With or without technology in the classrooms, students are going to have short attention spans. For most students, even those interested in the lesson, it is easy think of ten things that they would rather be doing than sitting in an uncomfortable chair in a classroom. This desire to be doing something other than school work is what drives the short attention spans, not the increase in technology. Technology does make it capable for students to become instantly distracted, but that is only due to the large amount of information that is just a click away. The bigger problem is teachers who do not understand the distractors in a student's life and how to use those distractors in an educational way. Using cell phones, video games, or iPods to teach or aide instruction are some examples of technology that might otherwise have been prohibited (at least in the past) but are now being promoted in schools for their educational value. With these and other technological tools "students are given the freedom, creativity, and ability to problem solve while using that technology on a daily basis" (David Son, 2008, p. 9). How can you argue with technology that allows students to expand their creativity, exercise thier freedom, and teach valuable problem solving skills that will be so valuable throughout their lives?
I have a gut feeling (just an uneducated opinion) that makes me weary of completely going away with anything tangible and replacing it with digital representations. My biggest source of concern has to do with writting and using our hands to assist education. Tangible learners use many body movements to aid in retention and it is my thought that this ability is reduced when solely using computers. Also, there is an artistic element to handwriting and I think there has been a general decline in asthetic quality and legibility throughout our society due to word processing capabilities on most computers. My hesitation to completly switch to all digital may go against my digital native upbringing, but I think a well rounded classroom is one in which many forms of technology are used, not just the lastest and greatest (i.e. pencils and paper used to take notes on a PowerPoint presentation).
References:
David Son, J (2008). Is Educational Technology Shortening Student Attention Spans. International Society for Technology in Education, Retrieved July 27, 2009, from http://webct.cu-portland.edu/webct/urw/lc9140001.tp0/cobaltMainFrame.dowebct?JSESSIONID=q9HhKzJQzN3XphgGCS5TTMKsLnCmVVpTx9tFZTnS3VF51MrNRXRN!-544224791!newwebct.cu-portland.edu!80!443
Friday, July 31, 2009
PowerPoint Blog
Congrats to our section of EDU 532 on some awesome PowerPoint presentations!! Having to present on something other than ourselves was much more creative and stimulating of an activity, and something I don't think the other section could handle. The designs and slide layout on all of our presentations made them easy to read and the images were very captivating. Even though we only had a short amount of time, the presentations remained informative and should translate easily into our own classroom one day.
My favorite item from today's presentation was the use of animated text during Ben's presentation. He had letters that looked and sounded as if they were being made by a typewriter, giving his presentation on Theodore Roosevelt an antiquated feel (even with the use of digital media). This is one feature I plan on investigating and hope to master like Ben has.
I think the greatest area of improvement is to improve on timing. This project was difficult because the 5 minute time limit was not enough to go through 8 - 10 slides. I know that during my presentation, I spent too much introducing the topic and ran out of time before I could get to the end. It seemed like other people had similar problems of timing, maybe not during the intro like me, but at other points too much time was allocated for a certain slide, forcing other students to rush through portions of their PPT.
The source of improvement for my next presentation is in becoming more comfortable with PowerPoint. The reorganization and addition of many tools on the newest version of PowerPoint has taken me some time to get used to and I know I must invest much more time to be as comfortable as I used to be. I had a problem saving the file, and ended up losing much of my formatting and images but this was my fault and something caused by rushing. As someone who owns a Mac I made most of my presentation from home, but ran into a few compatibility issues when I came to school to make additions (no major problems arose, just extra time wasted and headaches created).
I think PowerPoint presentations are an effective way to give a lecture or any other time when you are combining a lecture and media (or just looking to spice up a lecture by adding video or images). One of the major pros of using PowerPoint are that you can quickly create a visual aide/supplement to any presentation, making it more stimulating and engaging for all in attendance. One major con with PowerPoint is the tendency to add detail and images until all empty space is filled, making the visual presentation cluttered and distracting the viewers from the main message of the presentation.
My favorite item from today's presentation was the use of animated text during Ben's presentation. He had letters that looked and sounded as if they were being made by a typewriter, giving his presentation on Theodore Roosevelt an antiquated feel (even with the use of digital media). This is one feature I plan on investigating and hope to master like Ben has.
