybe I need to find out a little bit more about their technical proficiency right now.

1. What are some possible problems with the microblogging? Many schools may not have the technology to allow the students to do this. If you use something like Twitter, it seems like this could lead to problems between the have and have-nots, so that the students with cell phones would have an advantage over the students whose families couldn’t afford the service.

2. With the additional technology content being added to the framework how can teachers balance advancing their pedagogy, content and technology skills? The need for teachers to work in groups to support each other in their personal development would seem to be greater than ever if they are going to have any chance of keeping up with all three content areas. Getting administrators to provide these opportunities is looking problematic as funding becomes more scarce.

Journal 2 - Learning & Leading with Technology

“Social Networking” by Jim Klein

I like that the IT team implemented the project to help ensure it success. Using Open-Source leaves source code that they and those who come after them can use to keep the system relevant and current. They took the time to define the requirements of the system instead of just diving into the newest cool technology. The system looks to be extremely flexible at the user level allowing the user to modify and customize the system to their needs and allows for use of the system in ways never imagined by the developers. It takes a wise implementation team to realize they don’t know everything about the way users will utilize the system. By using Open Source they kept the cost to zero and the ongoing cost should remain the same or close to it. Too many software systems go by the wayside when technology changes and the schools can’t afford to keep buying the latest new and improved version.

1. How did the developers implement the system to encourage student use of the system? They created a safe-controlled environment where the students could create content freely, except for final teacher overview. The students can also publish their work to the world getting recognition for their efforts.

2. How did the developers implement the system to encourage teacher use of the system and administration support? The system allows teachers to manage every part of their class and lessons. The system is flexible enough to allow the system to support their individual teaching styles. Reducing the need for an IT staff needed to maintain class lists and passwords and the low cost and update risk make administrators more likely to join the group.