I think the greatest area of improvement is to improve on timing. This project was difficult because the 5 minute time limit was not enough to go through 8 - 10 slides. I know that during my presentation, I spent too much introducing the topic and ran out of time before I could get to the end. It seemed like other people had similar problems of timing, maybe not during the intro like me, but at other points too much time was allocated for a certain slide, forcing other students to rush through portions of their PPT.
The source of improvement for my next presentation is in becoming more comfortable with PowerPoint. The reorganization and addition of many tools on the newest version of PowerPoint has taken me some time to get used to and I know I must invest much more time to be as comfortable as I used to be. I had a problem saving the file, and ended up losing much of my formatting and images but this was my fault and something caused by rushing. As someone who owns a Mac I made most of my presentation from home, but ran into a few compatibility issues when I came to school to make additions (no major problems arose, just extra time wasted and headaches created).
I think PowerPoint presentations are an effective way to give a lecture or any other time when you are combining a lecture and media (or just looking to spice up a lecture by adding video or images). One of the major pros of using PowerPoint are that you can quickly create a visual aide/supplement to any presentation, making it more stimulating and engaging for all in attendance. One major con with PowerPoint is the tendency to add detail and images until all empty space is filled, making the visual presentation cluttered and distracting the viewers from the main message of the presentation.
Monday, July 27, 2009
Copyright Law
In my copyright blog I will be answering the following questions:
What are some new things you learned about copyright that you hadn’t known before?
Do you believe that copyright laws are fair as they are currently written? What specifically do you believe to be fair/unfair?
Tell me what you must do to make sure whatever you are using in your classroom will fall under Fair Use protection.
How will you enforce copyright within your own classroom with your students?
What I learned from this assignment is where to look for guidelines on copyright laws. I was surprised by how intricate and therefore confusing copyright laws are, so knowing where to find answers on fair use questions is extremely important to avoid copyright infringement. The copyright laws seem fair but at the same time they are very strict. It would be nice if some of the restrictions were reduced if the copyright protected piece is used for educational purposes and not for profit by someone other than the creator. To make sure I don't violate any copyright laws I will turn to online resources (sites like what you provided in class) that outline the rules. Knowing where to find the answers is as good as knowing the answers, so keeping a list or bookmarking internet sites that outline the regulations will be extremely advantageous to protecting me from infringement of laws. In my classroom, I will make sure that students have access to the same resource guidelines that I have and do my best to accurately interpret the rules to my students. I won't go so far as to report students to administration for violation of copyright laws except in extreme examples (stealing whole documents is one such example). It is my belief that most violations by my students will be out of misinterpretation of the rules, and not from the malicious intent to steal and profit from another persons work.
What are some new things you learned about copyright that you hadn’t known before?
Do you believe that copyright laws are fair as they are currently written? What specifically do you believe to be fair/unfair?
Tell me what you must do to make sure whatever you are using in your classroom will fall under Fair Use protection.
How will you enforce copyright within your own classroom with your students?
What I learned from this assignment is where to look for guidelines on copyright laws. I was surprised by how intricate and therefore confusing copyright laws are, so knowing where to find answers on fair use questions is extremely important to avoid copyright infringement. The copyright laws seem fair but at the same time they are very strict. It would be nice if some of the restrictions were reduced if the copyright protected piece is used for educational purposes and not for profit by someone other than the creator. To make sure I don't violate any copyright laws I will turn to online resources (sites like what you provided in class) that outline the rules. Knowing where to find the answers is as good as knowing the answers, so keeping a list or bookmarking internet sites that outline the regulations will be extremely advantageous to protecting me from infringement of laws. In my classroom, I will make sure that students have access to the same resource guidelines that I have and do my best to accurately interpret the rules to my students. I won't go so far as to report students to administration for violation of copyright laws except in extreme examples (stealing whole documents is one such example). It is my belief that most violations by my students will be out of misinterpretation of the rules, and not from the malicious intent to steal and profit from another persons work.
Cyberbullying
One definition of cyberbullying by Glenn Stutzky of Michigan State University is:
"Cyber bullying is the use of modern communication technologies to embarrass, humiliate, threaten, or intimidate an individual in the attempt to gain power and control over them" (Stutzky).
1. During my youth and still currently, I have come into little contact with cyberbullying, neither as perpetrator or victim. My stance has always been that if I didn't get along with someone, I don't feel any need to converse with them in any capacity, especially not through email or any other electronic medium. Don't get me wrong, I have had moments where I was unkind to others and regret my actions but these hurtful gestures were never in an online setting. The possible reasons for my lack of cyberbullying experience may be rooted in my lack of interest in social networking, that I'm not mean enough to be so hurtful to others (I hope this is the main reason), or I'm just too old to get down with hip technology.
2. Schools have major problems protecting students from bullying because it usually happens off campus and with a personal computer. It is very difficult to tell if a student is a victim of bullying if they keep it concealed. Some signs include switching classes (if possible) or skipping many days of school.
For schools to step in and try to regulate bullying is a slippery slope. I think that schools should look into allegations of cyberbullying then report the info to the police (if there is an online task force, that is who should handle such assignments. And if there isn't a division for Internet-related crimes, it should be created immediately).
Schools should be focused on student education, not enforcement of criminal behavior. By letting the police handle the matter the punishment and possibly reduce the rate of cyberbullying.
3. My classroom plan for cyberbullying will be both pre-emptive and reactionary. I will have strict rules in my classroom that prohibit bullying and hateful behavior in my class or outside of it towards any student in the school. I plan on having discussions or sessions where we look at the consequences of cyberbullying and ways to prevent and then stop the behavior. If pre-emptive measures are ineffective and cyberbullying ensues, I will report the guilty party to administration for corrective action.
I want my students to be knowledgeable about cyberbullying and the dangers of such action, because that is the best way to prevent it. Creating activities or assignments that allow students to empathize with a victim of cyberbullying and make potential bullies think twice before engaging in such hateful activities.
Resources:
Stutzky, G. CYBER BULLYING INFORMATION. Retrieved July 27, 2009, from Institute for Public Policy and Social Research Web site: http://www.ippsr.msu.edu/Documents/Forums/2006_Mar_CYBER_BULLYING_INFORMATION_2006%20--%20Provided%20by%20Mr.%20Glenn%20Stutzky.pdf
"Cyber bullying is the use of modern communication technologies to embarrass, humiliate, threaten, or intimidate an individual in the attempt to gain power and control over them" (Stutzky).
1. During my youth and still currently, I have come into little contact with cyberbullying, neither as perpetrator or victim. My stance has always been that if I didn't get along with someone, I don't feel any need to converse with them in any capacity, especially not through email or any other electronic medium. Don't get me wrong, I have had moments where I was unkind to others and regret my actions but these hurtful gestures were never in an online setting. The possible reasons for my lack of cyberbullying experience may be rooted in my lack of interest in social networking, that I'm not mean enough to be so hurtful to others (I hope this is the main reason), or I'm just too old to get down with hip technology.
2. Schools have major problems protecting students from bullying because it usually happens off campus and with a personal computer. It is very difficult to tell if a student is a victim of bullying if they keep it concealed. Some signs include switching classes (if possible) or skipping many days of school.
For schools to step in and try to regulate bullying is a slippery slope. I think that schools should look into allegations of cyberbullying then report the info to the police (if there is an online task force, that is who should handle such assignments. And if there isn't a division for Internet-related crimes, it should be created immediately).
Schools should be focused on student education, not enforcement of criminal behavior. By letting the police handle the matter the punishment and possibly reduce the rate of cyberbullying.
3. My classroom plan for cyberbullying will be both pre-emptive and reactionary. I will have strict rules in my classroom that prohibit bullying and hateful behavior in my class or outside of it towards any student in the school. I plan on having discussions or sessions where we look at the consequences of cyberbullying and ways to prevent and then stop the behavior. If pre-emptive measures are ineffective and cyberbullying ensues, I will report the guilty party to administration for corrective action.
I want my students to be knowledgeable about cyberbullying and the dangers of such action, because that is the best way to prevent it. Creating activities or assignments that allow students to empathize with a victim of cyberbullying and make potential bullies think twice before engaging in such hateful activities.
Resources:
Stutzky, G. CYBER BULLYING INFORMATION. Retrieved July 27, 2009, from Institute for Public Policy and Social Research Web site: http://www.ippsr.msu.edu/Documents/Forums/2006_Mar_CYBER_BULLYING_INFORMATION_2006%20--%20Provided%20by%20Mr.%20Glenn%20Stutzky.pdf
Monday, July 20, 2009
Wikipedia
Any inquiry I have, whether for pleasure or an assignment, begins with a basic Wikipedia search. Why would I start with any other source? An encyclopedia will have significantly less entries and many pages on the internet are unreliable or provide facts without citation. Wikipedia allows users to access the resources used by editors in the creation of specific pages, as well as allow users to check the history for the most recent additions and see who posted them. Wikipedia, along with About.com and Howstuffworks.com, are some of the best online tools to find answers to simple everyday questions (i.e. how to do Sudoku puzzles) as well as more academic topics (i.e. Swedenborgianism) in an efficient manner.
As a teacher, it is my plan to emphasize the use of Wikipedia as a support and research guide and nothing more; it will be explicit that students are not to cite directly from Wikipedia. I will openly encourage students to use Wikipedia as they begin their research projects or to help brainstorm potential topics.
The fact that Nature magazine reported in 2005 that Wikipedia and Encyclopedia Britannica were nearly equal in the accuracy of their articles demonstrates the ability of the Wikipedia creators and editors to remove unfounded data in order to keep the website’s reliability intact (Johnson, 2006). I find it surprising that Wikipedia is able to keep a level of accuracy that rivals an encyclopedia while providing more entries and the ease of access that accompanies a website (as long as there is an internet signal).
My policy surrounding internet search will be a focus on the reliability of each website. I will more closely monitor and investigate the resources from internet sites (with the exception of published documents that have been converted to a digital format) than from resources used from the school or public library. I feel that the internet is the best way to gather a lot of information in a little amount of time, making Wikipedia one of the most efficient ways to research. On the other hand, much time must now be devoted to ensuring that each resource is accurate through multiple cross references and deeper analysis of contributing material. We seem to be at an educational crossroads, where we have more information available at our fingertips than ever before but we’re not sure if we can use it.
References:
Johnson, D. (2006). Wikipedia: Ban it or Boost it? Media Matters , 26-27.
As a teacher, it is my plan to emphasize the use of Wikipedia as a support and research guide and nothing more; it will be explicit that students are not to cite directly from Wikipedia. I will openly encourage students to use Wikipedia as they begin their research projects or to help brainstorm potential topics.
The fact that Nature magazine reported in 2005 that Wikipedia and Encyclopedia Britannica were nearly equal in the accuracy of their articles demonstrates the ability of the Wikipedia creators and editors to remove unfounded data in order to keep the website’s reliability intact (Johnson, 2006). I find it surprising that Wikipedia is able to keep a level of accuracy that rivals an encyclopedia while providing more entries and the ease of access that accompanies a website (as long as there is an internet signal).
My policy surrounding internet search will be a focus on the reliability of each website. I will more closely monitor and investigate the resources from internet sites (with the exception of published documents that have been converted to a digital format) than from resources used from the school or public library. I feel that the internet is the best way to gather a lot of information in a little amount of time, making Wikipedia one of the most efficient ways to research. On the other hand, much time must now be devoted to ensuring that each resource is accurate through multiple cross references and deeper analysis of contributing material. We seem to be at an educational crossroads, where we have more information available at our fingertips than ever before but we’re not sure if we can use it.
References:
Johnson, D. (2006). Wikipedia: Ban it or Boost it? Media Matters , 26-27.
Saturday, July 18, 2009
Not Even on The 9th "O" in Google
Not finding myself on Google.com makes me feel a little like Jason Bourne. I’m untraceable but without the badass fighting skills. There is a strange comfort in not appearing in a google.com search of my name. I have to give credit to my parents, first and foremost, for giving me two last names. I’m sure my doppelganger is named Peter Tom or John Frank and probably gets a butt load of results when they google themselves (that sounds naughty). Even with a Facebook account and credit cards, I cannot be found on Google. Using Pipl.com is no different as it lists everyone with a Facebook account with either my first or last name and I wasn’t on the list. I guess I selected the right options when I signed up for various sites to keep my info private. And I most certainly wont complain about it.
Although a quick Google search came up empty, I know my Facebook page needs some cleaning and I need to do a better job monitoring what gets posted with me in it. I think being a student with little free time and less money has kept me from inappropriate behavior and therefore Internet posts that show me exhibiting behavior that is “unbecoming of a teacher”. In addition to my Facebook account, any future blogs or social networking sites that I join I will need to be careful of what I post and watchful for questionable posts by others that include me.
This brings up the point that, why on a social networking site, do we need to be worried that showing our personal interests will keep us from a job or get us fired? I definitely understand the argument that we, as teachers, have the same rights to free speech as the rest of society and should be able to express ourselves individually. At the same time, online pictures of us misbehaving will only serve as a promotion for students to do the same things, but at a much more immature age. I wont choose between full censoring or none but I think a little is necessary. When the images and ideas are available to so many I think we, as teachers need to acknowledge that and keep our public content appropriate for the age of our students.
I think the article by Heather Carter, Teresa Foulger, and Ann Dutton Ewbank entitled presented some shocking instances of teachers being denied a license or having one revoked. I found it inappropriate that a middle school teacher in Maryland was investigated for criticizing her administrators and the student’s parents (Carter, Foulger, Ewbank. 2008) . Having a teaching certificate denied for a single MySpace picture labeled “drunken pirate”, is a ridiculous and potentially illegal (I’m no lawyer) excuse by the campus administration to deny a license (Carter, Foulger, Ewbank. 2008).
My theory is that as long as the ideas expressed by teachers are not directly hurting children then they are free to express themselves any way they see fit. I’m not above any one else so I don’t feel it my part to tell people how to act or report behavior that occurs outside of the classroom, because teachers need a social life as much as any one else.
Resources
Carter, H., Foulger, T., & Ewbank , A. (2008, May). Have You Googled Your Teacher Lately? Teachers’ Use of Social Networking Sites. Phi Delta Kappan.
Although a quick Google search came up empty, I know my Facebook page needs some cleaning and I need to do a better job monitoring what gets posted with me in it. I think being a student with little free time and less money has kept me from inappropriate behavior and therefore Internet posts that show me exhibiting behavior that is “unbecoming of a teacher”. In addition to my Facebook account, any future blogs or social networking sites that I join I will need to be careful of what I post and watchful for questionable posts by others that include me.
This brings up the point that, why on a social networking site, do we need to be worried that showing our personal interests will keep us from a job or get us fired? I definitely understand the argument that we, as teachers, have the same rights to free speech as the rest of society and should be able to express ourselves individually. At the same time, online pictures of us misbehaving will only serve as a promotion for students to do the same things, but at a much more immature age. I wont choose between full censoring or none but I think a little is necessary. When the images and ideas are available to so many I think we, as teachers need to acknowledge that and keep our public content appropriate for the age of our students.
I think the article by Heather Carter, Teresa Foulger, and Ann Dutton Ewbank entitled presented some shocking instances of teachers being denied a license or having one revoked. I found it inappropriate that a middle school teacher in Maryland was investigated for criticizing her administrators and the student’s parents (Carter, Foulger, Ewbank. 2008) . Having a teaching certificate denied for a single MySpace picture labeled “drunken pirate”, is a ridiculous and potentially illegal (I’m no lawyer) excuse by the campus administration to deny a license (Carter, Foulger, Ewbank. 2008).
My theory is that as long as the ideas expressed by teachers are not directly hurting children then they are free to express themselves any way they see fit. I’m not above any one else so I don’t feel it my part to tell people how to act or report behavior that occurs outside of the classroom, because teachers need a social life as much as any one else.
Resources
Carter, H., Foulger, T., & Ewbank , A. (2008, May). Have You Googled Your Teacher Lately? Teachers’ Use of Social Networking Sites. Phi Delta Kappan.
Friday, July 17, 2009
Better Show Some Respect
You can’t teach students respectful and courteous behavior in a lecture. Not even with a PowerPoint Presentation full of cool pictures. The one and only way to teach positive values is by demonstrating them. As their teachers, we will have may eyes analyzing our every move and in many instances, learning from our actions. Karen Richardson’s article titled Don’t Feed the Trolls examined the importance of civil discourse in online settings. “We must show our students what the rules look like in practice, by teaching and modeling civil discourse online and
face to face” (Richardson, 2008, p.14). The first step to respectful online behavior occurs in the classroom, demonstrated by our behavior.
Richardson points out that as much as blogs are effective tools for learning, they are also susceptible to hateful and disrespectful acts. Recently there has been a “general sense that incivility is just part of the culture of the Web” (Richardson, 2008, p.13). It is unfortunate that so many people think it is acceptable to behave in this manner, but with the abundance of similar behavior in the media, it’s not surprising (Richardson, 2008). What is compelling is that codes of online civility mimic the same principles as those in the real world (Richardson, 2008). Just like we wouldn’t tolerate bullying or bigotry in the classroom, we cannot accept it online.
I plan on creating a resourceful and positive blog for my classes to guide them through their studies during the school year. While this is my plan, I don’t picture the final product as detailed as the example from Mr. H’s math class blog at Sargent Park School. The amount of posts, hyperlinks, and uploaded video was impressive, and bit intimidating. It’s the amount of time that must be dedicated that scares me. Spending that much time (as Mr. H must have) on the computer is of little interest to me. At the same time, I do understand the extreme benefits of some sort of classroom blog.
The blogs for my students will feature lecture notes, handouts, assignment details, due dates, syllabi, and a homework schedule (for past, current, and future homework). The main purpose of my blog will be to answer questions students may have outside of class and to provide resources to aid the lesson plans. The behavior allowed on the class blog will be positive and shall follow the same code of respect as in the classroom.
face to face” (Richardson, 2008, p.14). The first step to respectful online behavior occurs in the classroom, demonstrated by our behavior.
Richardson points out that as much as blogs are effective tools for learning, they are also susceptible to hateful and disrespectful acts. Recently there has been a “general sense that incivility is just part of the culture of the Web” (Richardson, 2008, p.13). It is unfortunate that so many people think it is acceptable to behave in this manner, but with the abundance of similar behavior in the media, it’s not surprising (Richardson, 2008). What is compelling is that codes of online civility mimic the same principles as those in the real world (Richardson, 2008). Just like we wouldn’t tolerate bullying or bigotry in the classroom, we cannot accept it online.
I plan on creating a resourceful and positive blog for my classes to guide them through their studies during the school year. While this is my plan, I don’t picture the final product as detailed as the example from Mr. H’s math class blog at Sargent Park School. The amount of posts, hyperlinks, and uploaded video was impressive, and bit intimidating. It’s the amount of time that must be dedicated that scares me. Spending that much time (as Mr. H must have) on the computer is of little interest to me. At the same time, I do understand the extreme benefits of some sort of classroom blog.
The blogs for my students will feature lecture notes, handouts, assignment details, due dates, syllabi, and a homework schedule (for past, current, and future homework). The main purpose of my blog will be to answer questions students may have outside of class and to provide resources to aid the lesson plans. The behavior allowed on the class blog will be positive and shall follow the same code of respect as in the classroom.
Thursday, July 16, 2009
Thank You Video Games
Throughout my life I have been “surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age;” so, by Marc Prensky’s definition I would be considered a digital native (Prensky, 2001, p.1). But as I sit in class and learn about blogs, webcasts/podcasts, flash animation, MMORPG, and the slew of new tech-y vocab, I start to wonder “how quickly am I becoming a digital geezer.”
1988 was a great year to be a 5 year old and as I opened my Nintendo Entertainment System that Christmas, my parents must have sensed a change in the wind. I vividly remember my Mom saying, “This is the last video game system you’ll ever have,” apparently she knew there were more consoles to follow the NES and, more significantly, that the digital age was upon us.
As I’ve aged, I continue to use “digital technology” on a daily basis. I own a cell phone, watch digital TV, own an IPod, and still enjoy video games but I feel a disconnect happening between me and some of the new technology. I just don’t understand the point of blogging. I do not feel the need to publicly write about myself nor spend the extra time staring blankly at a computer screen. My introspection is best saved for a notebook (one full of lined paper, not a laptop computer) that is kept to myself. I also feel that blogging has watered down journalism (which is obvious from my writing skills) and made a certifiable reporter out of anyone. Enough of my rant though; I’ve got to find a way to love the blog.
Since second grade, my classrooms have either had a computer in them or a lab nearby. Oregon Trail and Number Crunchers were the games of choice in elementary school followed by SimCity in middle and high school. In addition to the video games, TV’s and VCR’s (and later DVD players) became the norm in most classes. Broadcasting student-ran announcements, (using classroom TVs) was a standard during middle and high school. The use of the internet has been an acceptable form of reference since I was in 6th or 7th grade. In college, there were few activities that did not involve a computer. Hell, it’s even possible to earn college degrees strictly through online courses. Although, the integration of digital tools into the classroom has made great strides, Marc Prensky points out, “We need to invent Digital Native methodologies for all subjects, at all levels,” and this is yet to be accomplished.
The ability of our new technology to spread information has made learning more diverse, efficient, and available to more students. Using a computer a student can ask the teacher a question, finish their research, type their research paper, submit their assignment, and check their grade all without getting up (if there weren’t food, water, or bathroom breaks in between). The use of a PowerPoint presentation can diversify learning by mixing lecture notes, relatable images or graphs, videos, music, and games into an entertaining lesson (and isn’t our goal to be as entertaining as we are educational?).
These articles have reinforced my belief in using digital technology in the classroom. They also helped me understand that there are more digital classroom technologies than DVDs (and soon Blu-ray) and Wikipedia. Using blogs for more than opinion columns IS possible. Creating a class blog to easily share information with all students is going is common in many classrooms today and a fixture in all classrooms in the near future. I plan on incorporating digital technology into my classroom by making sure to include many games in the lesson plans, as Prensky suggested, “Why not make the learning into a video game” (Prensky, 2001, p. 5). There is no sense in fighting the proliferation of digital technologies that work themselves into the lives of our students and therefore into our classroom. It is best to welcome the advancements and learn how to use them effectively before we become digital immigrants. Even though I was told “no more video games,” the digital movement was just too strong for my Mom to keep at bay; I am confident my students will thank my Mom for relenting and helping me learn the skills of THE FUTURE…
Prensky, M. (2001). On the Horizon: Digital Natives, Digital Immigrants. Vol. 9. No. 5, October, 2001. MCB University Press
1988 was a great year to be a 5 year old and as I opened my Nintendo Entertainment System that Christmas, my parents must have sensed a change in the wind. I vividly remember my Mom saying, “This is the last video game system you’ll ever have,” apparently she knew there were more consoles to follow the NES and, more significantly, that the digital age was upon us.
As I’ve aged, I continue to use “digital technology” on a daily basis. I own a cell phone, watch digital TV, own an IPod, and still enjoy video games but I feel a disconnect happening between me and some of the new technology. I just don’t understand the point of blogging. I do not feel the need to publicly write about myself nor spend the extra time staring blankly at a computer screen. My introspection is best saved for a notebook (one full of lined paper, not a laptop computer) that is kept to myself. I also feel that blogging has watered down journalism (which is obvious from my writing skills) and made a certifiable reporter out of anyone. Enough of my rant though; I’ve got to find a way to love the blog.
Since second grade, my classrooms have either had a computer in them or a lab nearby. Oregon Trail and Number Crunchers were the games of choice in elementary school followed by SimCity in middle and high school. In addition to the video games, TV’s and VCR’s (and later DVD players) became the norm in most classes. Broadcasting student-ran announcements, (using classroom TVs) was a standard during middle and high school. The use of the internet has been an acceptable form of reference since I was in 6th or 7th grade. In college, there were few activities that did not involve a computer. Hell, it’s even possible to earn college degrees strictly through online courses. Although, the integration of digital tools into the classroom has made great strides, Marc Prensky points out, “We need to invent Digital Native methodologies for all subjects, at all levels,” and this is yet to be accomplished.
The ability of our new technology to spread information has made learning more diverse, efficient, and available to more students. Using a computer a student can ask the teacher a question, finish their research, type their research paper, submit their assignment, and check their grade all without getting up (if there weren’t food, water, or bathroom breaks in between). The use of a PowerPoint presentation can diversify learning by mixing lecture notes, relatable images or graphs, videos, music, and games into an entertaining lesson (and isn’t our goal to be as entertaining as we are educational?).
These articles have reinforced my belief in using digital technology in the classroom. They also helped me understand that there are more digital classroom technologies than DVDs (and soon Blu-ray) and Wikipedia. Using blogs for more than opinion columns IS possible. Creating a class blog to easily share information with all students is going is common in many classrooms today and a fixture in all classrooms in the near future. I plan on incorporating digital technology into my classroom by making sure to include many games in the lesson plans, as Prensky suggested, “Why not make the learning into a video game” (Prensky, 2001, p. 5). There is no sense in fighting the proliferation of digital technologies that work themselves into the lives of our students and therefore into our classroom. It is best to welcome the advancements and learn how to use them effectively before we become digital immigrants. Even though I was told “no more video games,” the digital movement was just too strong for my Mom to keep at bay; I am confident my students will thank my Mom for relenting and helping me learn the skills of THE FUTURE…
Prensky, M. (2001). On the Horizon: Digital Natives, Digital Immigrants. Vol. 9. No. 5, October, 2001. MCB University Press
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